Akademibokhandeln
Andrew Stables, Anthony Haynes - Childhood and the Philosophy of Education, Häftad

Häftad, Engelska, 2011

Del i serien Continuum Studies in Educational Research

Childhood and the Philosophy of Education

An Anti-Aristotelian Perspective

Av Andrew Stables, Anthony Haynes

1159 kr

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Beskrivning
Philosophical accounts of childhood have tended to derive from Plato and Aristotle, who portrayed children (like women, animals, slaves, and e mob) as unreasonable and incomplete in terms of lacking formal and final causes and ends. Despite much rhetoric concerning either the sinfulness or purity of children (as in Puritanism and Romanticism respectively), the assumption that children are marginal has endured. Modern theories, including recent interpretations of neuroscience, have re-enforced this sense of children's incompleteness. This fascinating monograph seeks to overturn this philosophical tradition. It develops instead a fully semiotic perspective, arguing that in so far as children are no more or less interpreters of the world than adults, they are no more or less reasoning agents. This, the book shows, has radical implications, particularly for the question of how we seek to educate children. One Aristotelian legacy is the unquestioned belief that societies must educate the young irrespective of the latter's wishes. Another is that childhood must be grown out of and left behind.
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Andrew Stables in Professor of Education and Philosophy in the Department of Education at the University of Bath, UK.

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'Too often, in recent years, there has been a propensity for academics writing about childhood, children's voice and growing up to offer a totalising constructionist account on the basis of too little evidence and a too unsubtle analysis. Here, Andrew Stables offers an antidote to the easy bon mot. His account of childhood relies on a careful reading of a range of historical and philosophical sources. Moreover he carefully explores the educational implications of his analysis of childhood; an analysis that avoids the twin perils of a crass essentialism on the one hand and a rootless deconstructed account on the other. To do so he draws on semiotic work to look at children as sign makers in their own right. Not everyone will agree with everything in Stables' book, but for those interested in thinking about childhood and education, it is a must read.' Professor James C Conroy, Dean of the Faculty of Education, University of Glasgow, UK

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