This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general “perennial” issues in philosophy and issues of more contemporary concern. 




The term ‘indoctrination’ has, generally speaking, strong pejorative associations in current educational discourse. It is often contrasted with educational ideals like autonomy, open-mindedness and critical thinking, and is considered either morally objectionable or a necessary evil that ought to be restricted to highly specific contexts. Indoctrination is usually positioned as the antithesis of the sort of educational practices considered appropriate for a modern, liberal, democratic society.51 A wide range of subjects and practices have been tarred with the brush of indoctrination. In most cases, the term is used in a rather non-specific way, indicating some sense of inappropriate influence. For example, many journalists use the term in a very emotive way, referring to the blatant processes of persuasion associated with totalitarian regimes, or the ...

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