This chapter contains sections titled: Notes Bibliography.

This book offers a unique analysis of the tension between the individual and society in educational contexts, and the role that citizenship and democratic education can play. It approaches the question from two different perspectives - the institutional and the interactional - and argues that any solution must answer the tension from both or it will necessarily fail. The answer is found through a political methodology that places education at the centre and concludes that a balance can be (...) found if we embrace the federated disestablishment of education and state and internally democratic schooling that aims to realise the emancipation of the political child. The book situates itself in the tradition of political philosophy that is education focused, identifying an unresolved tension between the individual and society in the works of Rousseau, Dewey, and Freire. It discusses the concept of authority as a primary issue persisting in this tension. It does so by exploring both interactional and institutional responses based on the idea of the free individual and cooperative associations. The author advocates an education system that creates the necessary space for the cultivation of the free individual and is run by the principles of internally democratic schooling. With a strong focus on citizenship and the role of education in the development of social-justice oriented citizens, this book will be of great interest to researchers, academics, and postgraduate students in the fields of philosophy of education, political philosophy, educational theory, and citizenship education. (shrink)

A discussion of Hegel's aesthetics in light of Schiller's theory of aesthetic education--and which links aesthetics to politics, ethics, and the project of enlightenment.

What kind of citizenship education, if any, should schools in liberal societies promote? And what ends is such education supposed to serve? Over the last decades a respectable body of literature has emerged to address these and related issues. In this state of the debate analysis we examine a sample of journal articles dealing with these very issues spanning a twenty-year period with the aim to analyse debate patterns and developments in the research field. We first carry (...) out a qualitative analysis where we design a two-dimensional theoretical framework in order to systematise the various liberal debate positions, and make us able to study their justifications, internal tensions and engagements with other positions. In the ensuing quantitative leg of the study we carry out a quantitative bibliometric analysis where we weigh the importance of specific scholars. We finally discuss possible merits and flaws in the research field, as evidenced in and by the analysis. (shrink)

The paper links higher education reforms and welfare states reforms in postcommunist Central European countries. It links current higher education debates (and reform pressures) and public sector debates (and reform pressures), stressing the importance of communist-era legacies in both areas. It refers to existing typologies of both higher education governance and welfare state regimes and concludes that the lack of the inclusion of Central Europe in any of them is a serious theoretical drawback in comparative social (...) research. The region should still, after more than two decades of transition and heavy international policy advising, be viewed as a “laboratory of social experimentation”. It is still too risky to suggest generalizations about how Central European higher education and welfare systems fit existing typologies. Consequently, the “transition” period is by no means over: it is over in terms of politics and economics but not in terms of social arrangements. Both higher education and welfare states should be viewed as “work in progress”: permanently under reform pressures, and with unclear future. (shrink)

Research Articles Anthony O'Hear, Social Philosophy and Policy, FirstView Article.

