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50 Classic Books on Education
Official Knowledge by
Call Number: eBook
Publication Date: 1993
A powerful examination of the rightist resurgence in education and the challenges it presents to concerned educators, Official Knowledge analyzes the effects of conservative beliefs and strategies on educational policy and practice. Apple looks specifically at the conservative agenda's incursion into education through the curriculum, textbook adoption policies and the efforts of the private and business sectors to centralize its interests within schools. At the same time, however, he points out areas of hope for the future, showing how students and teachers have continued the struggle and are now successfully engaged in building more democratic education policies and practices. Finally, Apple writes in personal terms about his own teaching techniques and work with students which challenge some of the ideological and educational policies and practices of the Right.
Culture and Anarchy by
Call Number: eBook and HN389 .A72 1971
Publication Date: 1867
The men of culture are the true apostles of equality.' Matthew Arnold's famous series of essays, which were first published in book form under the title Culture and Anarchy in 1869, debate important questions about the nature of culture and society that are as relevant now as they have ever been. Arnold seeks to find out 'what culture really is, what good it can do, what is our own special need of it' in an age of rapid social change and increasing mechanization. He contrasts culture, 'the study of perfection', with anarchy, the mood of unrest and uncertainty that pervaded mid-Victorian England. How can individuals be educated, not indoctrinated, and what is the role of the state in disseminating 'sweetness and light'? This edition reproduces the original book version and enables readers to appreciate its immediate historical context as well as the reasons for its continued importance today, in the face of the challenges of multi-culturalism and post-modernism.
Giving Teaching Back to Teachers by
Call Number: LB1570 .B329 1984
This book, first published in 1984, aims to bring together the interests of the theory and practice of the education system and, within the former, relate the approaches and claims of the constituent disciplines to each other. Throughout the book, while arguing for the importance of facing up to the logical links between theory and practice, the author seeks to point out the extent to which more educational theory has had little to say of importance for practice, either because it has been a poor theory or because it has concerned itself with matters of little significance to educators. This book will be of interest to students of education, as well as educators themselves.
Learning Beyond the Classroom by
Call Number: eBook in ProQuest
Publication Date: 1998
Education has become one of our major concerns, at the heart of any strategy for prosperity and social cohesion. But young people are having more difficulty than ever before in adapting to the world they will enter as adults. Tom Bentley argues that if education is to meet the emerging challenges of the twenty-first century, we must recognise that learning takes place far beyond the formal education sector. We cannot rely solely on dedicated teachers to deliver the understanding and personal qualities young people will need. Instead we must connect what happens in schools to wider opportunities for learning. Drawing on a wide-ranging review of educational innovation and on contemporary analysis of economic, social and technological change, this book shows that creating an education revolution requires us to think far more radically about young people and the options for reform, and outlines a vision of education fit for the twenty-first century. Tom Bentley is a senior researcher at Demos, the independent think-tank. He was born and educated in East London and at Oxford University. His research areas include: young people, education, the future of work and combating of social exclusion.
Closing of the American Mind by
Call Number: E169.1 .B654 1987
Publication Date: 1987
The brilliant, controversial, bestselling critique of American culture that "hits with the approximate force and effect of electroshock therapy" (The New York Times)--now featuring a new afterword by Andrew Ferguson in a twenty-fifth anniversary edition. THE BRILLIANT AND CONTROVERSIAL CRITIQUE OF AMERICAN CULTURE WITH NEARLY A MILLION COPIES IN PRINT In 1987, eminent political philosopher Allan Bloom published The Closing of the American Mind, an appraisal of contemporary America that "hits with the approximate force and effect of electroshock therapy" (The New York Times) and has not only been vindicated, but has also become more urgent today. In clear, spirited prose, Bloom argues that the social and political crises of contemporary America are part of a larger intellectual crisis: the result of a dangerous narrowing of curiosity and exploration by the university elites. Now, in this twenty-fifth anniversary edition, acclaimed author and journalist Andrew Ferguson contributes a new essay that describes why Bloom's argument caused such a furor at publication and why our culture so deeply resists its truths today.
