Blackboards and Bootstraps: Revisioning Education and by David Hamilton, Benjamin Zufiaurre

By David Hamilton, Benjamin Zufiaurre

Blackboards and Bootstraps: Revisioning schooling and education contributes to a world dialog approximately public schooling that, in fresh many years, has been attenuated if no longer silenced by means of advocates of neoliberalism, marketisation and neocorporatism. Written for a large viewers, this ebook isn't really a manifesto for the twenty-first century. it's extra of a call for participation than a blueprint. In drawing a contrast among schooling and education, it identifies, recovers and explores many principles approximately schooling and education which are no less significant to the perform of the current than they have been to the pedagogues of the earlier. The creation questions the position of education sooner or later trajectory of spaceship earth. the rest of the e-book considers those questions through revisiting quite a number principles that underpin present perform. It launches itself through returning to the 16th century, a time whilst the business enterprise and behavior of contemporary education took form round a brand new set of phrases – syllabus, type, curriculum and didactics – that, of their Latin types not just grew to become trendy within the foreign academic lexicon but additionally survived into the 20th century. through the 1st international struggle, there has been a world understanding that education isn't the related as schooling. education initially for the land-owning, mercantile and advertisement elites of the 16th century had in simple terms in part engaged with the visions of democratic education voiced within the eighteenth century Enlightenment and the following extension of suffrage and nationwide and sexual liberation routine. inspired through the universalistic achievements of the Renaissance and the Enlightenment, the authors bring up the possibility of a brand new academic humanism within the globalised international of the twenty-first century.

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Nevertheless, marketisation retained a recurrent infrastructural tension. Is the invisible hand (Adam Smith’s term) of the market place adequate to public education? Or do markets also require regulation by a higher authority? As suggested, it is useful to distinguish marketisation from quasi-marketisation – organisation and regulation that may yield desired outcomes but which, ultimately, relies on regulatory mechanisms controlled by external human authorities. The fourth chapter (New Education for New Times) takes a further look at events in the nineteenth and twentieth centuries.

G. the failure to distinguish education from schooling). Each of the authors has worked and reworked versions produced by the other. Our intellectual focus has, however, been the same. We share an enduring interest in the past, present and future of pedagogics (upbringing); we seek an understanding of the diversity and significance of current thinking about curricula and didactics; and we continue to struggle with an enduring aspiration to become more creative teachers and learners. 27 CHAPTER 2 WHAT COUNTS AS PUBLIC SCHOOLING?

RETHINKING OUR HERITAGE A basic assumption of this book is that modern schooling came into being in the fifteenth and sixteenth centuries and that, thereafter, it was constantly reconstructed in different contexts. Diversity of values and practices generated a pedagogic diaspora which became formalised with the emergence of national educational systems. International comparisons, however, do only partial justice to this diversity. Education and schooling are, and always have been, fluid institutions.

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