In this paper we examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end we examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. We argue that there is a strong correlation between a higher (...) social class background and the concern to transmit one’s cultural habitus. We further speculate on the moral implications of state-sponsored elite education, both as it concerns the specific role of the gymnasium in the reproduction of social inequality as well as the curious tendency among its supporters to rationalise the necessity of its existence. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Music Education and Spirituality:Philosophical Exploration IiAnthony J. PalmerMusic, beyond its pitches and rhythms, timbres and dynamics, has elusive qualities that many have difficulty identifying and discussing. In this regard Rabindranath Tagore speaks of the "ineffable":But when our heart is fully awakened in love, or in other great emotions, our personality is in its flood-tide. Then it feels the longing to express itself for the very sake of expression. (...) Then comes art, and we forget the claims of necessity, the thrift of usefulness; the spires of our temples try to kiss the stars and the notes of our music to fathom the depth of the ineffable.1Abraham Maslow points to a similar state of being:Transcendence refers to the very highest and most inclusive or holistic levels of human consciousness, behaving and relating, as ends rather than as means, to oneself, to significant others, to human beings in general, to other species, to nature, and to the cosmos.2 [End Page 143]One deep, the other beyond, both direct attention toward something richer, exceeding technical competence and excellent rendition of the score. Yet, the very realms where these qualities reside seem to be above our ability to assess other than to say, "we know it when we experience it."3 Is there some realization that we have transcended the mundane, passed over to another plane of existence and gone beyond an egocentric mind-frame? And could subjective reports satisfy any objective criteria that the event truly happened? Moreover, could one's experience be distinguished qualitatively from another's? This is one of the quandaries when attempting to assess experience of such an elusive nature. Although, these questions lie at the foundation of such an inquiry as this, answers await additional investigation at a later time. For the present, this study will be limited to laying the groundwork for these future explorations.A clarification of terms preceding this essay is imperative. To begin, the discourse will use 'spirituality' and 'transcendence' interchangeably. Various readings suggest that there is sufficient agreement that these terms describe the same noumenal experience. For example, physicist Fritjof Capra states that:Spiritual experience is an experience of aliveness of mind and body as a unity. Moreover, this experience of unity transcends not only the separation of mind and body, but also the separation of self and world. The central awareness in these spiritual moments is a profound sense of oneness with all, a sense of belonging to the universe as a whole.4This essay continues in this vein and that of my previous article on the subject5 that the religious and doctrinal are not part of the discussion. Therefore, an effort will be made to distance spirituality, as used here, from religion. In that light, a brief comparison will prove helpful.Spirituality has its roots in the Latin: "in + spirare (Latin to breathe). Archaic: to breathe or blow into or upon; to infuse (as life) by breathing."6 This "blowing upon" is no better illustrated than in the account in Genesis. Chapter 2, verse 4, line 7 reads: "Then the Lord God formed man of dust from the ground, and breathed into his nostrils the breath of life; and man became a living being."7 Psyche in Greek and atman in Sanskrit have essentially the same meaning of breath and being alive, that is, embodying an animating force.This animating force, in my view, is not of metaphysical origins, but rather inherent in the evolution of the human species. Spirituality is a human quality as a product of supreme levels of consciousness. Additionally, it has the quality of knowing that we are conscious. C. G. Jung's statement is appropriate in describing this seemingly incomprehensible characteristic.Were organized religion to disappear by some quirk of social process, the human community still cannot and must not do without cultivating the spiritual, [End Page 144] what Jung calls the "attitude peculiar to a consciousness which has been changed by experience of the numinosum."8Diane Ackerman supports the non-metaphysical origins of the impulse.Our sensitivity to religion means that at some stage in human history, our chance of mating and surviving increased... (shrink)

Accounting educators are in the midst of creating new opportunities for students to enhance their abilities to recognize ethical dilemmas, establish criteria by which to make ethical decisions, and establish support mechanisms and strategies to facilitate their ethical decision-making. CPA firms, professional organizations and state boards of accountancy are co-operating to increase requirements for ethics education for candidates taking the CPA exam. The current situation is confusing and sub-optimal regarding the use of precious learning time in college programs. (...) A new dialogue between the three stakeholders, creative learning approaches, and additional resources can lead to a more consistent and optimal learning paradigm regarding the ethics education of accountants. Research evaluating the effectiveness of various approaches is needed to effectively apply limited resources in an area critical to the reputation capital of the accounting profession. (shrink)

Sriprakash, Rudolph and Gerrard write: ‘There is an ongoing need to hold in tension, and be deeply conscious of, the past that endures in the present as much as there is a need to hold in tension,...

Knowledge of pedagogy and social studies content influences a teacher's decision making and helps teachers conduct sound instructional practices despite the influence of high-stakes testing policies. Using national data from the Survey of the Status of Social Studies (S4), this study examined the associations of teachers’ professional characteristics, school environmental factors, and state testing policy on self-reported levels of authority that secondary level social studies teachers (grades 6–12) hold over key classroom tasks. Through hierarchical multiple regression analysis, key findings (...) from this study indicated that greater minority enrollments are associated with lower levels of instructional authority. Teachers who worked in states where a state-mandated social studies test was administered reported less freedom to choose what to teach and how to teach than those in non-testing states. Also, this study showed that in-field status, the type of licensure, and years of teaching experience are important factors in exercising social studies teachers’ instructional authority (e.g., their ability to balance effectively the demands of state-mandated reforms with teaching for meaningful student learning). This study recommends that schools with high minority enrollments, especially if these districts exist in a high stakes testing environment, should invest in teachers with high-quality social studies preparation. (shrink)