Schooling in Capitalist America by
Call Number: LC66 .B68 1976
Publication Date: 1976
"This seminal work . . . establishes a persuasive new paradigm."--Contemporary Sociology No book sinceSchooling in Capitalist America has taken on the systemic forces hard at work undermining our education system. This classic reprint is an invaluable resource for radical educators. Samuel Bowles is research professor and director of the behavioral sciences program at the Santa Fe Institute, and professor emeritus of economics at the University of Massachusetts. Herbert Gintis is an external professor at the Santa Fe Institute and emeritus professor of economics at the University of Massachusetts.
The Process of Education by
Call Number: LB885 .B78 1977
Publication Date: 1977
In this classic argument for curriculum reform in early education, Jerome Bruner shows that the basic concepts of science and the humanities can be grasped intuitively at a very early age. He argues persuasively that curricula should he designed to foster such early intuitions and then build on them in increasingly formal and abstract ways as education progresses. Bruner's foundational case for the spiral curriculum has influenced a generation of educators and will continue to be a source of insight into the goals and methods of the educational process.
Democracy and Education by John Dewey by
Call Number: LB875 .D35 1966 and eBook
Publication Date: 1916
Some hundred years after John Dewey worked to illuminate what it means to educate and how public education serves as the bedrock of democracy, his seminal Democracy and Educationspeaks urgently not only to critical contemporary educational issues but to contemporary political issues as well. As mania for testing forces a steadily narrowing curriculum, Dewey explains why democracy cannot "flourish" if "the chief influences in selecting subject matter of instruction are utilitarian ends narrowly conceived for the masses." As such utilitarian subject matter is increasingly placed online, isolating individual students and their electronic screens, he insists that education happens not through direct instruction but "indirectly by means of the environment" where members of a community engage in meaningful tasks. As the American population appears increasingly subject to rhetorical manipulation and ideological extremism, Dewey imagines the possibility of education cultivating "habits of mind which secure social changes without introducing disorder." Insightful and inspiring, Dewey's classic reintroduces readers to educational and political possibilities hard to remember as political and corporate forces to work reshape American public schools in the service of global profit rather than democratic life. Myers Education Press's Timely Classics in Educationoffer readers the opportunity to return to the original works of giants whose influence on education have persisted through the years. Critical introductions to each work offer information on the context of the original work as well as insights into current relevance. For readers unfamiliar with each text, the introductions provide entrée to the work; for experienced readers, the series offers an opportunity to return to original works untainted by the distortions of decades of interpretation. Unlike poorly produced facsimile editions, Timely Classicsare high-quality products. They can be adopted for use in many types of education classes. Perfect for courses in:Social Foundations of Education, Political and Social Foundations of Education, Foundations of American Education, Foundations of Education, Introduction to Education Theory and Policy, Philosophy and Education, History of American Education, and The Philosophy of John Dewey.
Pedagogy of the Oppressed by
Call Number: LB880 .F7313 1982
Publication Date: 1968
First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and has taken on special urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is ongoing. This 50th anniversary edition includes an updated introduction by Donaldo Macedo, a new afterword by Ira Shor and interviews with Marina Aparicio Barberán, Noam Chomsky, Ramón Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come.
Call Number: eBook in ProQuest
Publication Date: 2009
Never has so much attention been devoted to education. Everyone - government ministers, social commentators and parents obsess about its problems. Yet we rarely ask why? Why is education a source of such concern? Why do many of the solutions proposed actually make matters worse? Tony Blair's 'education, education, education' slogan placed education at the forefront of political agendas. But, perhaps the 'policisation' of education is part of the problem. Today, education is valued for its potential contribution to economic development, but it is no longer considered important for itself. Increasingly, the promotion of education has little to do with the value of learning per se or with the importance of 'being taught' about societies' achievements, so future generations have the intellectual ability to advance still further. Education has been emptied of its content. This book is a brilliant piece of analysis. It peers into the hollowness of the education debates and, drawing on thinkers from the ancient Greeks to modern critics, it sets out what we need from our schools.
