Scotland's education system has been claimed by many to be one of the most successful in the world and its alleged decline in recent decades has generated a great deal of controversy. This book is the first full account of the history of twentieth-century Scottish education, by Lindsay Paterson, a leading specialist in the area.Scottish Education investigates Scotland's response to the key question faced by all mass systems of education. How can democracy be reconciled with the necessity of selection - both selection of culture in the maintenance of excellence, and selection of people, allocating them to differentiated occupations while also preparing them for life as equal citizens in the common culture of the community?Paterson argues that the Scottish answer to this has been recurrent attempts to give wide access to common types of educational institution, but continuing to define that education in fairly traditional academic terms. This is then also Scotland's attempt to reconcile the tension be
This book investigates the origins and evolution of the main institutions of Scottish education, bringing together a range of scholars, each an expert on his or her own period, and with interests including "e; but also ranging beyond "e; the history of education.
Education in Scotland is markedly different from what happens in the rest of the UK - with a different National Curriculum, school boards to oversee school management and a General Teaching Council which has been in existence since 1965. Whilst there are many examples of successful and innovative practice in Scotland, the system is quite often not recognised as different by writers who talk about the UK education system as if it were one smooth whole. This book describes recent developments in both legislation and practice in Scotland, drawing comparisons with the English system. Chapters cover: * administration and management * the professional competence of teachers * early years education provision * the 'National Curriculum' in Scotland * Secondary Education * Special Educational Needs
A History of Scottish Philosophy is a series of collaborative studies, each volume being devoted to a specific period. Together they provide a comprehensive account of the Scottish philosophical tradition, from the centuries that laid the foundation of the remarkable burst of intellectual fertility known as the Scottish Enlightenment, through the Victorian age and beyond, when it continued to exercise powerful intellectual influence at home and abroad. The books aim to be historically informative, while at the same time serving to renew philosophical interest in the problems with which the Scottish philosophers grappled, and in the solutions they proposed. This volume covers the history of Scottish philosophy after the Enlightenment period, through the nineteenth and twentieth centuries. Leading experts explore the lives and work of major figures including Thomas Brown, William Hamilton, J. F. Ferrier, Alexander Bain, John Macmurray, and George Davie, and address important developments in the period from the Scottish reception of Kant and Hegel to the spread of Scottish philosophy in Europe, America and Australasia, and the relation of Common Sense philosophy and American pragmatism. A concluding chapter investigates the nature and identity of a 'Scottish philosophical tradition'. General Editor: Gordon Graham, Princeton Theological Seminary
This ambitious project surveys the massive changes the 20th century has brought to Scotland. The nation's leading commentators give an overview of the most important trends, providing new insights and fresh perspectives. Comparative reference to other societies in the UK and Europe highlight the unique elements of Scotland's distinctive development. Home Rule issues, the discovery of oil, deindustrialisation, public housing, education, landownership, the role of women, social class, and many more areas of Scottish life are assessed and explored in this rich, rewarding and comprehensive study.
This work provides an overall review and analysis of the history of education and of its key research priorities in the British context. It investigates the extent to which education has contributed historically to social change in Britain, how it has itself been moulded by society, and the needs and opportunities that remain for further research in this general area. Contributors review the strengths and limitations of the historical literature on social change in British education over the past forty years, ascertain what this literature tells us about the relationship between education and social change, and map areas and themes for future historical research. They consider both formal and informal education, different levels and stages of the education system, the process and experience of education, and regional and national perspectives. They also engage with broader discussions about theory and methodology. The collection covers a large amount of historical territory, from the sixteenth century to the present, including the emergence of the learned professions, the relationship between society and the economy, the role of higher technological education, the historical experiences of Ireland, Scotland and Wales, the social significance of teaching and learning, and the importance of social class, gender, ethnicity, and disability. It involves personal biography no less than broad national and international movements in its considerations. This book will be a major contribution to research as well as a general resource in the history and historiography of education in Britain.
