Journal of Philosophy of Education 45 (2):379-397 (2011)
This essay offers an extensive rehabilitation and reappraisal of the concept of childhood innocence as a means of testing the boundaries of some prevailing constructions of childhood. It excavates in detail some of the lost histories of innocence in order to show that these are more diverse and more complex than established and pejorative assessments of them conventionally suggest. Recovering, in particular, the forgotten pedigree of the Romantic account of the innocence of childhood underlines its depth and furnishes an enriched understanding of its critical role in the coming of mass education––both as a catalyst of social change and as an alternative measure of the child-centeredness of the institutions of public education. Now largely and residually confined to the inheritance of nursery education, the concept of childhood innocence, and the wider Romantic project of which it is an element, can help question the assumptions underpinning modern, competence-centred philosophies of childhood
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References found in this work BETA
Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective.Andrew Stables (ed.) - 2008 - Continuum International.
The Discourse of the Learning Society and the Loss of Childhood.Jan Masschelein - 2001 - Journal of Philosophy of Education 35 (1):1–20.
The Discourse of the Learning Society and the Loss of Childhood.Jan Masschelein - 2001 - Journal of the Philosophy of Education 35 (1):1-20.
The Magus of the North J.G. Hamann and the Origins of Modern Irrationalism.Isaiah Berlin & Henry Hardy - 1994
Citations of this work BETA
The Problems with the Future: Educational Futurism and the Figural Child.Adam J. Greteman & Steven K. Wojcikiewicz - 2014 - Journal of Philosophy of Education 48 (4):559-573.
Approaching by Digression: Education of Nearness in Digital Times.Anna Kouppanou - 2014 - Ethics and Education 9 (2):234-250.
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