Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

This article defends the view that markets in education need to be restricted, in light of the problem posed by what I call the ‘educational arms race’. Markets in education have a tendency to distort an important balance between education’s role as a gatekeeper – its ‘screening’ function – and its role in helping children develop as part of a preparation for adult life. This tendency is not merely a contingent fact about markets: It can be traced (...) to ways in which education is a partly positional good and how markets respond to demand for positional goods over non-positional goods. The problem with arms races is that they allow markets to facilitate wider use of defection in a collective action problem. Using these claims, I argue that markets in education have a distinctive tendency to become objectionably exploitative. I conclude by applying some of my conclusions to illuminate various egalitarian claims about justice in education. (shrink)

It is often said that the claims of man and citizen are irreconcilable in the philosophy of Jean-Jacques Rousseau. This view, most famously articulated by Judith Shklar, holds that the making of a man and the making of a citizen are to be understood as rival enterprises or competing alternatives. This reading has recently been challenged by Frederick Neuhouser. He argues that one can make a man and a citizen, but only if the education of each is performed in (...) the absence of the other. In his view, Emile is raised to be a man first before his subsequent instruction in citizenship. This paper challenges both views. I argue that the making of man and citizen are, in principle, neither rival enterprises nor competing alternatives, and that although Neuhouser is indeed correct to argue for a successive system of education, the making of a citizen is not completed in Emile, but extends into the Social Contract. His account diminishes the crucial role the Lawgiver plays in the fashioning of citizens capable of discerning the general will. I show that although raising individuals under a system of private instruction does not preclude their transformation into citizens but makes such a transformation possible, it is on its own incapable of making citizens. (shrink)

ABSTRACT Conventions on human rights give priority to parents in education but modern states tend to make uniform provision, tending towards a monopoly position. Education itself is not incompatible with liberty but is a condition of it. A three-sided conflict exists, however, between the state, parents and professionals as to who should represent the interests of children. Liberty is best preserved if the conflict is resolved in favour of parents, for only parental decision-making guarantees educational variety and change. (...) In addition, the parental relationship itself generates rights, including one derived from the broader political right to cultural and religious freedom. (shrink)

Conventions on human rights give priority to parents in education but modern states tend to make uniform provision, tending towards a monopoly position. Education itself is not incompatible with liberty but is a condition of it. A three-sided conflict exists, however, between the state, parents and professionals as to who should represent the interests of children. Liberty is best preserved if the conflict is resolved in favour of parents, for only parental decision-making guarantees educational variety and change. In (...) addition, the parental relationship itself generates rights, including one derived from the broader political right to cultural and religious freedom. (shrink)

Private tutoring is a globally pervasive phenomenon. While scholars have explored the demand for and supply of private tutoring, how tutoring centres organise their services, and the role of temporality in this, remains underexplored. To address this gap in the scholarship, this article draws on ethnographic data, produced during 2014–15 in Dehradun (India), to discuss four aspects of a ‘shadow education’ timescape: how tutoring services are mapped onto the formal schooling structure (Mapping); how tutorial centres benefit from (...) having more time to allocate to educational services over formal schools (Advantage); how tutorial centres diversify the nature of academic support they offer throughout an academic year (Diversity); and, how tutoring services accommodate changing schooling practices over time (Adaptability). This discussion unveils the specific ways in which the temporal facets of private tutoring help tutoring businesses circumvent the schooling system to secure their space alongside – rather than by attempting to replace – the formal institutions of education within the Indian educational landscape. Although this article is empirically grounded in India, the conceptualisation of temporalities of private tutoring it generates will be valuable to the investigations of organisational framings, structural arrangements and practices of tutoring provisions in other contexts. (shrink)

In this article, I defend a proposal to cap the proportion of students admitted to elite colleges who were educated at elite, often private, schools to not more than the proportion of students who attend such schools in society as a whole. In order to defend this proposal, I draw on recent debates that pit principles of equality against principles of adequacy, and I defend the need for a pluralist account of educational fairness that includes both elements. I argue (...) that while equality best captures our convictions about unfairness in access to the instrumental and positional benefits of education, such as job prospects and college admission, adequacy best captures our convictions about unfairness in stunting the development of human talent and the intrinsic benefits of education. The proposal to cap the proportion of private school students at elite universities advances both of these, usually conflicting, principles because it permits unequal but efficient talent development through the vehicle of private tuition and elite schooling, and yet promises to seriously curtail the unfair positional instrumental benefits of private or elite schooling by having those students compete against each other and not students who did not attend elite schools. The policy also achieves its aim consistent with preserving some attractive aspects of parental choice. Towards the end of the article I consider a number of practical objections and an alternative proposal. (shrink)

