EDU221 - Introduction to Education

The theory of critique, or 'critical theory', as developed by Habermas and applied to education by Young, is far from being merely negative. It is quite explicitly an optimistic educational theory, in which the hope for rational progress, peace, global understanding and ecological sanity, is celebrated. Now that dogmatic Marxism has been swept into the rubbish bin of history, it may be possible to engage in a less paranoid appraisal of the claims of critical theory -- the most revisionist legacy of Marxism. A close look shows it to be eminently practical, democratically-minded and responsible. In this book, Young summarises critical learning theory, shows its relationship to educational research, particularly research on classroom communication, and demonstrates its value for classroom teachers in a variety of 'real-life' classrooms. Far from being a utopian approach, it comes to grips with the everyday problems of teachers in real, imperfect, underfunded schools. Motivation, interest, getting through the work, achieving real understanding and teacher-planner relationships are fully discussed, using classroom transcripts.

In this radical exploration, Nick Peim, himself a practising English teacher, shows how teachers can use critical theory to bring students' own experience back into the subject. The author explains how the insights of discourse theory, psychoanalysis, semiotics and deconstruction can be used on the material of modern culture as well as on and in oral work. The book is written in a style which even those with no background in critical theory will find approachable, and arguments are backed up with practical classroom examples.

In this important book the author looks back on the 'knowledge question'. What knowledge gets selected to be validated as school knowledge or as part of the school curriculum, and why is it selected? Looking forward, Young discusses how most developed countries have high levels of participation in post-compulsory education, but still use curricula designed for a time when only the elite pursued further education. He argues the need to rethink post-16 education to shift focus onto vocational education, school-work issues and lifelong learning.

This book provides a meaningful route through the tangled jungle of competing theories.

The question of what form of pedagogy should be used at university is a complex and important one. So too is the question of how the contemporary university should develop. In this book Monica McLean advances fresh and lucid arguments concerning both. Drawing on the theories of Jurgen Habermas, she demonstrates how these two apparently disparate questions are in fact closely linked. In the process McLean provides unique insights into the relationship between macro- and micro- issues in higher education.