In the 1960s and 1970s there was a remarkable development of interest in political education not only in Britain but also in other countries, namely the USA, Germany and Australia. This volume provides scholars and teachers in this field with a picture of British work in the area of political education.

Volume VI is concerned with political education and citizenship. Papers from several countries lend an international perspective to currently significant concerns and developments, including democracy, and democratic education, human rights, national identity and education for citizenship.

Unlike the vast majority of existing literature on Plato, this book seeks to argue that liberty constitutes the central notion and preoccupation of Platonic thought and that his theory of ideas is indeed a theory of liberty. Moreover, this book contends that Plato’s thought can be understood to be both one of liberty and a theory of liberation. Bound up in its efforts to reveal both the ideal liberty and the conditions and possibility of its existence in the so-called ‘real world,’ the thought of liberty tends to be all-encompassing. Consequently, this book seeks to expose how liberty can be understood to influence Plato’s ontological form of analysis in relation to politics, philosophy, and anthropology, as well as its influence on the structural unity of all three. Understood from such a perspective, this book frames Platonic philosophy as primarily an investigation, an articulation and as a way of establishing the relationship between the individual and the collective. Importantly, this relationship is acknowledged to be the natural and original framework for any conception and exercise of human liberty, especially within democratic theory and politics. By treating Plato’s philosophy as a continuous effort to find modes and dimensions of liberation in and through different forms of this relationship, this book hopes to not only engage in the discussion about the meaning of Platonic ontological-political insights on different grounds, but also to provide a different perspective for the evaluation of its relevance to the main contemporary issues and problems regarding liberty, liberation, democracy and politics. This book will be of interest to both undergraduate students, experienced scholars and researchers, as well as to the general public who have an interest in philosophy, classics, and political theory.

Focusing on the relationship between gender, education and citizenship, this book explores, from a feminist perspective, how the concept of citizenship has been used in relation to gender, and how young people are being prepared for male and female forms of citizenship.

The book proposes curbing the power of teachers, including headteachers, stripping parents of their rights, and making political education the keystone of education. It considers what kind of educational strategies would be appropriate to help move a society like our own towards greater democracy, in the light of a co-ordinated set of proposals about the democratic organization of political decision-making, and the development of democratic attitudes, notably fraternity.

Citizenship and Political Education Today brings together a collection of essays from around the world; including discussion of politics and education in Australia, The United States of America, New Zealand, Norway, England, France, Germany and the wider European Union. The contributors discuss vital and interesting issues involved in the engagement of citizens in politics and political institutions and the role of education in encouraging education for citizenship. The book is an important contribution to ongoing debates on citizenship.

Citizenship, both the subject and the practice, should be a bridge between the vocational aims of education and education for its own sake. Not all of life is productive: there is leisure, there is culture, both of which active citizens can defend, indeed enhance. This book may, I hope, help teachers and all involved in education (governors, parents and even inspectors) gain or reinforce a sense of civic pride and mission.

The Routledge Encyclopaedia of Educational Thinkers comprises 128 essays by leading scholars analysing the most important, influential, innovative and interesting thinkers on education of all time. Each of the chronologically arranged entries explores why a particular thinker is significant for those who study education and explores the social, historical and political contexts in which the thinker worked. Ranging from Confucius and Montessori to Dewey and Edward de Bono, the entries form concise, accessible summaries of the greatest or most influential educational thinkers of past and present times. Each essay includes the following features; concise biographical information on the individual, an outline of the individual’s key achievements and activities, an assessment of their impact and influence, a list of their major writings, suggested further reading. Carefully brought together to present a balance of gender and geographical contexts as well as areas of thought and work in the broad field of education, this substantial volume provides a unique history and overview of figures who have shaped education and educational thinking throughout the world. Combining and building upon two internationally renowned volumes, this collection is deliberately broad in scope, crossing centuries, boundaries and disciplines. The Encyclopaedia therefore provides a perfect introduction to the huge range and diversity of educational thought. Offering an accessible means of understanding the emergence and development of what is currently seen in the classroom, this Encyclopaedia is an invaluable reference guide for all students of education, including undergraduates and post-graduates in education or teacher training and students of related disciplines.

We are currently witnessing an increasingly influential counterrevolution in political theory, evident in the dialectical return to classical political science pioneered most prominently by Leo Strauss and Eric Voegelin. In this context, the work of the relatively unknown Aurel Kolnai is of great importance. Kolnai was one of the greatest thinkers of the twentieth century to place the restoration of common-sense evaluation and philosophical realism at the center of his philosophical and political itinerary. In this volume, Daniel J. Mahoney presents Kolnai's major writings in political philosophy, writings that explore - in ways that are diverse but complementary - Kolnai's critique of progressive or egalitarian democracy. The title essay contains Kolnai's fullest account of the limits of liberty understood as emancipation from traditional, natural, or divine restraints. 'The Utopian Mind, ' a pr, cis of Kolnai's critique of utopianism in a posthumous book of the same title, appears here for the first time. 'Conservative and Revolutionary Ethos, ' Kolnai's remarkable 1972 essay comparing conservative and revolutionary approaches to political life, appears for the first time in English translation. The volume also includes a critically sympathetic evaluation of Michael Oakeshott's Rationalism in Politics and an incisive criticism of Jacques Maritain's efforts to synthesize Christian orthodoxy and progressive politics. Privilege and Liberty and Other Essays in Political Philosophy is a searching critique of political utopianism, as well as a pathbreaking articulation of conservative constitutionalism as the true support for human liberty properly understood. It is a major contribution to Christian and conservative political reflection in our ti