Accounting educators are in the midst of creating new opportunities for students to enhance their abilities to recognize ethical dilemmas, establish criteria by which to make ethical decisions, and establish support mechanisms and strategies to facilitate their ethical decision-making. CPA firms, professional organizations and state boards of accountancy are co-operating to increase requirements for ethics education for candidates taking the CPA exam. The current situation is confusing and sub-optimal regarding the use of precious learning time in college programs. (...) A new dialogue between the three stakeholders, creative learning approaches, and additional resources can lead to a more consistent and optimal learning paradigm regarding the ethics education of accountants. Research evaluating the effectiveness of various approaches is needed to effectively apply limited resources in an area critical to the reputation capital of the accounting profession. (shrink)

_Higher Education and the Color Line_ examines the role of higher education in opening up equal opportunity for mobility in American society--or in reinforcing the segregation between white and nonwhite America. In the wake of the U.S. Supreme Court's landmark decision upholding affirmative action, this comprehensive and timely book outlines the agenda for achieving racial justice in higher education in the next generation. Weaving together current research and a discussion of overarching demographic, legal, and political issues, the (...) book focuses on the racial transformation of higher education and the structural barriers that perpetuate racial stratification at the postsecondary level. _Higher Education and the Color Line_ includes chapters that outline the demographic changes in elementary, secondary, and postsecondary school enrollment; the evolving role of law and policy; the barriers faced by minority college students; and the kinds of programs that best serve them. Topics addressed include financial aid; the role of community colleges; nontraditional paths to postsecondary education; and the role of higher education in social and economic mobility. In addition to providing a thorough and up-to-date assessment of the state of racial integration in higher education, the book goes beyond the usual black-and-white analysis to provide a multiethnic perspective supported by extensive new data. Taken together, these discussions examine the role of higher education in opening up equal opportunity for mobility in American society--or in reinforcing the segregation between white and nonwhite America. It provides insight for how institutions, states, and the country should be thinking about U.S. Supreme Court Justice Sandra Day O’Connor’s hope that affirmative action will no longer be needed in 25 years. (shrink)

In this article, I explore some contemporary versions of character education with specific reference to the extent to which they are viewed as constituting a form of citizenship education. I argue that such approaches often end up displacing the idea of political education and, through their language and stated aims, avoid any genuine engagement with the very concept of the political in all but its most superficial sense. In discussing some of the points raised by critics of (...) character education, I defend the need for a more robust and radical conception of the political as a basis for a form of political education. (shrink)

This paper looks at the state of research on churchstate relations in post-communist Romania in order to provide an outline of the most important questions which need to be addressed in the coming years. The article consists of two parts. First, a survey of academic studies published over the past two decades on the relationship between the country’s churches and state after 1990. Secondly, a breakdown of pressing churchstate issues today, accompanied by short discussions of existing studies and (...) suggestions as to what future research should probe into. (shrink)

Any liberal democratic state must honour religious and cultural pluralism in its educational policies. To fail to honour them would betray ideals of freedom and toleration fundamental to liberal democracy. Yet if such ideals are to flourish from one generation to the next, allegiance to the distinctive values of liberal democracy is a necessary educational end, whose pursuit will constrain pluralism. The problem of political education is therefore to ensure the continuity across generations of the constitutive ideals of (...) liberal democracy, while remaining hospitable to a diversity of conduct and belief that sometimes threatens those very ideals. Creating Citizens addresses this crucial problem. In lucid and elegant prose, Professor Callan, one of the world's foremost philosophers of education, identifies both the principal ends of civic education, and the rights that limit their political pursuit. This timely new study sheds light on some of the most divisive educational controversies, such as state sponsorship and regulation of denominational schooling, as well as the role of non-denominational schools in the moral and political development of children. Oxford Political Theory presents the best new work in contemporary political theory. It is intended to be broad in scope, including original contributions to political philosophy, and also work in applied political theory. The series will contain works of outstanding quality with no restriction as to approach or subject matter. The series editors are David Miller and Alan Ryan. (shrink)

