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This paper examines conceptions of community and gives prominence to a model which is grounded in the need for diverse social interaction and the subsequent development of a multiplicity of communicative codes and cultures. Within the various realms of meaning which characterise communication modes, factors which distinguish the arts are discussed. As a set of noises, marks and signs the arts constitute a discernibly distinct language which, the author asserts reflects a particular cultural community. The latter section of the paper examines the relationship between a community that invests value in the arts and the aesthetic in relation to other community types, particularly those that institutionalise education and schooling. [ABSTRACT FROM AUTHOR]

This paper begins with an analysis of global problems shaping education, particularly as they impact upon learning and life chances. In addressing these problems a range of philosophical positions and controversies are considered, including: traditional romantic and institutional views of schooling; and more recent maximalist, neo-liberal, emancipatory and post-modern-perspectives of lifelong learning. In this paper we argue that these do not represent ‘the last word’ on the provision of learning and the enhancement of life chances and instead we put forward an alternative view based upon the notion of adopting an inclusive problem-solving approach, which we believe may be better suited to offering solutions to the various global problems that have been identified or that are still emerging. We believe that such an approach addresses and expands the individual, social, economic and political features of education and conduces to the improvement and expansion of learning and life chances. [ABSTRACT FROM PUBLISHER]

This article reviews a number of versions of the concept of Lifelong Learning and sets out the main lines of the conceptions of education articulated in them. It then goes on to suggest an alternative to attempts to produce essentialist definitions and proffers a pragmatic, problem solving approach. The article draws substantially on the book by the same authors The School, The Community and Lifelong Learning (London: Cassell, 1990). [ABSTRACT FROM AUTHOR]

The article comments on the book "Education and Knowledge," by Kevin Harris. According to the author, Harris claims that the ideology of philosophy of education is represented and largely controlled by one group, sometimes described as the Malet Street Mafia. Harris claims that his group even extends to the publishers. The author adds that Harris rejects the objectivist-positivist-empiricist account of knowledge. Harris attacks the objects of his investigation, namely, the ideology and its influence in people's coming to know and interpret the world, and the place of education and its institutions in the processes.

Focuses on quality in higher education and teaching and its implications for teacher education. Absence of a clear definition of quality in education; Description of the number of ways in which quality in education is predicated; Concept of teacher quality.