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This paper revisits the liberal studies movement, a significant feature of the English further education (FE) sector from the 1950s until the beginning of the 1980s. Its central argument is that liberal and general studies (LS/GS) and similar provision offered a vehicle where, at least in some circumstances, certain politically-motivated FE teachers were able to engage in forms of mutual, dialogic teaching and learning which can be conceptualised as critical pedagogy--or at least as close to critical pedagogy as can be achieved within the formal education system in a nation such as England. The paper draws on interviews with former FE lecturers who taught various forms of liberal studies to vocational students in FE colleges across England during the 1960s, 1970s, and 1980s. Whilst it is recognised that LS/GS was always contested terrain, data presented in this paper provide evidence to suggest that the spirit of critical pedagogy existed amongst a certain strand within the liberal studies movement, at least for a time--even if not all learners wished to be emancipated by their studies.

The reinvention of the university as a research-focused institution has transformed the way in which research is defined in practice. It is now widely explained in terms of a narrow set of performative expectations. This paper draws on historical literature to trace the hollowing out of research from a broad, though often sceptical, conception shaped by the liberal education tradition to one that is now expressed and evaluated almost exclusively in terms of publication, grant getting, and doctoral completions. In so doing it is argued that there is a need to challenge neo-liberal assumptions about the purposes of higher education and reclaim what Truscot referred to as the 'spirit of research'. This is essential both for authentic higher education teaching and as a set of scholarly, epistemic virtues. Such a conception, compatible with both the liberal education and Humboldtian traditions of the university, values research awareness over research productivity and provides a more secure link between research and teaching.

This paper explores opportunities and challenges presented by the development of graduate skills in Australian universities. We challenge the dichotomy that conceives of a fundamental disjuncture between the idea of universities as institutions of vocational education and the more traditional conception of universities as key institutions in the formation of reflective practitioners, social critics and good citizens. Despite the challenges inherent in implementing the graduate skills project, we conclude that a consensus around the value of graduate skills represents a valuable opportunity for universities to regain control of the higher education agenda and renew their traditional, higher purpose.

Departments of Arts and Humanities globally face increasing financial threat from falling enrolment, rising costs, and 'strategic realignment' at university level. In the UK, in particular, cuts to the Arts and Humanities sector are becoming endemic, with complex ramifications for prospective students as well as academic and professional staff. In light of these structural and ideological challenges, this paper proposes a revisiting of the philosophical work of Richard Rorty. Rorty has argued compellingly for the morally educative importance of the arts as well as the distinct gift of a liberal education more generally. Ultimately, however, we argue that Rorty's liberal ideals are radically threatened in the present context of neoliberalism and that they have been particularly problematised in philosophical and literary work since Rorty's death in 2007. The theoretical writings of Lauren Berlant as well as the literary fiction of Nicole Flattery and Natasha Brown are our key exemplars here. Through our analysis of these texts, we interrogate what we might desire of education beyond the liberal paradigm underpinning Rorty's thought; and we sketch a framework for the Arts and Humanities perhaps more responsive to the crises of our contemporary age. [ABSTRACT FROM AUTHOR]

Explains, compares, and critiques the theories of knowledge offered by P. H. Hirst(1974) and S. Korner (1970). Concludes that the structure of knowledge presented in these theories provides valuable support for the goals of liberal education. (JDH)

Argues that the child-centered theme of natural development advocated in Rousseau's EMILE (Rousseau, 1911), provided an unduly traditional and restricted view of education for the female role. Maintains that the full development of girls requires a vision of how things ought to be and a willingness to defend such value judgments, rather than simply following existing patterns of behavior. (JDH)

Defines the 'monist' influences of centralized Soviet educational policy and attempts to conceptualize the elements of pluralism that function within this system. (JDH)

Maintains that the practices of various school systems are not directly transferable to other societies, in part, because to be effective, each educational system must closely reflect the ethos of those it is called upon to serve. Examples of failed attempts to transfer practices are included. (JDH)

Provides a definition of policy research in education. Identifies categories of policy makers and researchers, reviews models and content of policy research, and proposes a mechanism for setting policy research agendas. (JDH)

Reviews the school reform efforts that took place in Sweden between the mid 1940s and late 1960s. Draws four conclusions regarding school reform efforts, among them that: (1) reforms must be conceived in a wider socio-economic context and may not substitute for social and economic changes, and (2) reforms must take into consideration educators' interest in the status quo. (JDH)

