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It is intended to problematize on the conditions of political participation of the child in the consumer society, pointing out how much the child education has to do to become a potential way that overcomes practices of exclusion and fragility of the social bonds. A critical discussion of the ideals of a culture that disavows many of its members, denying their ability to make meaningful changes in their everyday experiences, is currently important. Methodologically, bibliographic analyzes based on critical and historical-cultural theory, were articulated to the results of a thesis research, aiming to reflect on the constitution of autonomy in children in school environment in the consumer society. Considering the dynamics of relationships and social spaces, the school needs to reinvent itself, injecting pedagogical practices that favor the child's participation in collective projects and that promote their creative ability as a way to enable their social and moral development, as well as the exercise of their citizenship. [ABSTRACT FROM AUTHOR]

Within current educational discourse, dialogic pedagogy is diametrically opposed to teaching to the test, especially the high-stakes standardised test. While dialogic pedagogy is about critical thinking, authenticity and freedom, test preparation evokes all that is narrow, instrumental and cynical in education. In this paper, we argue that such positioning of dialogic pedagogy as antithetical to testing is detrimental to attempts both to foster dialogue in classrooms and to constructively manage the high-stakes standardised tests that are compulsory in so many schools. Drawing on an extended case study of dialogic teaching in one London primary school, we argue that while standardised testing is indeed an impediment to dialogic pedagogy, it does not follow that dialogue is impossible or undesirable within the testing context. By adopting an ironic stance towards the test, teachers can fulfil test preparation mandates while maintaining dialogic ideals and practices. [ABSTRACT FROM AUTHOR]

John Tomasi argues that aggressively pro-market, capitalist regimes can secure fair equality of opportunity—a level playing field—even as they honor people's thick economic liberties. The trick is to rely on markets to spread prosperity and high-quality healthcare and education to all. That done, each person will have fair opportunity. Or will she? In truth, Tomasi's “market-democratic” plan cannot bring genuinely fair opportunity to all, even at the level of ideal theory. Nor can it plausibly promise to increase the “quality” of opportunity: the supply, that is, of intrinsically desirable work. [ABSTRACT FROM PUBLISHER]

Plato noticed a sizeable problem apropos of establishing his republic-that there was always a ready pool of zealous potential rulers, lying in wait for a suitable opportunity to rule on their own tyrannical terms. He also recognized that those persons best suited to rule, those persons with foursquare and unimpeachable virtue, would be least motivated to govern. Ruling a polis meant that those persons, fully educated and in complete realization that the most complete happiness comprises solitary study of things unchanging, would have to compromise their happiness for the wellbeing of their polis and of the people in it. Plato's solution, in effect that the aristoi would merely recognize their duty to sacrifice personal happiness for the happiness of the polis, has perplexed and continues today to perplex scholars. Like Plato, Jefferson recognized that there was always a pool of eager sharks, ready to govern. His republicanism, comprising a ward system and general education, was founded on the fullest participation of its citizenry, suitably educated and a governing aristoi. The true aristoi, the 'natural aristoi', are the intelligent and virtuous and that government is best which allows for a 'pure selection' of the natural aristoi into the governing offices. Nonetheless, as Jefferson's own life shows, non-parochial governing meant being rent from domestic tranquility, being forced to leave behind one's personal affairs to decay, and being tossed willy-nilly into the coliseum of nonstop political wrangling. Why would anyone, particularly one wanting to be happy, wish to govern? Thus, Jefferson faced the same problem that Plato faced. How could a state be structured so that the wisest and most virtuous would be motivated to rule? In this paper, I argue that Jefferson, in full recognition of the problem of encouraging the most intelligent and virtuous to govern, the problem of public service, offers a solution that is remarkably Platonic. [ABSTRACT FROM AUTHOR]

The article discusses the social role of Japanese girls during the period of total war from 1937 to 1945 through examining the girls' magazines "Shōjo no tomo (Girls' companion)" and "Shōjo kurabu (Girl's club)." The girls' magazines' relationship with the Japanese education system is discussed. The representation of the ideal Japanese girl, including as being willing to sacrifice for the nation, nursing wounded Japanese soldiers and in having strength over beauty, is also discussed. The author contends that girls' magazines transformed from a focus on fashion, domesticity and motherhood in pre-war Japan into a portrayal of the ideal girl as classless, ageless and genderless during the period of total war.

