John Holt [electronic resource] : The Philosophy of Unschooling / by Adam Dickerson.

By: Contributor(s): Material type: TextTextSeries: SpringerBriefs on Key Thinkers in EducationPublisher: Cham : 2019Edition: 1st ed. 2019Description: XII, 92 p. 2 illus. online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9783030187262
Subject(s): Additional physical formats: Printed edition:: No title; Printed edition:: No titleDDC classification:
  • 370.1 23
LOC classification:
  • LC8-6691
Online resources:
Contents:
1. Introduction -- 2. Theorist or Anti-theorist? -- 3. Intelligence and Knowledge -- 4. Freedom and autonomy -- 5. Meaningful activity and authenticity -- 6. The ethics of education.
In: Springer Nature eBookSummary: This is the first-ever book to offer an analytical study of John Holt’s philosophy of education. It provides a clear analysis and critical evaluation of the key themes in his work, considers the main objections to his views, and discusses their relation to the contemporary homeschooling movement. The book examines Holt’s critique of compulsory education and his account of the relationships between learning, freedom, intelligence and character. It argues that Holt’s works contain a philosophically rich critique of instrumentalism in education, and thus continue to represent a significant challenge to many mainstream views on education today. Given its scope, the book will be of interest to anyone who wants to understand Holt’s work and influence as a critic of compulsory schooling; educators and education students; philosophers of education; and those seeking a better grasp of the ideas behind unschooling and homeschooling.
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1. Introduction -- 2. Theorist or Anti-theorist? -- 3. Intelligence and Knowledge -- 4. Freedom and autonomy -- 5. Meaningful activity and authenticity -- 6. The ethics of education.

This is the first-ever book to offer an analytical study of John Holt’s philosophy of education. It provides a clear analysis and critical evaluation of the key themes in his work, considers the main objections to his views, and discusses their relation to the contemporary homeschooling movement. The book examines Holt’s critique of compulsory education and his account of the relationships between learning, freedom, intelligence and character. It argues that Holt’s works contain a philosophically rich critique of instrumentalism in education, and thus continue to represent a significant challenge to many mainstream views on education today. Given its scope, the book will be of interest to anyone who wants to understand Holt’s work and influence as a critic of compulsory schooling; educators and education students; philosophers of education; and those seeking a better grasp of the ideas behind unschooling and homeschooling.

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