From Socrates to Summerhill and Beyond

1 - Cover [Seite 1]
2 - Series page [Seite 2]
3 - From Socrates to Summerhill and Beyond [Seite 4]
4 - Library of Congress Cataloging-in-Publication Data [Seite 5]
5 - Dedication [Seite 6]
6 - Contents [Seite 8]
7 - Series Foreword [Seite 12]
8 - Acknowledgment [Seite 18]
9 - PART I: Introduction [Seite 20]
9.1 - Chapter 1: Towards an Educational Philosophy of Personal Responsibility [Seite 22]
10 - PART II: Dewey Studies [Seite 28]
10.1 - Chapter 2: John Dewey and Homer Lane [Seite 30]
10.2 - Chapter 3: Dewey and Popper on Learning from Induction [Seite 44]
10.3 - Chapter 4: Some Possible Educational Implications From the Dewey, Russell, and Popper Dialogue on Learning from Induction [Seite 70]
10.4 - Chapter 5: Doing Dewey Again and Again [Seite 74]
11 - PART III: Socratic Studies [Seite 90]
11.1 - Chapter 6: Education for Freedom from Socrates to Einstein and Beyond [Seite 92]
11.2 - Chapter 7: Paul Goodman as a Twentieth Century Advocate of a Socratic Educational Philosophy [Seite 110]
11.3 - Chapter 8: Homer Lane as a Socratic Education Reformer [Seite 124]
11.4 - Chapter 9: Homer Lane and Paul Goodman [Seite 128]
12 - PART IV: Curriculum Studies [Seite 142]
12.1 - Chapter 10: Student Choices and a Standardized Curriculum Reconsidered [Seite 144]
12.2 - Chapter 11: On Granting Academic Freedom [Seite 154]
12.3 - Chapter 12: Responsibility, Reading, and Schooling [Seite 174]
12.4 - Chapter 13: Learning About AIDS [Seite 182]
12.5 - Chapter 14: Reconsidering the Prescribed Curriculum [Seite 188]
13 - PART V: Model Programs [Seite 198]
13.1 - Chapter 15: Education as Entertainment and Irresponsibility in the Classroom [Seite 200]
13.2 - Chapter 16: Schooling and Responsibility [Seite 208]
13.3 - Chapter 17: Summerhill Revisited [Seite 214]
13.4 - Chapter 18: A. S. Neill's Quest for Autonomy [Seite 230]
13.5 - Chapter 19: Homer Lane's Lost Influence on Western Thought [Seite 234]
13.6 - Chapter 20: Janusz Korczak and Self-Governing Schools in the Twentieth Century [Seite 244]
13.7 - Chapter 21: On Why Self-Government Failed at Bronson Alcott's Temple School [Seite 260]
14 - PART VI: Learning Strategies [Seite 272]
14.1 - Chapter 22: Alternative Learning Strategies as Part of the Educational Process [Seite 274]
14.2 - Chapter 23: Mistakes as an Important Part of the Learning Process [Seite 288]
14.3 - Chapter 24: Problems and Their Possible Uses in Educational Programs [Seite 298]
14.4 - Chapter 25: Induction as an Obstacle for the Improvement of Human Knowledge [Seite 310]
15 - PART VII: Liberalism in Education [Seite 320]
15.1 - Chapter 26: Toward a Liberal View of Educational Authorities [Seite 322]
15.2 - Chapter 27: Liberalism, Radicalism and Self-Governing Schools [Seite 348]
15.3 - Chapter 28: Liberalism and Imaginative Education Reforms [Seite 362]
16 - PART VIII: Afterthoughts [Seite 374]
16.1 - Chapter 29: Three Women from Guizhou [Seite 376]
16.2 - Chapter 30: A Caveman's Nightmare [Seite 378]
16.3 - Chapter 31: The Practitioner's Dilemma-Bridging the Gap Between Theory and Practice [Seite 382]
16.4 - Chapter 32: Johnny Doody Rides Again [Seite 386]
16.5 - Chapter 33: Berkeley, Kent State, and Paul Goodman in Retrospect [Seite 388]
16.6 - Chapter 34: Educating Elites in Democratic Society [Seite 392]
16.7 - Chapter 35: A Dialogue on Education for Autonomy-An Interview [Seite 402]
16.8 - Chapter 36: A Postscript to Education for Autonomy [Seite 422]
16.9 - Chapter 37: Educating Teachers in Democratic Societies [Seite 428]
16.10 - Chapter 38: More on the Schools We Deserve [Seite 438]
17 - APPENDIX: Bibliography of Swartz's Publications Included in This Book [Seite 452]
18 - References [Seite 456]