Disestablishing the School: De-Bunking Justifications for State Intervention in EducationThat governments are, and will always be, involved in education, is taken for granted by the majority of educationalists. Recent market reforms are condemned, because they appear to undermine state intervention in education. But are justifications for state intervention in education philosophically sound? Is the attack on markets justified? In Disestablishing the School, Dr Tooley explores these issues, setting recent educational policy debates in the broader context of debates in moral and political philosophy, and philosophy of economics. Topical issues to do with equality of opportunity, education for democracy, education for autonomy, democratic control of the curriculum, and education as a public good are examined. None of these survive as a critique of markets in education, nor as a justification for state intervention in education. In undermining these arguments, Dr Tooley argues that the case for the disestablishment of the school, for the separation of school and state, can be philosophically sustained. |
Contents
Acknowledgements | |
1 Education and the state | |
2 Equality of opportunity | |
3 Education for democracy | |
4 Education for autonomy | |
5 Democratic control of education | |
6 Education as a public good | |
7 Education and the state revisited | |
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Disestablishing the School: De-bunking Justifications for State Intervention ... James Tooley No preview available - 2017 |
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accept argues Arrow’s theorem chapter citizens coercion collective action compulsory curriculum concern control of education crucial decisions definition democratic control desirable difference principle discussion Dworkin economists education for autonomy education for democracy educational opportunities ensure epistemic argument equality of opportunity example explore families favour Firstly funding game theory harm principle hence important improved democracy individuals inequalities institutions interest involved issues justifications for democracy liberal liberty logrolling markets in education minimum adequate education moral national curriculum neutrality nonrivalness notes notion O’Hear and White outcome participate in democracy person philosophical player political equality position possible preferences prisoner’s dilemma promotion of autonomy proposition public goods dilemma Rawls Raz’s argument reasons Riker satisfy schools Secondly seems social choice theory social welfare function society suggested thesis undermine Uruguay veil of ignorance voters voting systems West West’s market model West’s minimum adequate West’s model Williams Zealand Treasury