Lessons from History of Education: The Selected Works of Richard Aldrich (World Library of Educationalists)
Richard Aldrich
Language: English
Pages: 248
ISBN: 0415358922
Format: PDF / Kindle (mobi) / ePub
Richard Aldrich has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in history of education. He has contributed over 15 books and 75 articles to the field.
In Lessons from History of Education, Richard Aldrich brings together 14 of his key writings in one place. Starting with a specially written Introduction, which gives an overview of his career and contextualises his selection, the chapters cover:
- understanding history of education
- the politics of education
- educational reformers
- curriculum and standards
- the teaching of history
- education otherwise.
This book not only shows how Richard Aldrich's thinking developed during his long and distinguished career; it also gives an insight into the development of the fields to which he contributed.
Richard Aldrich is Emeritus Professor of History of Education at the Institute of Education, University of London, UK.
Contributors to the series include: Richard Aldrich, Stephen J. Ball, James A. Banks, Jerome Bruner, John Elliott, Elliot W. Eisner, Howard Gardner, John K. Gilbert, Ivor F. Goodson, David F. Labaree, John White, Ted Wragg .
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British Empire of today’,37 and the time had come ‘when the history of England should be identified with the history of the English Empire’.38 Egerton went beyond Seeley, however, in his ideal of empire as ‘a collection of allied nations under a common crown rather than a fusion of nationalities into a single type’.39 This ideal also involved a greater awareness of other historical perspectives – an empathetic approach. ‘It is for us to teach and learn history in such a way, as that the.
Subsequently became prime minister or even the leader of a party. Five of the political heads but only one of the 16 permanent secretaries were women.34 From these figures it is apparent that the average tenure of office for a minister was a mere two years. In contrast permanent secretaries served for some six years. One consequence of the rapid turnover of ministers was that civil servants frequently held the upper hand, inasmuch as ministers needed time to become familiar with their brief. This.
That single-sex schools and colleges might more speedily promote access by women to such positions, he also approved of the development of co-educational institutions. In the 1870s, his work to promote the training of teachers and the development of a science and art of education took place largely in a female context, and with the full support of the leading female educationists of his day. Finally, he acted as a link between such bodies as the College of Preceptors, the Girls’ Public Day School.
The concept of the ‘Glorious Revolution’ of 1688, but he is equally admired in the United States. As Tarcov has claimed: there is a very real sense in which Americans can say that Locke is our political philosopher. The document by virtue of which we Americans are an independent people . . . derives its principles and even some of its language from the political philosophy of John Locke.21 Similarly, only a brief summary of his life is possible here. Born in 1632 at Wrington in Somerset, Locke’s.
Children are lower than they should be because the expectations of many teachers, parents and pupils are too low. Teacher, pupil and parental perceptions of importance and standards, however, may conflict. For example, Schools Council Enquiry I, Young School Leavers, published in 1968, showed that parents of 15-year-old leavers, unlike their teachers, placed the greatest emphasis upon doing well in studies that would enable their children to get jobs. This was understandable, given that until.