This essay explains and criticizes Gentile's attempts to connect his metaphysical theories with his ideas about education, and especially the relationship between education and nationalism. It begins with a critical examination of the distinguishing features of the view Gentile specifies in Theory of Mind as Pure Act. Vincent then considers Gentile's account of how this theory, for which mind is an act of perpetual self-creation, leads to a conception of education with an explicitly nationalist bent. His attempts (...) to connect these are ultimately unsuccessful, argues Vincent; actual idealism does not give rise to any specific political order, and certainly not the kind of state-led nationalism that Gentile ultimately supported. (shrink)

In today's multi-ethnic classroom, multiculturalism plays an increasingly vital role. What it is, how it developed, and what it means for education, especially music education, are the questions that form the essence of this book. Music, Education, and Multiculturalism traces the growth and development of multicultural music education in the United States from its start in the early 1900s to the present, and describes the state of multicultural music education internationally. Beginning with a discussion (...) of the philosophical foundations surrounding multiculturalism, Part I addresses the various definitions of multiculturalism and its associated problems and possibilities in both education at large and music education in particular. It offers a succinct discussion of the various philosophical concepts and rationales for a multicultural approach, and concludes with current thoughts and applications in music education. Part II follows multicultural music education in the U.S. as it paralleled changes in general education brought about by social and historical events. The last chapter in this section outlines multiculturalism in music education around the world. Part III focuses on the implications of multiculturalism for music education, both in teacher training and in classroom instruction. Designed to assist music educators at all levels in understanding and implementing multicultural education, Music, Education, and Multiculturalism provides suggestions for curricular development, offers teaching strategies, and provides practical applications including materials and methodologies. Combining personal narrative and oral history with the support of primary and archival documents, this text is essential reading for all students and teachers of the history and foundations of music education and of multiculturalism in general education. (shrink)

Despite the disastrous failure of his one practical attempt to create a perfect school, Russell constantly strove to invent a system of education free from repression. Here Russell dissects the motives behind much educational theory and practice - and attacks the influence of chauvanism, snobbery and money. Energetically discussed and debated are discipline, natural ability, competition, class distinction, bureaucracy, finance, religion, sex education, state versus private schools, education in Russia, indoctrination, the home environment and many other (...) topics. Described by reviewers as 'brilliant', 'provocative', 'sane', 'stimulating', 'practical', and 'original', this book contains the essence of Russell's thought on education and society. (shrink)

European states differ tremendously in the extent to which their national education systems administer preschool programs, and whether or not these services can serve as day care for working parents. This article traces contemporary policy differences in three countries—France, Sweden, and Germany—to the effects of nineteenth-century conflicts between religious and secular forces over education. Intense, clerical-anticlerical conflict in France led to the incorporation of preschools into the national education system. In Sweden and Germany, the more accommodating relationship (...) between church and state assured that no such incorporation took place. These decisions had lasting consequences for the nature and extensiveness of child care services for preschool-aged children. (shrink)

Following Aristotle’s description of youth and brief discussion about indoctrination and parrhesia, the article historicizes Socrates’ trial as the intersection of philosophy, education and a teacher’s influence on youth. It explores the historic-political context and how contemporary Athenians might have viewed Socrates and his student’s actions, whereby his teachings were implicated in three coups led by his former students against Athenian democracy, for or which he accepted little or no responsibility. Socrates appears subversively anti-democratic. This provides grounds that challenge (...) the dominant and standard philosophical account of Socrates as one of the great teachers, perhaps the greatest in the Western tradition, and critiques the way philosophy so often presents a de-contextualized and ahistorical picture. Concerns about the influence of education, teachers and indoctrination on youth have existed since ancient times. Currently, many states, especially, but not only, democracies, are concerned about Islamic fundamentalist teachings potentially leading to terrorism. The article presents contemporary exemplars from four countries: Austria, Kenya, the UK and Saudi Arabia. The crucial question remains: to what extent is it reasonable to hold a teacher responsible for a student’s subsequent actions? (shrink)

