Once employing thousands, with many collieries dotted all over the area, coal mining in the East Midlands has all but gone. Once tens of thousands depended on mining. Ken Wain tells the story of mining, its triumphs and disasters.
Once employing thousands, with many collieries dotted all over the area, coal mining in the East Midlands has all but gone. Once tens of thousands depended on mining. Ken Wain tells the story of mining, its triumphs and disasters.
Offering a rigorous philosophical analysis of lifelong education, the author presents clear and direct arguments that make the content accessible for students new to philosophy and adult education. First published in 1987, the book aims to engage readers in a thoughtful exploration of the concepts surrounding lifelong learning.
Set against the backdrop of pre-World War I Europe, the narrative explores the internal conflict of Franz K, a Prague insurance lawyer and part-time writer, as he navigates his romantic relationship with Felice, a woman from Berlin. Their correspondence evolves into a deep emotional bond, yet Franz grapples with his ambivalence towards marriage, fearing it may detract from his literary ambitions. This tension manifests in a dramatic struggle between his personal desires and professional aspirations, with Felice caught in the crossfire of his conflicting identities.
Rousseau and our contemporary political and educational culture
Engaging deeply with Rousseau's educational and political writings, this book examines the tension between enculturation and individuation in the upbringing of youth within Western societies. While "Emile" has been a focal point in educational discussions, the author highlights the often-overlooked aspects of Rousseau's broader work and the intricate connections between his educational theories and political philosophy, aiming to provide a comprehensive understanding of his contributions to these fields.
Lifelong learning has emerged as a crucial focus as educational policy transitions from mass schooling to the learning society. This shift began in the mid-1960s and early 1970s, driven by a group of writers and adult educators associated with UNESCO, who embraced a humanist philosophy and leftist agenda. However, in the 1990s, this vocabulary was co-opted by interests emphasizing effectiveness and economic outcomes, marking a significant change that has been described as the death of education. The exploration of this transformation delves into various theoretical resources aimed at addressing the situation, particularly those advocating for the restoration of an educated public or promoting individual self-creation. The work engages with a diverse array of philosophers and thinkers, including MacIntyre, Habermas, Foucault, Derrida, Rorty, and Baudrillard. It also raises critical questions regarding postmodern and poststructuralist perspectives on education. With its comprehensive approach and historical context, this text serves as an essential resource for theoretical courses in lifelong learning and educational theory. It is vital reading for educators, policy specialists, media experts, researchers, political theorists, and philosophers of education, addressing the complex relationship between education and the postmodern world.