The reason of prefering one of the most important thinker of the contemporary virtue theory that reinterpreted in the 80's, whose name is Alasdair Maclntyre, as the subject of study may be explained in such a way that, the potantial of his virtue theory that founded on the basis of Aristotle's idea of virtue to have more consist conception of virtue than that of the other alternative approaches. Aim of the study is to understand in terms of Alasdair Maclntyre's reinterpretation whether the Aristotle's theory of virtue and human good is still relevant at the heart of contemporary social, political and cultural arena. [ABSTRACT FROM AUTHOR]

In reaction to Doret De Ruyter's recent defence of the importance of ideals in education, I advocate cautiousness in three respects. First, I explain the importance of distinguishing ideals more sharply from goals by demonstrating the problems of considering ideals even approximately realisable. Second, I substantiate my doubts about their indispensability in human motivation, and question the desirability of encouraging the motivational use of ideals. Third, I question whether ideals could or should be ‘passed on’ in education, drawing attention to their non-objective, personally created nature. [ABSTRACT FROM AUTHOR]

In the formation and composition of what might be termed personal identity a key but often neglected aspect is ideal identity. While comprising aspirations rather than realities, it makes a major contribution to the definition of self-identity. It does this as a result of: (a) clarifying what kind of person the individual wishes to be; and (b) an interrogation of how she sets about achieving her ideal identity, intimating what kind of person she is at a particular moment by virtue of the way in which she strives to achieve her ideal. The article argues for a re-appraisal of the notion of ideals in education and for its reinstatement as a significant feature of education. Indeed, we argue, children cannot avoid ideals—they are presented to them everyday from a wide variety of sources. But these sources or the ideals that they promote are not necessarily good for the child's well-being or for her fellow citizens. Consequently, teachers as moral agents have an important role in assisting children to acquire ideals that do meet such a criterion of goodness in addition to helping them reflect critically on the range of ideals they may encounter in their communities and society. [ABSTRACT FROM AUTHOR]

The article discusses the concept of teaching ideals in education. Reform education, tenacious humility, and the growth ideal of John Dewey are examined. The article also focuses on education, society, and cultural norms and developments. The opinions of Hannah Arendt on the subject of educational reform are also mentioned. The article concludes that questions of conservative defense of the status quo and radical reform should be viewed from the perspective of tenacious humility and should be applied to teaching children in particular.

The article presents the author's views on the idea of liberal education as approached by British philosopher Michael Oakeshott. The author says that it is commonly observed these days that liberal arts colleges and universities of the U.S. are facing one or the other state of crisis. Oakeshott argues on the role played by universities in promoting the ideal of liberal education. But this argument is defended by the author. The author says that theoretical positions of Oakeshott may prove to be other than what he expects in some of the situations.

The article discusses the ideals, situations, and trait actions concerning the content of school curriculum. In the application of ideals, the first objective is to desire for the ideal and recognize its value. The next step is to consider the situation in which the ideal can be applied like for example, the honesty situations in girls' dormitory schools. The situations are then used to examine the conflict between the traits.

The article presents several pedagogical paragraphs. One paragraph states that the teacher should always be painstaking in preparing all written reports that includes daily plans and report cards of pupils. Another paragraph focuses on character building that is said to have largely depended on the proper formation of ideals.

The article relates the author's view on philosophy as it is considered unidealistic and is less important to the field of education as it is connected to Theology. Critics believe that if philosophical principles will be applied to education it is like turning one's back on reality and facts. Other group of people including the physical scientists realize that their field is too far from philosophy thus, not paying attention to it.

The article reports the importance of giving the development of conduct an appropriate place in education in the U.S. Educators are realizing the necessity of presenting ideas and ideals of what is right in conduct. Honesty, self-control, industriousness and cooperation are the four essentials identified by a well-known sociologist that must be stressed to the students.

The article comments on the inculcation of American ideals, which relate to the government and its underlying principles, among students of civics classes in the U.S. The process, however, has some problematic aspects such as clarifying what the fundamental ideals are and demonstrating their method of development to students.

The article discusses the organizational structure of American education. The author mentioned the educational ideals including the ecclesiastical that provided a learned clergy, the political that insures an intelligent suffrage, and the industrial which was the means to earn a better living. Further, the author discussed the educational system diagram which consisted the seven stages of education including kindergarten, primary, and grammar.

Offers observation on the change in ideals of a person. Prevalence of the spirit of greed among the younger generation; Prevailing characteristic of the rich people; Discussion on one of the most encouraging facts in modern educational development.

The author reflects on the perspective of an ideal school. A good school teaches respect for the opinion of others and is tolerant in regard to many things. However, it is 100% intolerant of any history and social science teaching. In addition, a good school teaches and enacts the principles of democracy.

The article presents information on the seven-point program of the National Congress of Parents and Teacher and its ideals for children. The program was adopted as the major goal of the New York State congress at a recent session. The program sets up seven ideals for every child including: a sound mind in a strong and healthy body; a home life that is happy, unselfish, and democratic; the ability to read and write, to think, study and act; and the knowledge of skill needed to earn a good living.

The article discusses the philosophy of common people in their life activities. If one asks about philosophy, the academically minded students would give vague terms and phrases. The life activities of almost everyone is making solutions to problems, from this, experience and training has made them solve the problems which led to the creation of definite ideals of thought and action which constitute philosophy.

The article reports on the adoption of the New England Association of Colleges and Secondary Schools in Boston, Massachusetts to the codes for teachers, pupils and schools. The code includes the purpose of the school which is to enhance each individual to the fullest possible extent the knowledge, interests, ideals and habits. The result of such purpose will be indicated by the intellectual achievement of the pupils.