Description
This book, presuming that the makers of policies and everyday decisions on education do not employ an adequate understanding of education, undertakes an extended inquiry into the concept of education embedded in ordinary English discourse. After determining the framework of the conceptual meaning of education, the investigation then examines the logical implications of that meaning for various pertinent issues. Specifically, there are discussions of educability, education and the political order, reasoning as an educational content, and educational teaching. Some of the text relies on references to academic sources, while other parts use examples from pop culture and computer technology. The books final chapter is devoted to an application of the findings to some problems likely to be confronted by educational leaders in public schools today.
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