The Schools We Need by
Call Number: LA210 .H57 1999
Publication Date: 1999
This paperback edition, with a new introduction, offers a powerful, compelling, and unassailable argument for reforming America's schooling methods and ideas--by one of America's most important educators, and author of the bestselling Cultural Literacy. For over fifty years, American schools have operated under the assumption that challenging children academically is unnatural for them, that teachers do not need to know the subjects they teach, that the learning "process" should be emphasized over the facts taught. All of this is tragically wrong. Renowned educator and author E. D. Hirsch, Jr., argues that, by disdaining content-based curricula while favoring abstract--and discredited--theories of how a child learns, the ideas uniformly taught by our schools have done terrible harm to America's students. Instead of preparing our children for the highly competitive, information-based economy in which we now live, our schools' practices have severely curtailed their ability, and desire, to learn. With an introduction that surveys developments in education since the hardcover edition was published, The Schools We Need is a passionate and thoughtful book that will appeal to the millions of people who can't understand why America's schools aren't educating our children.
How Children Fail by
Call Number: LB1555 .H78
Publication Date: 1964
First published in the mid 1960s, How Children Fail began an education reform movement that continues today. In his 1982 edition, John Holt added new insights into how children investigate the world, into the perennial problems of classroom learning, grading, testing, and into the role of the trust and authority in every learning situation. His understanding of children, the clarity of his thought, and his deep affection for children have made both How Children Fail and its companion volume, How Children Learn, enduring classics.
Some Thoughts Concerning Education. by John Locke, Esq. the Fourteenth Edition by
Call Number: eBook on Hathi Trust
Publication Date: 1692
The 18th century was a wealth of knowledge, exploration and rapidly growing technology and expanding record-keeping made possible by advances in the printing press. In its determination to preserve the century of revolution, Gale initiated a revolution of its own: digitization of epic proportions to preserve these invaluable works in the largest archive of its kind. Now for the first time these high-quality digital copies of original 18th century manuscripts are available in print, making them highly accessible to libraries, undergraduate students, and independent scholars. The Age of Enlightenment profoundly enriched religious and philosophical understanding and continues to influence present-day thinking. Works collected here include masterpieces by David Hume, Immanuel Kant, and Jean-Jacques Rousseau, as well as religious sermons and moral debates on the issues of the day, such as the slave trade. The Age of Reason saw conflict between Protestantism and Catholicism transformed into one between faith and logic -- a debate that continues in the twenty-first century. ++++ The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to insure edition identification: ++++ British Library T069885 With a final leaf of advertisements. London: printed for J. Whiston, W. Strahan, J. and F. Rivington, B. White, L. Davis [and 17 others in London], 1772. ,325, p.; 12°
Call Number: Ebook on EBSCOHost and AC1 .A4
Publication Date: 1873
One of the greatest prodigies of his era, John Stuart Mill (1806-73) was studying arithmetic and Greek by the age of three, as part of an astonishingly intense education at his father's hand. Intellectually brilliant, fearless and profound, he became a leading Victorian liberal thinker, whose works - including On Liberty, Utilitarianism, The Subjection of Women and this Autobiography - are among the crowning achievements of the age. Here he describes the pressures placed on him by his childhood, the mental breakdown he suffered as a young man, his struggle to understand a world of feelings and emotions far removed from his father's strict didacticism, and the later development of his own radical beliefs. A moving account of an extraordinary life, this great autobiography reveals a man of deep integrity, constantly searching for truth.