Despite the disastrous failure of his one practical attempt to create a perfect school, Russell constantly strove to invent a system of education free from repression. Here Russell dissects the motives behind much educational theory and practice - and attacks the influence of chauvanism, snobbery and money. Energetically discussed and debated are discipline, natural ability, competition, class distinction, bureaucracy, finance, religion, sex education, state versus private schools, education in Russia, indoctrination, the home environment and many other (...) topics. Described by reviewers as 'brilliant', 'provocative', 'sane', 'stimulating', 'practical', and 'original', this book contains the essence of Russell's thought on education and society. (shrink)

Aristotle?s definition of humans determines his understanding of education in Politics as politikon zo?n. This definition should always be considered together with the other most important Aristotle?s statement about the human being, in which he claims that?man alone of the animals possesses speech?. The ability to speak becomes most important within the specific political partnership, which has at last attained the limit of virtually complete?self-sufficiency?. Contrary to?every household? where the eldest member?gives the law? to sons and spouses, in the (...) city, the?speech is designed to indicate the advantageous and harmful, and the right and wrong?. In sum, justice became political. It always appears like the outcome of an argument or dispute on what is just. We should understand education in the context of the previous statements. Dispute, the keyword of Aristotle?s understanding of education, appears in the first sentence of Politics VIII. Aristotle states that?they dispute? the question of what?constitutes education and what is the proper way to be educated?. There is not one complete, definitive, and standard answer to the question of what is the best way to be educated that we should implement in the educational activities. Based on Aristotle?s view, I claim that the first purpose of education is not to determine and constrain the activity of the youth and citizens in general, but to provoke and facilitate the dispute on the essence and aims of education. (shrink)

The purpose is to solve the problem of college students’ employment difficulties. It is the development trend of the times to master the basic psychological pressure state of students and analyze students’ problems by using modern technology and science. First, based on Marxist theory, the theory of entrepreneurship education and the characteristics of teachers and students in colleges are expounded, and the principle and algorithms of Backpropagation Neural Network are introduced. Second, from the perspective of entrepreneurship education (...) and mental health factors of college students, the sample set of the BPNN model is collected using a Questionnaire Survey. Then, the sample set is normalized to analyze the current college entrepreneurship education and the health and stress of college students. The results show that the comprehensive BPNN output of entrepreneurship education is 0.726, indicating that entrepreneurship education in colleges is at a moderate level. The proposed BPNN model can perform better than the traditional prediction methods in predicting college students’ mental health, and the data fitting results are satisfactory. Overall, college students’ entrepreneurship education should be improved, and schools should take more incentives to help adjust college students’ mentality. (shrink)

This timely book examines the complex and varied relations between educational institutions and societies at war. Drawn from the pages of the _Harvard Educational Review_, the essays provide multiple perspectives on how educational institutions support and oppose wartime efforts. As the editors of the volume note, the book reveals how people swept up in wars “reconsider and reshape education to reflect or resist the commitments, ideals, structures, and effects of wartime. Constituents use educational institutions to disseminate and reproduce dominant (...) ideologies or to empower and inspire those marginalized.” A wide-ranging volume that addresses issues of vital importance within the United States and throughout the world, _Education and War_ fills a crucial void in our understanding of education and its critical role in society. (shrink)

