Garrett Thomson – författare

Well-being studies is an exciting and relatively new multi-disciplinary field, with data being gathered from different domains in order to improve social policies. In its reliance on a truncated account of well-being based implicitly on neoclassical economic assumptions, however, the field is deeply flawed. Departing from reductive accounts of well-being that exclude the normative or evaluative aspect of the concept and so impoverish the attendant conception of human life, this book offers a new perspective on what counts normatively as being well. In reconceptualising well-being holistically, it presents a fresh vista on how we can consider the meanings of human life in a manner that also serves as a source of constructive social critique. The book thus undertakes to invert the usual approach to the social sciences, in which the research is required to be objective in terms of methodology and subjective with regard to evaluative claims. Instead, the authors are deliberately objective about values in order to be more open to the subjectivities of human life. Happiness, Flourishing and the Good Life thus seeks to move away from economic considerations’ domination of all social spaces in order to understand the possibilities of well-being beyond instrumentalisation or commodification. A radical new approach to the human well-being, this book will appeal to philosophers, social theorists and political scientists and all who are interested in human happiness.

Well-being studies is an exciting and relatively new multi-disciplinary field, with data being gathered from different domains in order to improve social policies. In its reliance on a truncated account of well-being based implicitly on neoclassical economic assumptions, however, the field is deeply flawed. Departing from reductive accounts of well-being that exclude the normative or evaluative aspect of the concept and so impoverish the attendant conception of human life, this book offers a new perspective on what counts normatively as being well. In reconceptualising well-being holistically, it presents a fresh vista on how we can consider the meanings of human life in a manner that also serves as a source of constructive social critique. The book thus undertakes to invert the usual approach to the social sciences, in which the research is required to be objective in terms of methodology and subjective with regard to evaluative claims. Instead, the authors are deliberately objective about values in order to be more open to the subjectivities of human life. Happiness, Flourishing and the Good Life thus seeks to move away from economic considerations’ domination of all social spaces in order to understand the possibilities of well-being beyond instrumentalisation or commodification. A radical new approach to the human well-being, this book will appeal to philosophers, social theorists and political scientists and all who are interested in human happiness.

First published in 1987, Needs by Garrett Thomson aims to explain the ways in which the concept of a need functions, and an important part of this must be to reveal its distinctive empirical content and show how that content relates to its evaluative role. Thomson examines the distinction between fundamental needs and desires, addressing topics such as human nature, harm, interests, and the limits of choice. Through rigorous analysis, he challenges subjective and objective perspectives on harm and necessity, while investigating the interplay between needs and morality. Featuring a newly added preface for this reissue, this book serves as an indispensable resource for scholars of philosophy, ethics, and human behavior.

First published in 1987, Needs by Garrett Thomson aims to explain the ways in which the concept of a need functions, and an important part of this must be to reveal its distinctive empirical content and show how that content relates to its evaluative role. Thomson examines the distinction between fundamental needs and desires, addressing topics such as human nature, harm, interests, and the limits of choice. Through rigorous analysis, he challenges subjective and objective perspectives on harm and necessity, while investigating the interplay between needs and morality. Featuring a newly added preface for this reissue, this book serves as an indispensable resource for scholars of philosophy, ethics, and human behavior.

Human-Centred Education (HCE) radically rethinks the aims of education, the nature of learning, and the relationship between individuals in schools. This accessible guide presents a HCE approach to schooling and includes a variety of rich pedagogical examples. It provides practical suggestions as to how the approach might be adopted as a whole-school initiative, or else woven into particular aspects of existing school life, including the curriculum, classroom culture and feedback for learning. This handbook also illustrates how holistic educational practices, found in some alternative schools, can be introduced fruitfully into the state educational system with step-by-step guidance on how to integrate HCE into teacher training and school governance.

HCE is more than a set of inflexible pedagogical prescriptions or a recipe of lesson plans. It originates from the fundamental values of care, positive relationships and well-being. National education policies tend to ignore deeper educational processes, such as the cultivation of qualities that are central to living meaningfully and well, because they focus on measured, high-stakes academic performance. HCE is an effective antidote to this, and brings to the fore a more human-centred approach without sacrificing academic standards.

Current secondary teachers, members of school management and leadership teams, as well as those currently undertaking teacher training will all benefit from reading this important book.

Human-Centred Education (HCE) radically rethinks the aims of education, the nature of learning, and the relationship between individuals in schools. This accessible guide presents a HCE approach to schooling and includes a variety of rich pedagogical examples. It provides practical suggestions as to how the approach might be adopted as a whole-school initiative, or else woven into particular aspects of existing school life, including the curriculum, classroom culture and feedback for learning. This handbook also illustrates how holistic educational practices, found in some alternative schools, can be introduced fruitfully into the state educational system with step-by-step guidance on how to integrate HCE into teacher training and school governance.

HCE is more than a set of inflexible pedagogical prescriptions or a recipe of lesson plans. It originates from the fundamental values of care, positive relationships and well-being. National education policies tend to ignore deeper educational processes, such as the cultivation of qualities that are central to living meaningfully and well, because they focus on measured, high-stakes academic performance. HCE is an effective antidote to this, and brings to the fore a more human-centred approach without sacrificing academic standards.

