Overview

Centred around a philosophical argument for contemporary education as a fundamental good, this edited volume demonstrates the benefits that education brings in a civil and flourishing societal context while also critiquing the state’s role in supporting and strengthening this educational focus. Chapters present in-depth philosophical and historical arguments that explore core aspects of education that are frequently overlooked, illustrating education’s role as a non-partisan public good during contentious times. Through this volume, diverse voices are heard from those with experience of life under communism as well as life in a stable democracy arguing, for example, that despite differing contexts, the value of education is autonomous and intrinsic. Ultimately drawing on conceptual frameworks, this timely volume reconciles the Anglo-American Continental dialogues on education and presents novel and challenging ideas to its readers. Striving to inspire new research through its various reflections on the relationship between education and the state, the book will be useful to scholars, researchers, and academics in the fields of philosophy of education, education policy, sociology of education as well as theory of education. The Introduction as well as Chapters 3, 5, 6 and 7 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-ShareAlike (CC-BY-SA) 4.0 license. Chapter 9 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

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9781032471693

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Katarzyna Wrońska is Associate Professor in Faculty of Philosophy, Jagiellonian University, Institute of Education, Poland. Julian Stern is Professor of Education and Religion, Bishop Grosseteste University, UK.

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