David Guile is Professor of education and work at the UCL Institute of Education, University of London, UK.David Lambert is Professor of geography education at the UCL Institute of Education, University of London, UK.Michael Reiss is Professor of science education at the UCL Institute of Education, University of London, UK.

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• 1. Consistency, contradiction and ceaseless enquiry in the work of Michael Young Section 1: Sociology of Education 2. Taking subject knowledge out and putting it back in again? A journey in the company of Michael Young 3. The New Organon of Michael Young 4. ‘Beyond the present and the particular’: Similarities and differences between Michael Young’s and Charles Bailey’s arguments for the public provision of liberating forms of education for all 5. Powerful sociological knowledge? An analysis of the British Sociological Association and the sociology school curriculum in England 6. A Durkeimian approach to knowledge and democracy 7. What is educationally worthwhile knowledge? Revisiting the case for powerful knowledge 8. Michael Young’s influence on the sociology of education Section 2: Curriculum Studies 9. Michael Young and the crises of capitalism 10. The curriculum arguments of Michael Young and John White 11. The road to Future 3: The case of geography 12. Powerful knowledge and the formal curriculum 13. Powerful knowledge – moving us all forwards or backwards? 14. ‘Making’ and ‘taking’ problems: The curriculum field and Michael Young Section 3: Professional/Vocational Knowledge and Education 15. Professional knowledge in the 21st century: ‘Immaterial’ labour and its challenge for the ‘trinary’ 16. From the ‘general’ to the ‘organic’ intellect: Reflections on the concepts of specialization and the curriculum of the future 17. Learning from qualification reform: The value and limitations of the notion of powerful knowledge 18. Theorising the conditions for theoretical knowledge in vocational education 19. Conceptualising vocational knowledge: The high road and the middle road Section 4 20. An appreciation and a response 21. Coda

David Guile is Professor of education and work at the UCL Institute of Education, University of London, UK.David Lambert is Professor of geography education at the UCL Institute of Education, University of London, UK.Michael Reiss is Professor of science education at the UCL Institute of Education, University of London, UK.

Select Guide Rating

• 1. Consistency, contradiction and ceaseless enquiry in the work of Michael Young Section 1: Sociology of Education 2. Taking subject knowledge out and putting it back in again? A journey in the company of Michael Young 3. The New Organon of Michael Young 4. ‘Beyond the present and the particular’: Similarities and differences between Michael Young’s and Charles Bailey’s arguments for the public provision of liberating forms of education for all 5. Powerful sociological knowledge? An analysis of the British Sociological Association and the sociology school curriculum in England 6. A Durkeimian approach to knowledge and democracy 7. What is educationally worthwhile knowledge? Revisiting the case for powerful knowledge 8. Michael Young’s influence on the sociology of education Section 2: Curriculum Studies 9. Michael Young and the crises of capitalism 10. The curriculum arguments of Michael Young and John White 11. The road to Future 3: The case of geography 12. Powerful knowledge and the formal curriculum 13. Powerful knowledge – moving us all forwards or backwards? 14. ‘Making’ and ‘taking’ problems: The curriculum field and Michael Young Section 3: Professional/Vocational Knowledge and Education 15. Professional knowledge in the 21st century: ‘Immaterial’ labour and its challenge for the ‘trinary’ 16. From the ‘general’ to the ‘organic’ intellect: Reflections on the concepts of specialization and the curriculum of the future 17. Learning from qualification reform: The value and limitations of the notion of powerful knowledge 18. Theorising the conditions for theoretical knowledge in vocational education 19. Conceptualising vocational knowledge: The high road and the middle road Section 4 20. An appreciation and a response 21. Coda

David Guile is Professor of education and work at the UCL Institute of Education, University of London, UK.David Lambert is Professor of geography education at the UCL Institute of Education, University of London, UK.Michael Reiss is Professor of science education at the UCL Institute of Education, University of London, UK.

Select Guide Rating

• 1. Consistency, contradiction and ceaseless enquiry in the work of Michael Young Section 1: Sociology of Education 2. Taking subject knowledge out and putting it back in again? A journey in the company of Michael Young 3. The New Organon of Michael Young 4. ‘Beyond the present and the particular’: Similarities and differences between Michael Young’s and Charles Bailey’s arguments for the public provision of liberating forms of education for all 5. Powerful sociological knowledge? An analysis of the British Sociological Association and the sociology school curriculum in England 6. A Durkeimian approach to knowledge and democracy 7. What is educationally worthwhile knowledge? Revisiting the case for powerful knowledge 8. Michael Young’s influence on the sociology of education Section 2: Curriculum Studies 9. Michael Young and the crises of capitalism 10. The curriculum arguments of Michael Young and John White 11. The road to Future 3: The case of geography 12. Powerful knowledge and the formal curriculum 13. Powerful knowledge – moving us all forwards or backwards? 14. ‘Making’ and ‘taking’ problems: The curriculum field and Michael Young Section 3: Professional/Vocational Knowledge and Education 15. Professional knowledge in the 21st century: ‘Immaterial’ labour and its challenge for the ‘trinary’ 16. From the ‘general’ to the ‘organic’ intellect: Reflections on the concepts of specialization and the curriculum of the future 17. Learning from qualification reform: The value and limitations of the notion of powerful knowledge 18. Theorising the conditions for theoretical knowledge in vocational education 19. Conceptualising vocational knowledge: The high road and the middle road Section 4 20. An appreciation and a response 21. Coda