Educational research is widely believed to be essentially empirical, consisting mainly of collecting and analysing data, with randomised control trials as the 'gold standard'. This book argues that good educational research is often philosophical in nature. Offering a critical overview of the current state of educational research, the authors argue that there are two factors in particular that distort it. One is that throughout the world it is expected to serve the interests of the state in securing educational (...) improvements, as measured by standardised examination results, and to demonstrate 'scientific' credentials sufficient to guarantee absence of ideological bias and carry conviction. The other is that learning to do educational research is generally seen as a matter of being trained in empirical 'research methods'. The authors demonstrate, by contrast, that good educational research needs the rigorous thinking characteristic of philosophy, and that philosophical treatments themselves sometimes constitute such research. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:PEACE EDUCATION AND THE NORTHERN IRISH CONFLICT André Lascaris Dominican Theological Center, Nijmegen The Northern Irish conflict can be interpreted as an anachronism. This is true in many aspects. However, in the last ten years we were confronted with many "anachronistic" conflicts: in former Yugoslavia, in Rwanda, Algeria, Colombia, and Afghanistan, to mention only some. In our postmodern times the division of the world into two rather neat (...) halves with two centers of power has gone, the nation state is weakening and in many societies the social glue seems to be losing its cohesive force. We have to live together in pluralistic societies in which we are all a minority at times. Wars between states become less likely, butcivil wars are on the increase. Terrorism becomes a power against which the traditional armies and their weapons are quite useless in spite of many technological developments. The ancient laws concerningthe protection of women and children in wartime are becoming obsolete. Women are invited to get involved in the armed forces. The child soldier is a well-known phenomenon. In our western society a child's world, which exists in isolation from the adult world, is no longer a possibility. Some lessons learned in dealing with theNorthern Irish conflict might turn out to be worthwhile taking up in other situations. In this essay, I reflect with the help ofthe mimetic theory on peace work done by some Dutch people on behalfofNorthern Ireland between 1973 and 1992. The Northern Irish conflict as such is not the subject ofthis paper; the mimetic interpretation of this conflict was admirably covered by people such as Duncan Morrow and the late Frank Wright to which I refer the reader in my bibliography. I will concentrate on the educational aspects ofDutch peace work done in the Northern Irish context. Here it suffices to say that the 136André Lascaris Northern Irish conflict is not a religious one, though religious labels are being used. It is aconflict between two cultures, an Irish one and an AngloSaxon or British one. I. Dutch peace work on behalf ofNorthern Ireland A. A short history In 1973 I was invited to become a member of staff of a conference for influential Northern Irishmen in the Netherlands. Glenn Williams, then secretary general of the KEK (Conference of European Churches) had asked the Dutch Council ofChurches whether it could do something on behalf of Northern Ireland. After some consultation Williams asked the Dutch adult education center 'De Haaf to accommodate "mixed Roman Catholic and Protestant Irish groups in a quiet and spiritual atmosphere." The director of this center, Aat van Rhijn, a Presbyterian minister, asked me to participate in the conference because he wanted a Catholic priest to make the Roman Catholic Northern Irishmen feel represented on the staff. A laywoman, Hermine Keuning, was the third member of the staff. The Dutch Reformed Church provided money. In April 1973 a visit was made to Belfast and contact was established with the Irish Council ofChurches; it soon became our Northern Irish counterpart. In Septembera firstconference was held, quickly followed by a second one. From participants of the first conference a new request for a conference was made and after this one even more conferences were organized, altogether 18 between 1973 and 1983. We worked with neighborhood groups, politicians, paramilitaries, social workers, police officers, adult educators, social workers, journalists and editors, Catholic and Protestant clergymen. In the conferences ofthe protestant politicians and the clergy it was not possible to have a mixed group; we had to be content with having some either Catholic or Protestant "observers" at the conference. Inthe late seventiesthesecurity situation inNorthern Ireland improved. The necessity oftraveling to the Netherlands to have a conference became less evident. Because our work remained in demand, we organized weekends in Northern Ireland itself from 1981 onwards, mainly in Corrymeela, an ecumenical adult education center near Ballycastle. Money was coming from several sources, but mainly from the Dutch Reformed Church. To handle the money well we decided in 1975 to become a trust: the "Dutch Northern Irish Advisory Committee." It was typical ofthis trustthat its constitution stipulated that no conference or any Peace Education andthe Northern Irish Conflict137 other activity... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Art Education and the Emergence of Radical Art Movements in Egypt: The Surrealists and the Contemporary Arts Group, 1938–1951Patrick Kane (bio)So it wasn’t the aim of the artist to just toss out a work of art. A tradition of the exhibition of the natural, and its meaning was not that it fled from life, but that it had penetrated and plunged into reality. Its meaning was not a (...) prescription or plain exercise in the taste of the sublime, or harmony of forms and charming scenes; and its meaning was not as a decoration of life; it was in its expression of what life inspires in us to give back.—Henry Moore, as quoted by Ramses Yunan, in “The Aim of the Contemporary Artist”1In these crucial days of difficulty, the artists in this country live in tall aristocratic towers.... For this peasant has an art of his own that sustains him, and it is not that art of the educated class.