All listings for this product
Best-selling in Non-Fiction Books
Save on Non-Fiction Books
- AU $17.00Trending at AU $19.09
- AU $61.30Trending at AU $73.48
- AU $82.00Trending at AU $99.31
- AU $36.79Trending at AU $38.13
- AU $50.16Trending at AU $55.65
- AU $20.18Trending at AU $24.49
- AU $26.40Trending at AU $33.64
About this product
- DescriptionWhat does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such polices? What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles.
- Author BiographyChristopher Martin is Assistant Professor of Education at the University of British Columbia, Kelowna, Canada.
- Author(s)Dr. Christopher Martin
- PublisherBloomsbury Publishing PLC
- Date of Publication10/04/2014
- SubjectEducation & Teaching
- Place of PublicationLondon
- Country of PublicationUnited Kingdom
- ImprintBloomsbury Academic
- Content Noteblack & white illustrations
- Weight301 g
- Width156 mm
- Height234 mm
- Spine11 mm
This item doesn't belong on this page.
Thanks, we'll look into this.