Current secondary teachers, members of school management and leadership teams, as well as those currently undertaking teacher training will all benefit from reading this important book.

With selections of philosophers from Plotinus to Bruno, this new anthology provides significant learning support and historical context for the readings along with a wide variety of pedagogical assists.

Featuring biographical headnotes, reading introductions, study questions, as well as special “Prologues” and “Philosophical Overviews,” this anthology offers a unique set of critical thinking promtps to help students understand and appreciate the philosophical concepts under discussion. “Philosophical Bridges" discuss how the work of earlier thinkers would influence philosophers to come and place major movements in a contemporary context, showing students how the schools of philosophy interrelate and how the various philosophies apply to the world today.

In addition to this volume of Medieval Philosophy, a comprehensive survey of the whole of Western philosophical history and other individual volumes for each of the major historical eras are also available for specialized courses.

With selections of philosophers from Plotinus to Bruno, this new anthology provides significant learning support and historical context for the readings along with a wide variety of pedagogical assists.

Featuring biographical headnotes, reading introductions, study questions, as well as special “Prologues” and “Philosophical Overviews,” this anthology offers a unique set of critical thinking promtps to help students understand and appreciate the philosophical concepts under discussion. “Philosophical Bridges" discuss how the work of earlier thinkers would influence philosophers to come and place major movements in a contemporary context, showing students how the schools of philosophy interrelate and how the various philosophies apply to the world today.

In addition to this volume of Medieval Philosophy, a comprehensive survey of the whole of Western philosophical history and other individual volumes for each of the major historical eras are also available for specialized courses.

''This is a timely, accessible and engaging book of considerable intellectual stature, bold imagination and practical wisdom. Not only does it develop penetrating, elegant analyses of what is wrong with current state controlled and alternative approaches to contemporary education, it also offers imaginative, practical suggestions for a more fulfilling, human centred alternative.''

Professor Michael Fielding, Institute of Education, University of London, UK.

''With great sensitivity and force, and in wonderfully clear prose, Scherto Gill and Garrett Thomson explore some fundamental questions about what we want from our education system and what we can expect from it. [...] It is highly recommended for all who are interested in education, whether from a more theoretical point of view or from a more practical point of view''

Professor Adrian W. Moore, Faculty of Philosophy, University of Oxford, UK.

Could we have a system of secondary education that provides alternatives to the current mainstream schooling and its emphasis on exams, learning outcomes and the delivery of a fixed curriculum?

How could such a system focus on both human and educational values?

How could secondary education combine the personal development of students with good academic standards?

In response to these questions, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training. Rethinking Secondary Education explores, debates and critiques new and alternative approaches to teaching young people today.

The book discusses a ''human-centred'' approach to curriculum, pedagogy, assessment and the culture of schools and colleges. It is grounded in theory and empirical research, discussing the need for a curriculum for the future, bridging a gap between mainstream and alternative education. It also offers practical guidance on how these ideas can be put into practice, making it an ideal resource for trainee teachers, experienced practitioners and students of education alike.

Key features of the text:

A balanced approach, comparing and contrasting both traditional and alternative approaches to education

Strong grounding in theory and research

The inclusion of young people''s perspectives and ''voices'' on their education and on being an adolescent

Links to practice - showing how the theory and research can actually be put into practice to bring about change

''This is a timely, accessible and engaging book of considerable intellectual stature, bold imagination and practical wisdom. Not only does it develop penetrating, elegant analyses of what is wrong with current state controlled and alternative approaches to contemporary education, it also offers imaginative, practical suggestions for a more fulfilling, human centred alternative.''

Professor Michael Fielding, Institute of Education, University of London, UK.

''With great sensitivity and force, and in wonderfully clear prose, Scherto Gill and Garrett Thomson explore some fundamental questions about what we want from our education system and what we can expect from it. [...] It is highly recommended for all who are interested in education, whether from a more theoretical point of view or from a more practical point of view''

Professor Adrian W. Moore, Faculty of Philosophy, University of Oxford, UK.

Could we have a system of secondary education that provides alternatives to the current mainstream schooling and its emphasis on exams, learning outcomes and the delivery of a fixed curriculum?

How could such a system focus on both human and educational values?

How could secondary education combine the personal development of students with good academic standards?

In response to these questions, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training. Rethinking Secondary Education explores, debates and critiques new and alternative approaches to teaching young people today.

The book discusses a ''human-centred'' approach to curriculum, pedagogy, assessment and the culture of schools and colleges. It is grounded in theory and empirical research, discussing the need for a curriculum for the future, bridging a gap between mainstream and alternative education. It also offers practical guidance on how these ideas can be put into practice, making it an ideal resource for trainee teachers, experienced practitioners and students of education alike.

Key features of the text:

A balanced approach, comparing and contrasting both traditional and alternative approaches to education

Strong grounding in theory and research

The inclusion of young people''s perspectives and ''voices'' on their education and on being an adolescent

Links to practice - showing how the theory and research can actually be put into practice to bring about change