The rise and fall of the British Empire profoundly shaped the history of modern Scotland and the identity of its people. From the Act of Union in 1707 to the dramatic fall of the British Empire following the Second World War, Scotland's involvement in commerce, missionary activity, cultural dissemination, emigration, and political action could not be dissociated from British overseas endeavours. In fact, Scottish national pride and identity were closely associated with the benefits bestowed on this small nation through its access to the British Empire. By examining the opinions of Scots towards the empire from numerous professional and personal backgrounds, Scotland emerges as a nation inextricably linked to the British Empire. Whether Scots categorized themselves as proponents, opponents, or victims of empire, one conclusion is clear: they maintained an abiding interest in the empire even as it rapidly disintegrated during the twenty-year period following the Second World War. In turn, the end of the British Empire coincided with the rise of Scottish nationalism and calls for Scotland to extricate itself from the Union. Decolonization had a major impact on Scottish political consciousness in the years that followed 1965, and the implications for the sustainability of the British state are still unfolding today.
From Christian Separation Through the Protestant Reformation
Author: Daniel Judah Elazar
Publisher: Transaction Publishers
Category: Political Science
The struggle in Europe to produce a Christian covenantal commonwealth, that climaxed in the Reformed Protestantism of the sixteenth and seventeenth centuries is the focus of this volume. It also examines Islam and other premodern polities that shape our present. "[W]ould make a rewarding text for a course on the history of European political thought." --George M. Gross, Review of Politics
This accessible book provides a basic understanding of the structure and organization of education in the United Kingdom in a time of rapid change and devolved government. It is designed as an introductory guide and reference work for all with an interest in education, including trainee and newly qualified teachers, university lecturers, school-based mentors, and governors and managers. It contains an accessible summary of key issues and contributions from some of the best-known writers in the field.
This is the first scholarly study of Scotland's sexual coming-of-age in the post-war period, charting its political growth from a deeply moralistic policy framework towards a less judgmental, global and scientific context.
Democracy is killing the West. That is the stunning conclusion of this book that tears apart the consensus underpinning modern political assumptions. Democracy is held to solve one of the oldest puzzles of human social life: how do we ensure that our rulers have a legitimate mandate and rule in the interests of the whole community? We are supposedly now guided by institutions whose democratic mandate ensures that they will govern in a benign manner in the interests of all. Democracy & the Fall of the West challenges that assumption by drawing on an alternative theory about the nature of modern democracy and its impact on Western society. It argues that the secret of the West’s success is not Democracy, but Liberalism. Craig Smith and Tom Miers demonstrate that, since the introduction of democracy, the power of the state has re-grown at the expense of the liberty of the individual. Far from underpinning our freedoms, Democracy is in fact undermining them. It has unshackled the coercive power of the state, and will result in the inevitable decline of the West as we know it.
Drawing on a major EU-funded research project, this book examines how religious/secular beliefs are formed at school and in the family across different European countries, offering insights into key policy issues concerning the place of religion in the school system and illuminating current debates around religion and multiculturalism.
Recent historical work has done much to focus attention on changing conceptions of children's rights during the 19th and 20th centuries. These essays address a variety of themes including the abuse of children, and the role of the welfare state.
The history of education is a contested field of study, and has represented a site of struggle for the past century of its development. It is highly relevant to an understanding of broader issues in history, education and society, and yet has often been regarded as being merely peripheral rather than central to them. Over the years the history of education has passed through a number of approaches, more recently engaging with a different areas such as curriculum, teaching and gender, although often losing sight of a common cause. In this book McCulloch contextualizes the struggle for educational history, explaining and making suggestions for the future on a number of topics, including: finding a set of common causes for the field as a whole engaging more effectively with social sciences and humanities while maintaining historical integrity forming a rationale of missions and goals for the field defining the overall content of the subject, its priorities and agendas and reassessing the relevance of educational history to current educational and social issues. Throughout this book the origins of unresolved debates and tensions about the nature of the field of history of education are discussed and key examples are analysed to present a new view of future development. The Struggle for the History of Education demonstrates the key changes and continuities in the field and its relationship with education, history and the social sciences over the past century. It also reveals how the history of education can build on an enhanced sense of its own past, and the common and integrating mission that makes it distinctive, interesting and important for a wide range of scholars from different backgrounds.
Following the warm reception given to The Idea of Education, a volume of papers in this same Rodopi Series, a second conference around similar themes was held at Oxford University and this book is the result. This edited book provides the reader with a fairly representative, coherent and cohesive statement of the 2003 Oxford conference. Quoting the Chancellor of Paris University with regretting that “in the old days … lectures were more frequent … but now the time taken for lectures is being spent in meeting and discussions” our keynote Frank McMahon made the profound observation that some of the issues around education have been with us for a surprisingly long time. Notwithstanding the longevity of some questions concerning education, this book details and examines contemporary educational practice and theory and as such it is a very important work.