This paper analyzes politics of food education in Japan where food education has become one of the central motifs of food policy in recent years. It describes the emergence of private enterprise institutions that offer credentials for people as “food education experts,” the majority of whom are women. Based on a survey of more than one hundred food education experts, the paper explores motivations of these women and finds that the reasons for the popularity of (...) food education certifications are not so much that women wanted to challenge the dominant food system—as agrofood scholars may have expected or hoped for—but for reasons related more to the gendered career expectations and pressures for women to conform to a culturally-scripted feminine ideal. The paper’s importance beyond Japan lies in the discussion of dynamics and implications of privatization of food education. “Privatization” indicates a shift in the location of control and in what is considered to be “necessary” knowledge about food. Subject to market logic, food education is at risk of becoming an exercise of superficial mastering of “sanitized” information. Furthermore, at the core of privatization of food education is an increasingly pervasive approach to food education that I term “food literacy” approach, based upon a deficiency framework which posits individual knowledge and skills as sole reasons for inappropriate food choices, dietary behaviors, and culinary practices. Not only is the food literacy approach highly individualistic and apolitical, but it also enables and exacerbates the privatization and gendered pressures of food education. (shrink)

One of the great contributions of postmodern thinkers like Michel Foucault and Jacques Derrida to the human sciences generally, in which Education is situated, has been the concept of "discourse." To call a particular way of thinking and acting a discourse is to reference the way meaning is achieved amongst actors by a mutual agreement, direct or tacit, about key terms and actions. A discourse is a kind of self-enclosed semantic and practical universe within which people operate "as if" (...) everyone knew what everyone else is talking about. (shrink)

Far from being in disarray, American private and public colleges and universities are stronger academically than ever before but the vast majority desperately need institutional financial support.

Stuart, SN A review of sociological studies comparing outcomes of schooling across the three educational sectors in Australia has been published by Save Our Schools.

Shadow education, or supplementary private tutoring, has expanded to become a multi-billion-dollar industry worldwide, capitalising on the desires of parents and their children to succeed and excel in education. In doing so, shadow education draws upon and reproduces cultural capital represented by knowledge, skills and educational credentials and symbolic capital constituted in the prestige, privilege and legitimacy of educational achievement. The study on which this article is based adopts a critical discourse analytic approach to examine the (...) websites of five leading private tuition centres in Singapore as seen through the lens of Bourdieu’s concept of capital. The aim is to identify specific forms of cultural capital, examine how they are harnessed for promotional purposes, and show how this reflects and reproduces the forms and representations of educational achievement and success valued in Singapore. Findings offer a deeper understanding of the marketing discourse of shadow education that pivots on the quality of private tutors, success beyond examinations and school, and concrete representations of social distinction and achievement. More significantly, the study contributes to research situated at the nexus of shadow education and Bourdieu’s concept of capital to shed light on how shadow education reflects and magnifies broader socio-cultural orientations and socio-economic structures. (shrink)

Journal of Philosophy of Education, EarlyView.

Due to the COVID-19 pandemic, the academe was introduced to online education, which is complicated. The sudden shift of traditional face-to-face classes to digital learning impacted every student's self-efficacy and motivation towards their studies. This study investigates the relationship between the self-efficacy and academic motivation of the 304 freshmen college students from private higher education institutions in the Philippines. Based on the data gathered, the participants' level of self-efficacy (x̄ = 3.27) and academic motivation (x̄ = 5.93) (...) is high. Further, the statistical analysis concluded a relationship between self-efficacy and academic motivation (r=.002, at 0.05 level) among the graduating college students. Implications of the study were discussed, and recommendations for future research were suggested. (shrink)

ObjectiveThe study aimed to enhance the learning motivation of college physical education students and improve their learning outcomes. Based on the perspective of the self-determination theory, this study explores the influence of “Small Private Online Course + flipped classroom” teaching on the learning motivation of students majoring in physical education and profoundly analyzes the influencing factors and promotion paths of learning motivation using this model.Materials and methodsA total of four classes of physical education majors in a (...) university were selected and randomly divided into an experimental group and a control group. The experimental group received “SPOC + flipped classroom” teaching, the control group received traditional teaching. Before and after the 16-week intervention, learning motivation, teacher support perception, basic psychological need satisfaction, and academic emotions of the 64 students were measured, and the data were analyzed by repeated-measures analysis of variance and partial least square regression.Results The instructional intervention reduced non-regulation, external regulation, and introjected regulation, while increased identified regulation, intrinsic regulation, and self-determination levels in the students. The levels of non-regulation, external regulation, identified regulation, and self-determination were also significantly different from those of the control group. After the intervention, the scores of support for autonomy, support for competence, support for relatedness, and need for relatedness in the experimental group were significantly higher than those in the control group. Support for autonomy, support for competence, support for relatedness, need for competence and need for relatedness positively predicted the self-determination level, and intrinsic regulation and identified regulation negatively predicted non-regulation, external regulation, and introjected regulation.Conclusion“SPOC + flipped classroom” teaching has a positive impact on students’ learning motivation of basketball skills and promotes students’ motivation autonomy. The improvement of support for autonomy, support for competence, support for relatedness, need for competence, and need for relatedness may be related to the improvement of learning motivation of college students majoring in Physical Education. “SPOC + flipped classroom” teaching enables students to obtain more demand satisfaction by giving them more demand support, while demand support and demand satisfaction can promote the internalization of learning motivation so that students can maintain high autonomy motivation. (shrink)

