Our society invests hugely in education, but not always very thoughtfully. Key Debates in Education outlines all of the main issues involved in arriving at an intelligent understanding of education. In particular, it provides in-depth discussion of: the purpose of education; the nature of teaching, learning and assessment; education policy; the contribution of education to society. Above all, the authors convey the liveliness and excitement of educational debate--not least through the way that they take issue with each other. In the (...) process they show how and why people who care about education radically disagree with each other. This text includes questions, tasks, and further reading sections. (shrink)

I M M Gregory; The Right to Education, Journal of Philosophy of Education, Volume 7, Issue 1, 30 May 2006, Pages 85–102, https://doi.org/10.1111/j.1467-9752.197.

I M M Gregory, R G Woods; Indoctrination, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 77–105, https://doi.org/10.1111/j.1467-9752.

There is, I gloomily suspect, little which is significantly new that remain to be said about psycho-analysis by philosophers. The almost profligate theorising that goes on within the psycho-analytic journals will, no doubt, continue unabated. It simply strikes me as unlikely that such theorising will generate further issues of the kind that excite the philosophical mind. Though in making such an observation, I recognise that I lay claim upon the future in a manner that many might believe to be unwise. (...) The place of psycho-analysis upon the intellectual map, the implications that psycho-analytic theory and practice have for the various kinds of judgements that we make about human behaviour, have been exhaustively discussed in recent times. Rather more specifically, whether psycho-analysis should be accorded the dignity of being labelled a ‘science’, what the significance is of psycho-analysis for those complex problems bounded by the notions of Reason, Freedom, Motivation, have occasioned much fruitful philosophical debate. It is not any wish of mine to add to the literature on these problems in the forlorn hope that even slightly different answers might be forthcoming. (shrink)

It is suggested that, pace Michael Golby, recourse to metaphor has little role to play in enabling governing bodies to come to terms with their new and onerous responsibilities. The better way forward is a clearer appreciation of what is demanded of them by law.

Ian Gregory; T. W. Moore on the Ethics of Discrimination, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 127–130, https://doi.org/10.