Provides a history of educational reform efforts since the early 1900s as they have been fueled by the economic needs of the Soviet command economy. (JDH)

Reviews the history of educational borrowing and exchange between England and Germany. Cites specific instances of adaptations which resulted. (JDH)

Argues for renewal of the tradition of a liberal education. Suggests that a feature of the liberal tradition has been the retention of subjects and styles of study which admit differences and encourage individuality. Human resources must be liberated to achieve the active citizenship essential for survival. (Author/KC)

The reinvention of the university as a research-focused institution has transformed the way in which research is defined in practice. It is now widely explained in terms of a narrow set of performative expectations. This paper draws on historical literature to trace the hollowing out of research from a broad, though often sceptical, conception shaped by the liberal education tradition to one that is now expressed and evaluated almost exclusively in terms of publication, grant getting, and doctoral completions. In so doing it is argued that there is a need to challenge neo-liberal assumptions about the purposes of higher education and reclaim what Truscot referred to as the 'spirit of research'. This is essential both for authentic higher education teaching and as a set of scholarly, epistemic virtues. Such a conception, compatible with both the liberal education and Humboldtian traditions of the university, values research awareness over research productivity and provides a more secure link between research and teaching. [ABSTRACT FROM AUTHOR]

This paper reports an investigation into how secondary student participants in Hong Kong’s Umbrella Movement related this particular political experience to their learning of Liberal Studies. Questionnaire-based surveys and interviews were conducted to probe their interpretations of Liberal Studies’ impact on their political involvement and their perceptions of national versus local identity. The results indicate that students perceived the subject to have offered them background knowledge necessary for comprehending the movement rather than functioning as the cause of their participation against the backdrop of wider socio-economic conflicts in the community at large. Moreover, the current Liberal Studies curriculum seems to have reinforced students’ sense of a dichotomy between their local and national identities. Further examination of that dichotomy sheds light on both the review of Liberal Studies and another recently proposed, but swiftly shelved, curriculum: Moral and National Education. The study’s broad implications for citizenship education worldwide are also discussed. [ABSTRACT FROM PUBLISHER]

Booker T. Washington was born a slave in the American South, rising remarkably in the period after slavery to become a leader of his race. His advocacy of appeasement with the Southern white establishment incurred the ire of his black peers, given the withdrawal of the franchise from ex-slaves in southern states after a brief period of positive social reforms in the years immediately following the end of the civil war, and the widespread violence meted out to blacks at the time. Equally controversial was his advocacy of vocational education for ex-slaves, a pursuit that became his life’s work at Tuskegee Institute, Alabama, the school he founded. Antagonists, especially W.E.B. Du Bois, accused Washington of offering vocational education in lieu of liberal education which they felt could be the basis of a new class of blacks who could be leaders and professionals. In this paper I examine Washington’s vocationalist philosophy viewing it as misunderstood in his time. I show his belief in the liberal prospects of the subject to be an early forerunner of a new movement to reform the subject in keeping with a global shift in the conception of skill to reflect a new knowledge economy. [ABSTRACT FROM PUBLISHER]

The Scottish Enlightenment is celebrated for its many contributions to the natural sciences, the social sciences and the moral sciences. But for all this attention, one aspect of the Scottish Enlightenment has been almost entirely neglected: its educational theory. This paper aims to illuminate the relationship between the educational theory of the Scottish Enlightenment and the moral psychology and political theory of commerce, corruption and the civilising process that have long been recognised as distinguishing features of Scottish thought in the 18th century, giving special attention to the educational treatises of George Turnbull, David Fordyce and Henry Home, Lord Kames. [ABSTRACT FROM PUBLISHER]

This paper offers an assessment of two 12th-century theories of education, Hugh of St Victor's Didascalicon and John of Salisbury's Metalogicon, maintaining that their works both draw on traditional Christian teachings and respond to contemporary pedagogical interests in systematising knowledge and integrating classical learning. The two works are examined in the light of the significant influence of Augustine's De Doctrina Christiana, and it is argued that both Hugh and John offer distinctive adaptations of Augustine's thought that are less willing to subordinate the liberal arts to Scriptural study. Hugh's treatise emphasises that all education, whether based on secular or sacred texts, contributes to the rebuilding of sinful humanity, while John promotes the teaching of wisdom and eloquence not so much for the improvement of preaching as for the building up of 'happiness' within the larger human community. The final section of the chapter focuses on the implications these ideas have for political thought by examining in particular the continuity between the Metalogicon and John's other major theoretical work, the Policraticus. [ABSTRACT FROM AUTHOR]

