A01=James Tooley
adequate
Arrow's Conditions
Arrow's Theorem
Arrow’s Conditions
Arrow’s Theorem
Author_James Tooley
Category=JNA
Category=JNK
curriculum governance
Difference Principle
dilemma
Direct Democracy
education
education policy analysis
educational equality debates
Enabling Welfare State
Endorsement Constraint
Epistemic Argument
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Good Life
goods
Grace's Argument
Grace’s Argument
Improved Democracy
market
market-based schooling
Maximin Rule
minimum
Minimum Adequate
Minimum Adequate Education
model
Normal Justification Thesis
notion
philosophical critique of state education
philosophy of education
Prisoner's Dilemma
Prisoner’s Dilemma
public
Public Goods Dilemma
public goods theory
Raz's Argument
Raz’s Argument
Satisfactory Minimum Standard
Social Choice Theory
Voting Equality
West's Discussion
West's Market Model
West's Model
West's Notion
West's Thesis
wests
West’s Discussion
West’s Market Model
West’s Model
West’s Notion
West’s Thesis
Product details
- ISBN 9781859720530
- Weight: 354g
- Dimensions: 153 x 219mm
- Publication Date: 07 Sep 1995
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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That governments are, and will always be, involved in education, is taken for granted by the majority of educationalists. Recent market reforms are condemned, because they appear to undermine state intervention in education. But are justifications for state intervention in education philosophically sound? Is the attack on markets justified? In Disestablishing the School, Dr Tooley explores these issues, setting recent educational policy debates in the broader context of debates in moral and political philosophy, and philosophy of economics. Topical issues to do with equality of opportunity, education for democracy, education for autonomy, democratic control of the curriculum, and education as a public good are examined. None of these survive as a critique of markets in education, nor as a justification for state intervention in education. In undermining these arguments, Dr Tooley argues that the case for the disestablishment of the school, for the separation of school and state, can be philosophically sustained.
James Tooley, Centre for Social Ethics and Policy, University of Manchester, UK