The Idea of a University by
Call Number: eBook in ProQuest
Publication Date: 1873
What is a university? Is it a place where we get the skills for a job? A place of learning? Or is it where we gain knowledge for its own sake? John Henry Newman says yes and no, and goes on to argue that it is more. The whole purpose of education is to tame the appetites, uplift the soul, and to strive for Heaven, for man is naturally inclined to seek God. Find Him, and life becomes meaningful. In ten discourses and ten lectures, Newman argues that the summit of knowledge is gained in the study of theology. Every other branch of knowledge answers "how." Theology answers "why." With the fluidity that only a master of the English language can muster, he explains that theology is attainable by all, for it is a reasonable science; equal, if not superior, to the exact sciences. Biologists may understand the inner workings of organic structures; chemists, physicists, and astronomers may plumb the origins of the universe; mathematicians may supply them with tools to quantify phenomena; and they all may very well come to appreciate the beauty of natural things; but to take the true measure and gain an insight into the order of Creation, they, nay we, need faith-Christian faith, approached by the light of reason.
Call Number: eBook in ProQuest
Publication Date: 366 BC
Republic is the central work of the western world's most famous philosopher. Essentially an inquiry into morality, Republic also contains crucial arguments and insights into many other areas of philosophy. It is also a literary masterpiece: the philosophy is presented for the most part for the ordinary reader, who is carried along by the wit and intensity of the dialogue and by Plato's unforgettable images of the human condition. This new, lucid translation byRobin Waterfield is complemented by full explanatory notes and an up-to-date critical introduction.
Publication Date: 387 BC
Complete and unabridged paperback edition. Protagoras is a dialogue by Plato. The traditional subtitle (which may or may not be Plato's) is "or the Sophists". The main argument is between Socrates and the elderly Protagoras, a celebrated sophist and philosopher. The discussion takes place at the home of Callias, who is host to Protagoras while he is in town, and concerns the nature of sophists, the unity and the teachability of virtue. A total of twenty-one people are named as present. Description from Wikipedia, the free encyclopedia.
Meno and Other Dialogues by
Publication Date: 387 BC
Meno Charmides Laches Lysis'Do please try to tell us what courage is...'In these four dialogues Plato considers virtue and its definition. Charmides, Laches, and Lysis investigate the specific virtues of self-control, courage, and friendship; the later Meno discusses the concept of virtue as a whole, and whether it is something that can be taught. In theconversations between Socrates and his interlocutors, moral concepts are debated and shown to be more complex than at first appears, until all the participants in the conversations are reduced to bafflement.The artistry as well as the philosophy of these dialogues has always been widely admired. The introduction to this edition explains the course of the four dialogues and examines the importance of Socrates' questions and arguments, and the notes cover major and minor points in more detail. This isan essential volume for understanding the brilliance of the first Western philosopher.
The End of Education by
Call Number: LA217.2 .P67 1996
Publication Date: 1996
Postman suggests that the current crisis in our educational system derives from its failure to supply students with a translucent, unifying "narrative" like those that inspired earlier generations. Instead, today's schools promote the false "gods" of economic utility, consumerism, or ethnic separatism and resentment. What alternative strategies can we use to instill our children with a sense of global citizenship, healthy intellectual skepticism, respect of America's traditions, and appreciation of its diversity? In answering this question, The End of Education restores meaning and common sense to the arena in which they are most urgently needed. "Informal and clear...Postman's ideas about education are appealingly fresh."--New York Times Book Review
Education Through Art by
Call Number: N85 .R42 1974 and online at Internet Archive
Publication Date: 1943
Advocates the use of artistic expression as the foundation of education, based on sociological, psychological, and philosophical grounds
Call Number: eBook on Hathi Trust
Publication Date: 1762
Emile - Treatise on Education by Jean-Jacques Rousseau - Translated by Barbara Foxley. Emile, or On Education or Émile, or Treatise on Education (French: Émile, ou De l'éducation) is a treatise on the nature of education and on the nature of man written by Jean-Jacques Rousseau, who considered it to be the "best and most important of all my writings". Due to a section of the book entitled "Profession of Faith of the Savoyard Vicar", Emile was banned in Paris and Geneva and was publicly burned in 1762, the year of its first publication. During the French Revolution, Emile served as the inspiration for what became a new national system of education. The work tackles fundamental political and philosophical questions about the relationship between the individual and society - how, in particular, the individual might retain what Rousseau saw as innate human goodness while remaining part of a corrupting collectivity. Its opening sentence: "Everything is good as it leaves the hands of the Author of things; everything degenerates in the hands of man". Rousseau seeks to describe a system of education that would enable the natural man he identifies in The Social Contract (1762) to survive corrupt society. He employs the novelistic device of Emile and his tutor to illustrate how such an ideal citizen might be educated. Emile is scarcely a detailed parenting guide but it does contain some specific advice on raising children. It is regarded by some as the first philosophy of education in Western culture to have a serious claim to completeness, as well as being one of the first Bildungsroman novels, having preceded Goethe's Wilhelm Meister's Apprenticeship by more than thirty years.