The paper looks at arguments for and against private schools, first in general and then, at greater length, in their British form. Here it looks first at defences against the charge that private schooling is unfair, discussing on the way problems with equality as an intrinsic value and with instrumental appeals to greater equality, especially in access to university and better jobs. It turns next to charges of social exclusiveness, before looking in more detail at claims about the (...) dangers private schools pose for democratic government. It then examines complications arising from shifts in the notion of ‘private’ education since the 1980s, before concluding, in the light of recent articles in JOPE about criteria for admission to university, with a discussion of Brighouse's proposal for the reform of private schooling. There are also shorter discussions of other suggestions for such reform. (shrink)

Why government outsourcing of public powers is making us less free Many governmental functions today—from the management of prisons and welfare offices to warfare and financial regulation—are outsourced to private entities. Education and health care are funded in part through private philanthropy rather than taxation. Can a privatized government rule legitimately? The Privatized State argues that it cannot. In this boldly provocative book, Chiara Cordelli argues that privatization constitutes a regression to a precivil condition—what philosophers centuries ago (...) called "a state of nature." Developing a compelling case for the democratic state and its administrative apparatus, she shows how privatization reproduces the very same defects that Enlightenment thinkers attributed to the precivil condition, and which only properly constituted political institutions can overcome—defects such as provisional justice, undue dependence, and unfreedom. Cordelli advocates for constitutional limits on privatization and a more democratic system of public administration, and lays out the central responsibilities of private actors in contexts where governance is already extensively privatized. Charting a way forward, she presents a new conceptual account of political representation and novel philosophical theories of democratic authority and legitimate lawmaking. The Privatized State shows how privatization undermines the very reason political institutions exist in the first place, and advocates for a new way of administering public affairs that is more democratic and just. (shrink)

In this article we assert that much of the public good associated with teaching and research in higher education is gradually being displaced. This privatization of higher education is reflected in increased licensing of research and in the fragmentation of the traditional general education core. Taxpayer de-funding and institutional substitution are economic consequences of public good displacement.

John White (2016) defends the UK private school system from the accusation that it allows an unfair form of ‘queue jumping’ in university admissions. He offers two responses to this accusation, one based on considerations of harm, and one based on meritocratic distribution of university places. We will argue that neither response succeeds: the queue-jumping argument remains a powerful case against the private school system in the UK. We begin by briefly outlining the queue-jumping argument (§1), before evaluating (...) White’s no-harm (§2) and meritocracy (§3) arguments. (shrink)

John Colbeck; Private Schools in the Perspective of a Reasonable Egalitarian, Journal of Philosophy of Education, Volume 18, Issue 1, 30 May 2006, Pages 129–132.

There has been considerable interest in the literature about how professions operate in both the private and public interest. This paper examines this issue in the context of the enforcement of the professional code of conduct of a particular professional accounting association. The paper explores whether certain enforcement actions of the association suggest behaviour motivated at least partially by private interest. It then considers whether the consequences of such behaviour or practices are troubling.

In this essay, author?educator?photographer A.D. Coleman considers a number of dilemmas inherent in photographing private persons in public places. ?Street photography?; is a genre whose ethical dimensions are often overlooked, despite the photographer's efforts to humanize and universalize a moment in time. According to the author, the dilemmas of street photography are imagistic, general, and philosophical, as well as pragmatic, specific, and legislative.

Private education, and whether or not it is morally defensible, is currently a focus of public debate. Here, Adam Swift explains why he believes some of the popular justifications for private schooling just won't do.

This synthetic review aims to unite a seemingly disjoint collection of studies over the past 3 decades around their shared examination of sexism in an often overlooked U.S. population, namely girls attending private Christian schools. This undertaking reveals substantial harms that I categorize as those of immediacy and potentiality, which are occurring behind the protective wall separating church and state. Contra the majority of philosophers of education and researchers in this area, these studies lead me to argue that (...) the state has the obligation and legal ability to intervene in this private domain. Notably, this study begins to flesh out a notion of educational harm that may be robust enough for state policy making and legal action in private schools. Based on a legalized understanding of sexist harm, I conclude with a detailed analysis of Constitutional provisions and court decisions relative to state intervention and freedom of religious practice. (shrink)

ABSTRACT In this paper, we consider the relationship between the existence of private schools and public attitudes towards questions about educational provision. Data from the 2010 British Social Attitudes survey suggest that parents who choose to send children to private schools may become more entrenched in their support for more extensive forms of parental partiality, with potential ramifications for the future supporting of progressive education policy. We suggest that addressing questions about the existence of certain forms of (...) education and school choice policies requires consideration of the broader ethical environment. (shrink)