| Description |
vi, 203 pages ; 24 cm |
| Series |
Continuum studies in education |
|
Continuum studies in education.
|
| Contents |
1.1. How Anti-Aristotelian can one be? 1.2. Aristotle's debt to Plato 1.3. Aristotle: children as people in formation 1.4. Histories of childhood: footnotes to Aristotle? 1.5. Pessimism and sin: the Puritan child 1.6. Optimism and enlightenment: the liberal child 1.7. Trailing clouds of glory: the romantic child 1.8. The postmodern child: less than not much? -- 2.1.Living as semiotic engagement 2.2.The meaning-making, semiotic child 2.3 Learning and schooling: Dewey and beyond -- 3.1. The roots of compulsory schooling 3.2 The extension of the in-between years 3.3 Teaching for significant events: identity and non-identity -- 4.1 The child and the law 4.2 Semiosis and social policy 4.3 Doing children justice |
| Summary |
Philosophical accounts of childhood have tended to derive from Plato and Aristotle, who portrayed children 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, the assumption that children are marginal has endured |
| Notes |
Previously published: 2008 |
| Bibliography |
Includes bibliographical references (pages [194]-200) and index |
| Subject |
Aristotle -- Criticism and interpretation.
|
|
Aristotle.
|
|
Children and philosophy.
|
|
Education -- Philosophy.
|
| Author |
Stables, Andrew, 1956-
|
| LC no. |
2011294672 |
| ISBN |
1441198334 (paperback) |
|
9781441198334 (paperback) |
|