Thought and Language by
Call Number: P37 .V94 1986
Publication Date: 1934
Since it was introduced to the English-speaking world in 1962, Lev Vygotsky's highly original exploration of human mental development has become recognized as a classic foundational work of cognitive science. Vygotsky analyzes the relationship between words and consciousness, arguing that speech is social in its origins and that only as children develop does it become internalized verbal thought. Now Alex Kozulin has created a new edition of the original MIT Press translation by Eugenia Hanfmann and Gertrude Vakar that restores the work's complete text and adds materials that will help readers better understand Vygotsky's meaning and intentions. Kozulin has also contributed an introductory essay that offers new insight into the author's life, intellectual milieu, and research methods. Lev S. Vygotsky (1896-1934) studied at Moscow University and acquired in his brief lifespan a nearly encyclopedic knowledge of the social sciences, psychology, philosophy, linguistics, literature, and the arts. He began his systematic work in psychology at the age of 28, and within a few years formulated his theory of the development of specifically human higher mental functions. He died of tuberculosis ten years later, and Thought and Language was published posthumously in 1934.
Bringing knowledge back in : from social constructivism to social realism in the sociology of education by
Call Number: LC191 .Y568 2008
Publication Date: 2007
'This book tackles some of the most important educational questions of the day... It is rare to find a book on education which is theoretically sophisticated and practically relevant: this book is.' From the Foreword by Hugh Lauder What is it in thenbsp;twenty-first century that we want young people, and adults returning to study, to know? What is it about the kind of knowledge that people can acquire at school, college or university that distinguishes it from the knowledge that people acquire in their everyday lives everyday lives, at work, and in their families? Bringing Knowledge Back In draws on recent developments in the sociology of knowledge to propose answers to these key, but often overlooked, educational questions. Michael Young traces the changes in his own thinking about the question of knowledge in education since his earliernbsp;booksnbsp;Knowledge and Control and The Curriculum of the Future. He argues for the continuing relevance of the writings of Durkheim and Vygotsky and the unique importance of Basil Bernstein's often under-appreciated work. He illustrates the importance of questions about knowledge by investigating the dilemmas faced by researchers and policy makers in a range of fields. He also considers the broader issue of the role of sociologists in relation to educational policy in the context of increasingly interventionist governments. In so doing, the book: provides conceptual tools for people to think and debate about knowledge and education in new ways provides clear expositions of difficult ideas at the interface of epistemology and the sociology of knowledge makes explicit links between theoretical issues and practical /policy questions offers a clear focus for the future development of the sociology of education as a key field within educational studies. This compelling and provocative book will be essential reading for anyone involved in research and debates about the curriculum as well as those with a specific interest in the sociology of education. nbsp; nbsp; nbsp;
Classic Books on Education
- Michael W. Apple – Official Knowledge: Democratic Education in a Conservative Age (1993)
- Hannah Arendt – Between Past and Future (1961), for the essay “The Crisis in Education” (1958)
- Matthew Arnold – Culture and Anarchy (1867-9)
- Robin Barrow – Giving Teaching Back to the Teachers (1984)
- Tom Bentley – Learning Beyond The Classroom: Education for a Changing World (1998)
- Allan Bloom – The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today’s Students (1987)
- Pierre Bourdieu and Jean-Claude Passeron – Reproduction in Education, Society and Culture (1977)
- Samuel Bowles and Herbert Gintis – Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life (1976)
- Jerome Bruner – The Process of Education (1960)
- John Dewey – Democracy and Education (1916)
- Margaret Donaldson – Children’s Minds (1978)
- JWB Douglas – The Home and the School (1964)
- Kathryn Ecclestone and Dennis Hayes – The Dangerous Rise of Therapeutic Education (2008)
- Harold Entwistle – Antonio Gramsci: Conservative Schooling for Radical Politics (1979).
