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The Philosophy of Schooling
[From back ]"Barrow is provocative; he is insightful; and he is entertaining." — IAN LISTER, Professor of Education, University of YorkThe Philosophy of SchoolingROBIN BARROWProfessor of Education, Simon Fraser UniversityTHIS NEW COMPREHENSIVE TEXTBOOK provides a penetrating and lucid introduction to the philosophy of education. It succeeds in making the point and purpose of philosophical analysis absolutely clear and its power as a critical tool manifest.The emphasis on schooling rather than education draws attention to the broad spectrum of the recognising that schools generally do much more than educate, Dr. Barrow specifically addresses himself to the larger question of what schools are for and what they should do.While arguing convincingly for a conception of education grounded in breadth of knowledge, Dr. Barrow demonstrates the importance of other functions of schooling such as socialisation, emotional development and vocational preparation.The result is a rare a textbook that really does offer a thorough and deep introduction to philosophy, and which, at the same time, is an imaginatively and strongly argued educational thesis.
211 pages, Paperback
First published January 1, 1981
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Displaying 1 - 2 of 2 reviews
November 9, 2024
I have read this book cover to cover twice and each time it has been a different book (much like the analogy of never stepping into the same river twice).
Barrow's ideas are clear and they are logical. This book is an important look at the philosophy of 'schooling', because education sits inside schools, but that education is not analogous to schooling/school.
This initial message is extremely fundamental at the society level and especially at the school-going-pupil level because it may not necessarily be obvious to them.
Barrow describes what schools are for, what is expected of them, what schools can realistically deliver, why that may be so and what the challenges are of defining ideal schooling, e.g. ideal curricula, ideal thinking behind teaching, in terms of semantics, relevance, value, reality and meaning. All being concepts that are open to interpretation or ambiguity.
What is left then is a tricky scenario that schools find themselves in considering the gargantuan-scale task of responsibility they have of providing the children of our society with a 'good' education.
Barrow moves on to describe what a good education has traditionally looked like..What does it mean to be well-educated and intellectual. What dimensions make the cut for such qualification? What is the value of having a breadth of knowledge as opposed to deep, specialist knowledge?
Barrow takes a rationalist stance over an empirical one to explain what a good education should encompass and what skills our children need to develop in order to put their intellectual tools to full use.
There is also a balanced look at why philosophy should be taught at schools, particularly at the secondary level.
Ultimately, Barrow believes, that 'the educated mind does not dwell on the particular, the concrete here and now, but on the abstract and general level of principle'. He also posits that 'by philosophising we aim to improve the quality of our thinking and our discussion'.
Schools take note.
Barrow's ideas are clear and they are logical. This book is an important look at the philosophy of 'schooling', because education sits inside schools, but that education is not analogous to schooling/school.
This initial message is extremely fundamental at the society level and especially at the school-going-pupil level because it may not necessarily be obvious to them.
Barrow describes what schools are for, what is expected of them, what schools can realistically deliver, why that may be so and what the challenges are of defining ideal schooling, e.g. ideal curricula, ideal thinking behind teaching, in terms of semantics, relevance, value, reality and meaning. All being concepts that are open to interpretation or ambiguity.
What is left then is a tricky scenario that schools find themselves in considering the gargantuan-scale task of responsibility they have of providing the children of our society with a 'good' education.
Barrow moves on to describe what a good education has traditionally looked like..What does it mean to be well-educated and intellectual. What dimensions make the cut for such qualification? What is the value of having a breadth of knowledge as opposed to deep, specialist knowledge?
Barrow takes a rationalist stance over an empirical one to explain what a good education should encompass and what skills our children need to develop in order to put their intellectual tools to full use.
There is also a balanced look at why philosophy should be taught at schools, particularly at the secondary level.
Ultimately, Barrow believes, that 'the educated mind does not dwell on the particular, the concrete here and now, but on the abstract and general level of principle'. He also posits that 'by philosophising we aim to improve the quality of our thinking and our discussion'.
Schools take note.
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March 26, 2025Robin Barrow's work on philosophy schooling offers deep insights into the importance of education in shaping critical thinking. His approach emphasizes a rigorous understanding of philosophical concepts and their application in everyday life. For students seeking quality academic support, https://ukwritemyessay.com/ offers top-notch writing services, ensuring that each paper meets high standards. By choosing Ukwritemyessay, learners can benefit from expertly written essays tailored to their specific needs. With their commitment to excellence, Ukwritemyessay remains a go-to platform for anyone looking to excel in their academic endeavors.
Displaying 1 - 2 of 2 reviews