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Book Review: Means and Ends in Education

Book Review: Means and Ends in Education Book Reviews 221 Means and Ends in Education, by Brenda Cohen. London: Allen & Unwin, 1983. 113 pp. $9.95 paper, $23.50, cloth. This small book belongs to the Introductory Studies in Philosophy of Education, edited by Snelders and Wringe, aimed at student teachers without previous training in philosophy. It is clearly written and very readable, without jargon, so should prove popular. Great depth of penetration is not to be expected nor even desired in a work of this type and small compass, but most of the important issues are raised and discussed with some acuity. The book follows a different pattern from most earlier introductory texts. As Cohen says, most teachers in training confront urgent practical problems in classrooms and schools before they are able to reflect upon the general and abstract analysis of educa- tion. Accordingly, the introduction cites three famous, but contrasting, practical teaching demonstrations which exemplify, or are often taken as exemplifying, very different approaches to the problem of how and what children should learn. These are: the geometry lesson from Plato's Meno, the hungry excursion to Montmorency from Rousseau's Emile, and Dr Arnold's bad Latin lesson from Tom Brown's Schooldays,. The Socratic method, as it http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: Means and Ends in Education

Australian Journal of Education , Volume 28 (2): 2 – Aug 1, 1984

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Publisher
SAGE
Copyright
© 1984 Australian Council for Educational Research.
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494418402800214
Publisher site
See Article on Publisher Site

Abstract

Book Reviews 221 Means and Ends in Education, by Brenda Cohen. London: Allen & Unwin, 1983. 113 pp. $9.95 paper, $23.50, cloth. This small book belongs to the Introductory Studies in Philosophy of Education, edited by Snelders and Wringe, aimed at student teachers without previous training in philosophy. It is clearly written and very readable, without jargon, so should prove popular. Great depth of penetration is not to be expected nor even desired in a work of this type and small compass, but most of the important issues are raised and discussed with some acuity. The book follows a different pattern from most earlier introductory texts. As Cohen says, most teachers in training confront urgent practical problems in classrooms and schools before they are able to reflect upon the general and abstract analysis of educa- tion. Accordingly, the introduction cites three famous, but contrasting, practical teaching demonstrations which exemplify, or are often taken as exemplifying, very different approaches to the problem of how and what children should learn. These are: the geometry lesson from Plato's Meno, the hungry excursion to Montmorency from Rousseau's Emile, and Dr Arnold's bad Latin lesson from Tom Brown's Schooldays,. The Socratic method, as it

Journal

Australian Journal of EducationSAGE

Published: Aug 1, 1984

There are no references for this article.