- Paulo Freire – Pedagogy of the Oppressed (1968/1970)
- Frank Furedi – Wasted: Why Education Isn’t Educating (2009)
- Helene Guldberg – Reclaiming Childhood (2009)
- ED Hirsch Jnr. – The Schools We Need And Why We Don’t Have Them (1999)
- Paul H Hirst – Knowledge and the Curriculum(1974) For the essay which appears as Chapter 3 ‘Liberal Education and the Nature of Knowledge’ (1965)
- John Holt – How Children Fail (1964)
- Eric Hoyle – The Role of the Teacher (1969)
- James Davison Hunter – The Death of Character: Moral Education in an Age without Good or Evil (2000)
- Ivan Illich – Deschooling Society (1971)
- Nell Keddie (Ed.) – Tinker, Taylor: The Myth of Cultural Deprivation (1973)
- John Locke – Some Thoughts Concerning Education (1692)
- John Stuart Mill – Autobiography (1873)
- Sybil Marshall – An Experiment in Education (1963)
- Alexander Sutherland Neil – Summerhill: A Radical Approach to Child Rearing (1960)
- John Henry Newman – The Idea of a University (1873)
- Michael Oakeshott – The Voice of Liberal Learning (1989) In particular for the essay “Education: The Engagement and Its Frustration” (1972)
- Anthony O’ Hear – Education, Society and Human Nature: An Introduction to the Philosophy of Education (1981)
- Richard Stanley Peters – Ethics and Education (1966)
- Melanie Phillips – All Must Have Prizes (1996)
- Plato – The Republic (366BC?)
- Plato – Protagoras(390BC?) and Meno (387BC?)
- Neil Postman – The End of Education: Redefining the Value of School (1995)
- Neil Postman and Charles Weingartner – Teaching as a Subversive Activity (1969)
- Herbert Read – Education Through Art(1943)
- Carl Rogers – Freedom to Learn: A View of What Education Might Become (1969)
At the top of the reading list for centuries. Wikimedia Commons
- Jean-Jacques Rousseau – Émile or “on education” (1762)
- Bertrand Russell – On Education(1926)
- Israel Scheffler – The Language of Education (1960)
- Brian Simon – Does Education Matter? (1985) Particularly for the paper “Why No Pedagogy in England?” (1981)
- JW Tibble (Ed.) – The Study of Education (1966)
- Lev Vygotsky – Thought and Language (1934/1962)
- Alfred North Whitehead – The Aims of Education and other essays (1929)
- Paul E. Willis – Learning to Labour: How Working Class Kids Get Working Class Jobs (1977)
- Alison Wolf – Does Education Matter? Myths about Education and Economic Growth (2002)
- Michael FD Young (Ed) – Knowledge and Control: New Directions for the Sociology of Education (1971)
- Michael FD Young – Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education (2007)
Classic books are labeled with a Classic Spine Label to make identification easier.