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.
Chapter 33: Personal and Social Education
Personal and Social Education
In writing a chapter on personal and social education for a handbook intended for an international readership, there is an initial difficulty in specifying just what the chapter is about. There are at least three interconnected aspects to this difficulty.
The first is a matter of terminology. Some terms labelling curriculum subjects would be recognized (or could be uncontroversially translated so as to be recognized) anywhere in the world: ‘mathematics’ is a clear example. Even terms covering a disputed area of content, such as ‘moral education’ and ‘citizenship education’, are widely recognized. The same cannot be assumed for ‘personal and social education’.
Secondly, and more substantially, ‘personal and social education’ is similar to ‘moral and citizenship education’, though different from ...