What schools are for and why

Philosophy of Education Society of Great Britain IMPACT pamphlet No 14 (2007)
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Abstract

In England and Wales we have had a National Curriculum since 1988. How can it have survived so long without aims to guide it? This IMPACT pamphlet argues that curriculum planning should begin not with a boxed set of academic subjects of a familiar sort, but with wider considerations of what schools should be for. We first work out a defensible set of wider aims backed by a well-argued rationale. From these we develop sub-aims constituting an aims-based curriculum. Further detail is provided here on one of the most central educational aims, to do with equipping each child to live a flourishing personal and civic life. [A later, more detailed account of an aims-based curriculum is available in Reiss, M and White J <An Aims-based Curriculum: the significance of human flourishing for schools> Institute of Education Press 2013].

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Citations of this work

Educational research and policy: Epistemological considerations.David Bridges & Michael Watts - 2008 - Journal of Philosophy of Education 42 (s1):41-62.
A 'Seamless Enactment' of Citizenship Education.Tristan McCowan - 2009 - Journal of Philosophy of Education 43 (1):85-99.
Illusory intelligences?John White - 2008 - Journal of Philosophy of Education 42 (3-4):611-630.

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