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210 books match the query 'Philosophy, Theory & Social Aspects' and 4 start with h

cover of Homeschooling: The History and Philosophy of a Controversial Practice

Homeschooling

The History and Philosophy of a Controversial Practice

James G. Dwyer and Shawn F. Peters

University of Chicago Press, 2019

In Homeschooling: The History and Philosophy of a Controversial Practice, James G. Dwyer and Shawn F. Peters examine homeschooling’s history, its methods, and the fundamental questions at the root of the heated debate over whether and how the state should oversee and regulate it. The authors trace the evolution of homeschooling and the law relating to it from before America’s founding to the present day. In the process they analyze the many arguments made for and against it, and set them in the context of larger questions about school and education. They then tackle the question of regulation, and they do so within a rigorous moral framework, one that is constructed from a clear-eyed assessment of what rights and duties children, parents, and the state each possess. Viewing the question through that lens allows Dwyer and Peters to even-handedly evaluate the competing arguments and ultimately generate policy prescriptions. Homeschooling is the definitive study of a vexed question, one that ultimately affects all citizens, regardless of their educational background.
 
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cover of Homeschooling: The History and Philosophy of a Controversial Practice

Homeschooling

The History and Philosophy of a Controversial Practice

James G. Dwyer and Shawn F. Peters

University of Chicago Press, 2019

This is an auto-narrated audiobook edition of this book.

In Homeschooling: The History and Philosophy of a Controversial Practice, James G. Dwyer and Shawn F. Peters examine homeschooling’s history, its methods, and the fundamental questions at the root of the heated debate over whether and how the state should oversee and regulate it. The authors trace the evolution of homeschooling and the law relating to it from before America’s founding to the present day. In the process they analyze the many arguments made for and against it, and set them in the context of larger questions about school and education. They then tackle the question of regulation, and they do so within a rigorous moral framework, one that is constructed from a clear-eyed assessment of what rights and duties children, parents, and the state each possess. Viewing the question through that lens allows Dwyer and Peters to even-handedly evaluate the competing arguments and ultimately generate policy prescriptions. Homeschooling is the definitive study of a vexed question, one that ultimately affects all citizens, regardless of their educational background.
 
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cover of How Alex Bloom Built Radical Democratic Secondary Education in Post-war London

How Alex Bloom Built Radical Democratic Secondary Education in Post-war London

Michael Fielding

University College London, 2026

The true story behind a school that pioneered progressive education in post-Second World War Britain and inspired the famous film To Sir, With Love.

Alex Bloom (1895–1955) was a remarkable school leader whose reputation in his lifetime extended far beyond the UK. Against all odds, in the bomb-damaged remains of London’s East End immediately after the Second World War, he established a school that championed equality, democracy, diversity, and creativity. That school—St George-in-the-East Secondary Modern on Cable Street—is known to many as the inspiration for the novel and film To Sir, With Love, but its significance for education goes far deeper. An explicit affirmation of Bloom’s progressive values and aspirations, it had no punishments or rewards, no prizes or failures, and no set curriculum. It became a beacon for radical democratic schooling, achieving an astonishing international reputation and a lasting legacy.

Based on primary research with former teachers and pupils of St George-in-the-East, How Alex Bloom Built Radical Democratic Secondary Education in Post-war London recounts the story of the school’s founding, pedagogy, and democratic inclusivity. Through the book’s own narrative, and in short contributions from some of today’s leading educators, it examines Bloom’s contemporary and subsequent influence on education in the UK and further afield. Most of all, this book reveals Bloom’s extraordinary dedication and commitment to his staff, his pupils, and their community, exemplifying the importance of engaging with the school’s contemporary realities.

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cover of Humanities in the Time of AI

Humanities in the Time of AI

Laurent Dubreuil

University of Minnesota Press, 2025

Why AI offers a chance for the humanities to strengthen their relevance and significance

If humanistic research consists of the generation of consensus positions, simple expression, summarized texts, or passable translations, then we have arrived at the place where AI is able to accomplish these different missions to a convincing degree. However, Laurent Dubreuil argues, such tasks do not, in any way, constitute the humanities. On the contrary, he posits, a maximalist take on scholarship would not focus on generation but on creation, as a subject and as an object. Dubreuil seizes the opportunity of what AI reveals about the meaning of humanistic inquiry to offer a path for the renewal of the humanities on transhistorical, transcultural, and transdisciplinary grounds.

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