Anarchism and Education: A Philosophical Perspective by Judith Suissa

By Judith Suissa

Exploring the missed culture of anarchist schooling, this booklet indicates how the information typically linked to anarchism can lend a useful viewpoint to philosophical debates on schooling, and provide a motivating imaginative and prescient for academics and academic coverage makers. In targeting the academic rules linked to social anarchists, Judith Suissa presents an in depth account of the primary positive aspects of anarchist proposal, dispelling a few universal misconceptions approximately anarchism and demonstrating how a failure to understand the an important function of schooling in anarchist concept is usually liable for the dismissal of anarchism as a coherent place through either teachers and most people. The booklet additionally establishes that anarchist schooling is a special culture that differs in vital respects shape libertarian or child-centered schooling, with which it's always mistakenly conflated. Anarchism and schooling deals an historic account of anarchist rules and experiments, and situates those within the framework of up to date debates within the philosophy of schooling and political philosophy. Anarchism is in comparison with Liberal and Marxist traditions, with specific emphasis at the idea of human nature, which, it's argued, is the major to greedy the function of schooling in anarchist suggestion, and at the concept of utopianism. the connection among anarchist principles and problems with pedagogy, university weather, curriculum and coverage are explored, resulting in a large dialogue of the political and social context of academic principles. the viewpoint coming up from this account is used to supply a trenchant critique of a few present tendencies in academic conception and coverage, similar to demands loose markets in academic provision.

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By Judith Suissa

Exploring the missed culture of anarchist schooling, this booklet indicates how the information typically linked to anarchism can lend a useful viewpoint to philosophical debates on schooling, and provide a motivating imaginative and prescient for academics and academic coverage makers. In targeting the academic rules linked to social anarchists, Judith Suissa presents an in depth account of the primary positive aspects of anarchist proposal, dispelling a few universal misconceptions approximately anarchism and demonstrating how a failure to understand the an important function of schooling in anarchist concept is usually liable for the dismissal of anarchism as a coherent place through either teachers and most people. The booklet additionally establishes that anarchist schooling is a special culture that differs in vital respects shape libertarian or child-centered schooling, with which it's always mistakenly conflated. Anarchism and schooling deals an historic account of anarchist rules and experiments, and situates those within the framework of up to date debates within the philosophy of schooling and political philosophy. Anarchism is in comparison with Liberal and Marxist traditions, with specific emphasis at the idea of human nature, which, it's argued, is the major to greedy the function of schooling in anarchist suggestion, and at the concept of utopianism. the connection among anarchist principles and problems with pedagogy, university weather, curriculum and coverage are explored, resulting in a large dialogue of the political and social context of academic principles. the viewpoint coming up from this account is used to supply a trenchant critique of a few present tendencies in academic conception and coverage, similar to demands loose markets in academic provision.

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He contends, unlike Rousseau, that even a corrupt society cannot crush individual human goodness – that is, even the capitalist state cannot ‘weed out the feeling of human solidarity, deeply lodged in men’s understanding and heart’ (Becker and Walter 1988: 38). Nevertheless, he acknowledges that people ‘will not turn into anarchists by sudden transformation’. Thus the contextualist account of human nature can go a long way towards answering the question of why education, and schools, are necessary both to help bring about and to sustain an anarchist society.

For if one combines the above insights of anarchism regarding human nature with the anarchist insistence, discussed in Chapter 1, that the final form of human society cannot be determined in Anarchist values? 39 advance, it seems as if this very perspective yields a far more open-ended, creative image of education and its role in social change. On the Marxist view, education is seen as primarily the means by which the proletarian vanguard is to be educated to true (class) consciousness. Once the revolution is over, it seems, there will be no role for education, for as Lukacs writes, scientific socialism will then be established ‘in a complete and definite form, then we shall see a fundamental transformation of the nature of man’ (in Read 1974: 150).

Barclay 1990: 12) Colin Ward, the contemporary British anarchist, draws similar conclusions from his analysis of contemporary experiments in non-hierarchical social 34 Anarchism and human nature organizations. The most famous example of such anarchist practice in action is that of the Paris Commune of 1871. But Ward also discusses small-scale social experiments – notably in the areas of education and health care – which support the idea of spontaneous organization based on voluntary cooperation.

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