CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Does Scottish education need traditions?

Tác giả

Paterson L.

Năm xuất bản

2009

Source title

Discourse

Số trích dẫn

DOI

10.1080/01596300903036871

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-67651213659&doi=10.1080%2f01596300903036871&partnerID=40&md5=0ae4dabf42e20f792998eb300696d02c

Tóm tắt

Scottish education was, until quite recently, the conscious product of liberal tradition, of the belief by influential elites that the nation's educational history was strong, coherent, and progressive, a source of economic flexibility, of modernising ideas, and of liberal opportunity. In recent decades, however, it has become fashionable to decry or even to ignore this tradition, on the grounds that it is rigidly academic, competitively merit-selective, unable to respond to change, and a universalising threat to authenticity. The paper discusses the tradition and why it has now fallen into apparently terminal desuetude.

Từ khóa

Liberal education; Reason; Scotland; Secondary education; Tradition; Universalism

Tài liệu tham khảo

Alibhai-Brown Y., After multiculturalism, (2000); Anderson R.D., Education and opportunity in Victorian Scotland, (1983); Anderson R.D., Education and society in modern Scotland: A comparative perspective, History of Education Quarterly, 25, pp. 459-481, (1985); Anderson R.D., Education and the Scottish people, 1750-1918, (1995); Barry B., Culture and equality, (2001); Bissoondath N., Selling illusions, (1994); Carlyle T., Signs of the times, The collected works of Thomas Carlyle, 3, pp. 98-118, (1858); Carr D., The uses of literacy in teacher education, British Journal of Educational Studies, 45, 1, pp. 53-68, (1997); Davie G., Hume, Reid and the passion for ideas, A passion for ideas: Essays on the Scottish Enlightenment, 2, pp. 1-19, (1994); Gottfredson L.S., Dissecting practical intelligence theory: Its claims and evidence, Intelligence, 31, pp. 343-397, (2003); Gray J., Enlightenment's wake, (1995); Gray J., McPherson A., Raffe D., Reconstructions of secondary education: Theory, myth and practice since the War, (1983); Grayling A.C., The meaning of things, (2001); Hamilton D., In Swabian fields, Pedagogy, Culture and Society, 9, pp. 119-128, (2001); Hearn J., Claiming Scotland, (2000); Hume D., An inquiry concerning the principles of morals, (1983); Keating M., The Government of Scotland: Public policy making after devolution, (2005); Lynch P., Scottish Government and politics, (2009); MacIntyre A., After virtue, (1981); McCrone D., Understanding Scotland, (2001); McPherson A., An angle on the geist: Persistence and change in the Scottish educational tradition, Scottish culture and Scottish education, pp. 216-243, (1983); McPherson A., Schooling, 3, pp. 80-107, (1914); Mill J.S., Considerations on representative government, (1861); Nairn T., Faces of nationalism, (1997); O'Hear A., The importance of traditional learning, British Journal of Educational Studies, 35, 2, pp. 102-114, (1987); Oakeshott M., The voice of liberal learning: Michael Oakeshott on education, (1989); Osborne G.S., Scottish and English schools: A comparative survey of the past fifty years, (1966); Paterson L., The autonomy of modern Scotland, (1994); Paterson L., Crisis in the classroom: The exam debacle and the way ahead for Scottish education, (2000); Paterson L., Civil society and democratic renewal, Social capital: Critical perspectives, pp. 39-55, (2000); Paterson L., Scottish education in the twentieth century, (2003); Paterson L., The modernising of the democratic intellect: The role of English in Scottish secondary education, 1900-1939, Journal of Scottish Historical Studies, 24, 1, pp. 45-79, (2004); Paterson L., The reinvention of Scottish liberal education: Secondary schooling, Scottish Historical Review, (1900); Raffe D., Howieson C., Tinklin T., The Scottish educational crisis of 2000: An analysis of the policy process of unification, Journal of Educational Policy, 17, pp. 167-186, (2002); Ringer F., Education and society in modern Europe, (1979); Ryan A., Liberal anxieties and liberal education, (1999); The structure of the curriculum in the third and fourth years of the Scottish secondary school, (1977); Upper secondary education in Scotland, (1992); Higher still: Opportunity for all, (1994); Steedman H., Defining institutions: The endowed grammar schools and the systematisation of English secondary schooling, The rise of the modern educational system: Structural change and social reproduction, 1870-1920, pp. 111-134, (1987); Stocks J., The people versus the department: The case of circular 44, Scottish Educational Review, 27, 1, pp. 48-60, (1995); Stocks J., Social class and the secondary school in 1930s Scotland, Scottish Educational Review, 34, 1, pp. 26-39, (2002); Wheen F., How mumbo-jumbo conquered the world, (2004); Williams R., Marxism and literature, (1977)