This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst''s professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst''s career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of good teaching to Wittgensteinian aesthetics. The collection concludes with a paper in which Paul Hirst sets out his latest views on the nature of education and its aims. The book also includes a complete bibliography of works by Hirst and a substantial set of references to his writing.

This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst''s professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst''s career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of good teaching to Wittgensteinian aesthetics. The collection concludes with a paper in which Paul Hirst sets out his latest views on the nature of education and its aims. The book also includes a complete bibliography of works by Hirst and a substantial set of references to his writing.

This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst''s professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst''s career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of good teaching to Wittgensteinian aesthetics. The collection concludes with a paper in which Paul Hirst sets out his latest views on the nature of education and its aims. The book also includes a complete bibliography of works by Hirst and a substantial set of references to his writing.