David Wardle – författare

In the two Books of De divinatione Cicero considers beliefs concerning fate and the possibility of prediction: in the first book he puts the (principally Stoic) case for them in the mouth of his brother Quintus; in the second, speaking in his own person, he argues against them. In this new translation of, and commentary on, Book One--the first in English for over 80 years--David Wardle guides the reader through the course of Cicero's argument, giving particular attention to the traditional Roman and the philosophical conception of divination.

In the two Books ofDe divinatione Cicero considers beliefs concerning fate and the possibility of prediction: in the first book he puts the (principally Stoic) case for them in the mouth of his brother Quintus; in the second, speaking in his own person, he argues against them. In this new translation of, and commentary on, Book One - the first in English for over 80 years - David Wardle guides the reader through the course of Cicero's argument, giving particular attention to the traditional Roman and the philosophical conception of divination.

An account of the progress made in the provision of education in Nottingham in the nineteenth century. Dr Wardle makes full use of the evidence of newpapers, contemporary accounts and statistics relating to population, child employment, public health, welfare agencies, and charitable organisations to produce an integrated study of the educational, social and economic aspects of a town's growth over 100 years. The experience of Nottingham is compared (generally favourably) with that of other cities. The full use of newspapers means that areas of the educational picture usually overlooked are here given due prominence; for example, the numerically significant private schools, and the lending libraries organised by groups of workmen. This book gives a vivid picture of the growth of our educational system, not only as it was seen by the administrators, but also as it was seen by the parents, and pupils for whom it was intended.

An account of the development of education in England from the closing years of the eighteenth century when an attempt was first made to provide an education for all children. The author looks in turn at the children being taught, the teachers who taught them, the methods they used, the curriculum, and the social and intellectual influences which affected them.

First published in 1974, The Rise of the Schooled Society examines the historical developments which made the argument for 'de-schooling'-assertion that formal institutional education has outgrown its usefulness and has become an obstacle to social reform-plausible.David Wardle discusses the changing relationship between home and school, referring particularly to the progressive widening of the school's role in relation, for example, to parents, the church, various peer groups, and work. He considers the growing acceptance of childhood and youth as stages of life with autonomous interests and value systems. Dr Wardle goes on to examine the causes of these developments, looking in turn at the demand for formal schooling generated by expansion and technical change in commerce and industry, the social and political consequences of technological change, and the movement from individualism to collectivism. In conclusion, he draws together the chief points of his discussion by suggesting that a historical perspective can play a significant part in a critique of 'de-schooling'.

First published in 1974, The Rise of the Schooled Society examines the historical developments which made the argument for 'de-schooling'-assertion that formal institutional education has outgrown its usefulness and has become an obstacle to social reform-plausible.David Wardle discusses the changing relationship between home and school, referring particularly to the progressive widening of the school's role in relation, for example, to parents, the church, various peer groups, and work. He considers the growing acceptance of childhood and youth as stages of life with autonomous interests and value systems. Dr Wardle goes on to examine the causes of these developments, looking in turn at the demand for formal schooling generated by expansion and technical change in commerce and industry, the social and political consequences of technological change, and the movement from individualism to collectivism. In conclusion, he draws together the chief points of his discussion by suggesting that a historical perspective can play a significant part in a critique of 'de-schooling'.