Philosophers as Educational Reformers (International Library of the Philosophy of Education Volume 10)

The Influence of Idealism on British Educational Thought

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects, Reference
Cover of the book Philosophers as Educational Reformers (International Library of the Philosophy of Education Volume 10) by Peter Gordon, John White, Taylor and Francis
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Author: Peter Gordon, John White ISBN: 9781135170950
Publisher: Taylor and Francis Publication: February 25, 2010
Imprint: Routledge Language: English
Author: Peter Gordon, John White
ISBN: 9781135170950
Publisher: Taylor and Francis
Publication: February 25, 2010
Imprint: Routledge
Language: English

This volume assesses how far the ideas and achievements of the 19th century British Idealist philosophical reformers are still important for us today when considering fundamental questions about the structure and objectives of the education system in England and Wales. Part 1 examines those ideas of the Idealists, especially T. H. Green, which had most bearing on the educational reforms carried out between 1870 and the 1920s and traces their connection with the philosophy and educational theory of Hegel and other post-Kantians. Part 2 is an historical survey, concentrating on the innovations in the organization and contents of education in England and Wales brought about by the administrators and educationists educated in philosophical idealism. Part 3 considers what relevance the philosophical and practical ideas of this interconnected group of reformers have to education today.

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This volume assesses how far the ideas and achievements of the 19th century British Idealist philosophical reformers are still important for us today when considering fundamental questions about the structure and objectives of the education system in England and Wales. Part 1 examines those ideas of the Idealists, especially T. H. Green, which had most bearing on the educational reforms carried out between 1870 and the 1920s and traces their connection with the philosophy and educational theory of Hegel and other post-Kantians. Part 2 is an historical survey, concentrating on the innovations in the organization and contents of education in England and Wales brought about by the administrators and educationists educated in philosophical idealism. Part 3 considers what relevance the philosophical and practical ideas of this interconnected group of reformers have to education today.

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