This book presents and argues for a moral theory which draws on most of the major theoretical positions to some degree, but it also spells out the limits and boundaries of a moral theory. In doing so,
This volume is a comprehensive critique of the radical tradition in educational theory. It traces the development of the key ideas in radical literature from Rousseau to the present day. Two opening c
Teachers and students are frequently confused as to the relevance of abstract philosophical theorising to the reality of the classroom and this book is distinctive for the attention it devotes to phil
This book addresses the question ‘What should be taught in schools and why?’. The book begins by stressing the way in which such a question should be approached and goes on to offer a comprehensive an
Three lines of argument are central to this book: that Plato's views as expounded in the Republic indicate that he was a utilitarian; that utilitarianism is the only acceptable ethical theory; that th
The first part of the book reviews empirical work relating to happiness (including attitudinal studies), claims made in an educational context and postwar philosophical treatment of the concept. There
Three lines of argument are central to this book: that Plato's views as expounded in the Republic indicate that he was a utilitarian; that utilitarianism is the only acceptable ethical theory; that th
In this text, first published in 1993, Barrow decisively rejects the traditional assumption that intelligence has no educational significance and contends instead that intelligence is developed by the
Series: Routledge Library Editions: History & Philosophy of ScienceThree lines of argument are central to this book: that Plato's views as expounded in the Republic indicate that he was a utilitarian;