—Kamil Al-Tilmisani (c. 1941–1942)By 1938, as the agrarian crisis in Egypt deepened, the Depression, food shortages, low wages, expropriations of crops, and forced rents opened a polemic among Egyptian intellectuals over the role of the state and the looming threat of fascism. With the dismissal of the government of Mustafa Al-Nahas at the end of 1937, the political turbulence underscored the weakening of the Wafd Party. Opponents of the old Wafdists and supporters of the monarchy resorted to openly fascist tactics, including the establishment of youth organizations and the Blue Shirts, the fascist front of the young Wafdists who modeled themselves on Mussolini’s Black Shirts. The serial crises of agrarian struggles and parliamentary stalemates between [End Page 95] nationalists and monarchists led to increasingly militant stances by the paramilitary fascist organization Misr Al-Fattah (Young Egypt) as a counter to the Muslim Brothers. When Mahmud Khalil resigned from the Wafd and assumed the presidency of the Senate in 1938, his ascension opened a new phase of struggle in politics through culture and the arts.2 In this context, caricatures and satirical sculptures of Khalil appeared in 1939 that parodied him as the icon of a “dictatorship of art.”3 Leading intellectuals from all political stances addressed these issues directly. The cultural journals were peppered with articles on the problems of everyday life and the material crises with such representative titles as ‘Abbas al-Aqqad’s “Food for the Rich,” in which he raised the problem of food shortages and inequity as an issue for reform.4 Within the year, articles in Al-Risala and Al-Thaqafa drew comparisons with French and Italian nineteenth-century landscapes as a model for the recognition of the countryside as a subject. In journalism and the arts, suffering became a part of the recognition of the everyday, as articles appeared on Millet’s nineteenth-century paintings of French peasants.As the war in Europe encroached into the cover pages of Egypt’s cultural journals, Zaki Muhammad Hasan wrote an essay for Al-Thaqafa entitled “The Angelus,” with a reproduction of the 1859 painting by Jean Francois Millet (1814–1874).5 Hasan wrote about Millet’s interest in the “the daily labors of the peasant” as a depiction of the conditions of French peasants. Hasan’s mention of Millet’s own peasant origins, and his listing of paintings of social conditions, including Les Glaneuses (The Gleaners), reflected a broadening interest in the artistic subject of the peasant and the rise of the peasant as artist. Although in Millet’s painting there is a prayer scene of a man and a woman in the fields that is generally regarded as the evening prayer with the sun setting, an Egyptian reader could link the prayer with the issue of workers taking breaks in the fields at a time when the issue of compensation of peasant farm workers was paramount.6 Hasan introduced “The Angelus” to his readers as a Catholic prayer in southern Europe offered at dawn, noon, and sunset and compared the origins of the prayer’s stanzas from the Gospel of Luke 1:28–31 with passages from the chapter on Maryam in the Quran... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 170-184 [Access article in PDF] Music Education and LawRegulation as an Instrument Marja Heimonen Sibelius Academy, Helsinki, Finland Introduction Of all the fine arts, music has the greatest influence on passions; it is that which the law-giver must encourage most: a piece of music written by a master inevitably touches the feelings and has more influence on morality than a (...) good book, which convinces reason without affecting our habits. (Napoleon 1797) 1This essay examines the relationship between music education and law and focuses on extra-curricular music education for children and adolescents. 2 The tension between the general (law) and the particular (individual needs of each pupil) is described. However, achieving harmony is important both in law and in music. A composer may create a composite piece of music (order) out of fragments (disorder) 3 just as a judge creates order when he or she decides a legal case, or a law-giver enacts a statute that takes account of different kinds of interests of people usually represented by political parties or associations.The concept of freedom is also important both in music and in law. It has been stated that there is no freedom without boundaries. Legal norms that usually restrict the freedom of human behavior have an important role in creating [End Page 170] freedom: they can guarantee opportunities and circumstances for musical activities.In this paper certain legal aspects related to music education are approached in the light of two principles: the right to education and freedom in education. One of the aims is to discover what kind of regulative model would be suitable and would actually promote music education. The right to education refers to the right to music education and to the duty of the state to secure the relevant conditions and circumstances, whereas freedom in education refers to individual needs and choice regarding the content. The intention is to describe the educational and legal issues as they presently are particularly in Sweden, England, Germany, and Finland, and in the process of doing this to raise additional questions. Law as an Instrument The subtitle of this essay, "Regulation as an Instrument," refers to Aristotle's ideas about the law as a means of moral education. 4 In his view, the state has to educate its individual citizens in the exercise of virtue, since living according to virtue means living in harmony with one's own nature, this being the proper end of the individual. 5 Aristotle referred to virtue as a disposition that demands long and careful exercise. Thus, for him and his followers, the law becomes an instrument in moral education. 6Aristotle argued that moral education is one of the functions of music 7 because music has the power of forming character. 8 He was of the opinion that virtues manifest themselves in forms of activity. For instance, in order to acquire correct musical taste and judgment, free men should learn to play musical instruments; music education should include participation in actual playing. In general, Aristotle stressed the importance of education: "It is clear then that there should be laws laid down about education, and that education itself must be made a public concern." 9Aristotle's ideas on the good life have become the basis for many thinkers, especially communitarians. Liberal concepts, such as those presented by Ronald Dworkin, can be compared with communitarian conceptions of "the good" and the role of the state in promoting it. Liberal and communitarian approaches may be integrated as they are in "moral individualism" where the aim is to find a way to promote the moral development of an individual in a pluralistic, multicultural society. 10 The integration of communitarian and liberal views should help in finding a way to justify a positive role for the state in producing conditions and circumstances for the good, flourishing life. The content of a good life should not be directed by the state, although in practice the state cannot be completely neutral. Music is a part of the good life... (shrink)

