To answer the question as to the relation of the idea of "Bildung" and the historical and genealogical critique of contemporary culture, this article takes a detour through nineteenth-century German thought to recall the primary ideas, institutions, and processes such as the university, knowledge/scholarship ("Wissenschaft"),…

The aim of this study is to describe, in a historical and philosophical context, the foundations and developmental lines of a tradition defined as curriculum science or "didactic" in Continental Europe, particularly in Germany and Scandinavia. The principal aim here is introducing a theoretical approach based on a different philosophy,…

The aim of this article is to make a contribution to understanding the ethos of action learning, by exploring how it was influenced by the early family experience of Reg Revans as the originator of action learning. In order to do so, it examines what is meant by the term 'ethos of action learning' in terms of its values and beliefs. The paper…

The centenary of the publication of "The Teaching of English in England" provides an opportunity to consider the current National Curriculum for English in England from a historical perspective. This paper reports on a hermeneutic study that explores the humanist values underpinning Newbolt's Report and how they shape the creative…

This essay attempts to retrieve the notion of "common sense" within the writings of Descartes and Montaigne. I suggest that both writers represent distinct traditions in which the notion is employed. Descartes represents a modernist tradition in which common sense is understood to be a cognitive faculty, while Montaigne represents a humanist…

The overall aim of the article is to analyse how the universal right to education have been built, legitimized and used. And more specifically ask who is addressed by the universal right to education, and who is given access to rights and to education. The first part of the article focuses on the history of declarations, the notion of the…

In spite of the criticism of humanism in public schools, the fact remains that humanism is a basic and vital part of modern education. Principles of humanism that are significant for today's education are outlined and examined from an historical perspective. (RM)

Explores and interprets the history of anatomy education, drawing on subjective commentary and objective data from various historical periods. Suggests that although anatomy is in decline from a scientific point of view, dissection is enjoying a revival as a vehicle for teaching humanist values in medicine. (SLD)

The essential and inescapable interrelatedness of mind with body, theory with practice, content with process, and ends with means is maintained and the statement whatever one does or does not do is inescapably value-laden asserted in humanistic education. Between humanities and humanistic education resides a shared spirit and inspiration. (BJG)

Outlines the history and roots of affective education and points out its shortcomings in contemporary educational programs. (MD)

Twelve essays examine the relationship between knowledge and human values and the implications of this relationship for education, particularly at the university level. Authored by professors of philosophy, intellectual history, theoretical physics, Judaic studies, political theory, social ethics and religion, the essays call for a new approach…

The purpose of this article is to bring to light and celebrate the richness of the environmental education field, thereby paying homage to the pedagogical creativity of its architects over the course of the last thirty years, as well as to their contribution in reflecting on the meaning, problems and possibilities of our relationship to the…