The human cost and intellectual poverty of high performance schooling: radical philosophy, John Macmurray and the remaking of person-centred education.

Autor/in	Fielding, Michael
Titel	The human cost and intellectual poverty of high performance schooling: radical philosophy, John Macmurray and the remaking of person-centred education.
Quelle	In: Journal of education policy, 22 (2007) 4, S. 383-409Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0268-0939; 1464-5106
DOI	10.1080/02680930701390511
Schlagwörter	Persönlichkeitsentwicklung; Schulsystem; Schüler; Schulerfolg; Schülerorientierter Unterricht; Philosophie; Auslese; Effektivität; Qualitätssicherung; Theorie; Europa; Großbritannien
Abstract	In order to address some of the key underlying issues currently distorting dominant approaches to schooling it is necessary to acknowledge and engage with our broad intellectual and cultural responsibilities currently shunned by contemporary policy. Philosophy has a key role to play here, in terms of both deconstruction and recommendation. Drawing on the Scottish philosopher John Macmurray, this article argues for the need to situate our work within an historical context that requires judgement about matters of significance and purpose, not mere efficiency and effectiveness. It further argues for the provision of a convincing account of the relational nature of the self that will, in turn, provide the basis of a framework for organisational and communal analysis. The particular framework offered names the dangers of a new totalitarianism exemplified by high performance models of schooling currently preoccupying contemporary practice, advocacy and aspiration. In seeking to reclaim the centrality of human being and becoming in any future education policy it also proposes a person-centred alternative that transforms and transcends the hegemony of insistent instrumentalism in favour of an inclusive, creative community as a more fitting aspiration for education in a democratic society. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/2