This paper focuses on the educational method-the elenchos-of Plato's Socrates, arguing, against some prominent interpretations, that it is love, both eros and philia, that is the key that links Socrates' philosophy with his education. This analysis, of course, raises some difficult questions regarding the relationship between teacher and student. The interpretation is contrasted with scholarly readings that emphasise the significance of Socrates' religion; and it is put into the context of problems of twenty-first century pedagogy. [ABSTRACT FROM AUTHOR]

Background: Incentives have been proposed as a method to improve attendance in adult literacy classes. In the UK, several areas have piloted the use of incentives to promote attendance at adult literacy classes. To date no rigorous evaluation of this policy has been undertaken. This paper describes (as far as we are aware) the only UK-based randomised controlled trial to evaluate the use of financial incentives in order to promote attendance in classes for adult learners. Methods: We used a cluster-randomised design. Twenty-nine adult literacy classes were randomised in two groups using minimisation. Intervention group learners received £5 (US$10) for each class attended. The main outcome was class attendance; the secondary outcome was literacy scores. Results: After allocation, one class was found to be ineligible for the study. In the 28 remaining classes there was a statistically significant reduction of about 1.5 sessions (95% confidence interval (CI) 0.28, 2.79; p = 0.019) attended by the intervention group compared with control, after adjusting for cluster size and baseline scores. The difference in reading scores between the intervention and control group, conditioned on baseline scores, was -2.38 (with controls scoring higher than the intervention group), but this difference was not statistically significant (95% CI -7.40 to 2.57, p = 0.33). Conclusion: Payments to attend adult literacy classes had an adverse effect on attendance. This trial needs urgent replication, ideally with a larger incentive, before this approach is widely used by policy makers. [ABSTRACT FROM AUTHOR]

Lifelong learning has been a key theme of New Labour's education policy agenda since 1997, but is a broad and often amorphous concept. This article analyses New Labour's ideological perspective in this context, outlines the main developments and difficulties, and evaluates the record over the seven years in office. New Labour's policy on lifelong learning can be divorced neither from its general education policy nor from its broader human capital approach to education, within an ideology of 'marketised welfarism'. The article discusses these characteristics and notes both the continuities and differences between New Labour and traditional Labourism. [ABSTRACT FROM AUTHOR]

In spite of continuing patterning of curriculum subject preference and choice by gender, there has been little recent attention to the argument developed in the 1970s that children play with different toys according to their gender, and that these provide girls and boys with (different) curriculum-related skills. The article describes a small-scale empirical study that asked parents of 3-5 year old children to identify their child's favourite toys and viewing material, and analysed responses according to children's gender. The most frequently identified toys and viewing materials were subjected to content and discourse analysis, with the intention of identifying both educative aspects of content, and the gender discourses reflected. The article explores conceptual issues around categorisations of 'education' within toys and entertainment resources, positing the notion of 'didactic information' to delineate between overtly educational content and other social discourses. Analysis reveals toy preferences to be highly gendered, with boys' toys and resources concentrated on technology and action, and girls' on care and stereotypically feminine interests. Didactic information, and aspects developing construction and literacy skills, were identified in the selected toys and resources for boys, and were lacking in those for girls. All the toys and resources could be read as implicated in 'gendering': the various gender discourses, and other discourses around aspects of social identity reflected in the toys and resources are identified and analysed. The analysis presented suggests the value of reinvigorated attention to children's toys and entertainment resources in terms both of the education they afford, and their role in the production of social identities. [ABSTRACT FROM AUTHOR]

This article is concerned with the founding purposes and justification of natural science in the statutory school curriculum. It offers a critique of the strand of argument and the proposals for reform which have developed after the report Beyond 2000 focused on a particular usage of the term ‘scientific literacy’. Two lines of argument are criticised. These are, first, the view that a founding purpose of the science curriculum can be to prepare students for dealing as adults with socio-political issues with a scientific aspect, and, second, that there is a well-defined distinction to be drawn between the purposes of the statutory curriculum for pupils who will become professional scientists and others. The article suggests that these issues have not been the subject of sustained and open-minded examination in recent years, and calls for such an examination. [ABSTRACT FROM AUTHOR]

Discusses the importance of the development of a European dimension to the general education curricula in European countries. Role in consolidating the continent by a firm pan-European ideals of freedom and cooperation between European nations; Examination of the program's success; Problems encountered; Future prospects of a Eurocentric general education program in the continent.