This is the first of the four essays in Part II of the book on liberalism and traditionalist education; all four are by authors who would like to find ways for the liberal state to honour the self-definitions of traditional cultures and to find ways of avoiding a confrontation with differences. For example, Shelley Burtt argues that the liberal state has good reason to be far more accommodating of traditional groups than liberals commonly recognize. She contends that (...) liberal autonomy, properly understood, is not threatened in any special way by traditional religious or cultural groups, and that traditional cultures are as capable of fostering autonomy as their more cosmopolitan counterparts. Most strikingly, she maintains that it is a good thing, from the perspective of liberal autonomy, to be encumbered by unchosen attachments and loyalties such as those that we might expect to be most fully developed within religious communities. The essay is in two main parts: Part One takes up the challenge of the notion that liberal theorists have missed the chance to describe in detail the possibilities for autonomous thought from within a comprehensive education to a particular way of life or understanding of the good, offering several reasons why the central demand of autonomy – to think and know for oneself – is well within the reach of individuals who receive this sort of ‘grounded’ education; Part Two looks more closely at liberal theories of autonomy, particularly aspects of those accounts that encourage the idea that comprehensive educations are at odds with the development of autonomy, arguing that such characterizations overstate the difficulties that exist, and concluding by reaffirming the possibility of combining an education for autonomy with education toward a comprehensive vision of the good life. (shrink)

Following Aristotle’s description of youth and brief discussion about indoctrination and parrhesia, the article historicizes Socrates’ trial as the intersection of philosophy, education and a teacher’s influence on youth. It explores the historic-political context and how contemporary Athenians might have viewed Socrates and his student’s actions, whereby his teachings were implicated in three coups led by his former students against Athenian democracy, for or which he accepted little or no responsibility. Socrates appears subversively anti-democratic. This provides grounds that challenge (...) the dominant and standard philosophical account of Socrates as one of the great teachers, perhaps the greatest in the Western tradition, and critiques the way philosophy so often presents a de-contextualized and ahistorical picture. Concerns about the influence of education, teachers and indoctrination on youth have existed since ancient times. Currently, many states, especially, but not only, democracies, are concerned about Islamic fundamentalist teachings potentially leading to terrorism. The article presents contemporary exemplars from four countries: Austria, Kenya, the UK and Saudi Arabia. The crucial question remains: to what extent is it reasonable to hold a teacher responsible for a student’s subsequent actions? (shrink)