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| Preface | |
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| Acknowledgements | |
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| A Note to Instructors on the Classics | |
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| General Introduction | |
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| The Nature and Aims of Education | |
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| Introduction | |
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| What is Education? | |
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| Turning the Psyche | |
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| Knowing How to Rule and be Ruled as Justice Demands | |
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| An Educated Person Can Speak Well and Persuade | |
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| The Exercise of Reason | |
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| The Education of Nature | |
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| The Democratic Conception in Education | |
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| Education as Initiation | |
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| Banking v. Problem-solving Models of Education | |
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| Liberal Education and the Relationship between Education and Work | |
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| Liberal v. Mechanical Education | |
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| Learning the Value of Work | |
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| Education for Labor and Leisure | |
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| Education and Standards of Living | |
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| The Liberal Studies in a Global World: A Self-examination | |
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| Autonomy and Exit Rights | |
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| The Child's Right to an Open Future | |
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| Justice, Autonomy, and the Good | |
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| "Mistresses of their Own Destiny": Group Rights, Gender, and Realistic Rights of Exit | |
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| Educational Authority | |
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| Introduction | |
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| The Boundaries of Educational Authority | |
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| Education and the Limits of State Authority | |
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| Democracy and Democratic Education | |
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| Justice, Inequality, and Home Schooling | |
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| Is Teaching a Profession: How Would We Know? | |
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| The Crisis in Education | |
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| The Commercialization of Schooling | |
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| The Role of Government in Education | |
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| Commercialization or Citizenship: The Case of Education | |
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| Channel One, the Anti-Commercial Principle, and the Discontinuous Ethos | |
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| Educational Responsibilities | |
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| Introduction | |
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| Educational Adequacy and Equality | |
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| The Law of Zero-correlation | |
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| Interpreting Equal Educational Opportunity | |
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| Whom Must We Treat Equally for Educational Opportunity to be Equal? | |
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| Diversity and Nondiscrimination | |
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| Culture, Subculture, Multiculturalism: Educational Options | |
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| The Promise of Racial Integration in a Multicultural Age | |
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| "Getting Religion": Religion, Diversity, and Community in Public and Private Schools | |
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| Impairment, Disability, and Excellence | |
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| The Myths of Learning Disabilities | |
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| A Capability Perspective on Impairment, Disability, and Special Needs | |
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| Educating Gifted Children | |
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| Perfectionism and Educational Policy | |
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| Teaching and Learning | |
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| Introduction | |
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| Teaching | |
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| Real Teaching | |
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| The Teacher's Grasp of Subject-Matter | |
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| Understanding Students | |
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| Beyond the Reflective Teacher | |
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| Discipline and Care | |
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| Social Control | |
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| The One-Caring as Teacher | |
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| School Sexual Harassment Policies: The Need for Both Justice and Care | |
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| Inquiry, Understanding, and Constructivism | |
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| Learning by Discovery | |
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| The Good, the Bad, and the Ugly: The Many Faces of Constructivism | |
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| Constructivisms and Objectivity: Disentangling Metaphysics from Pedagogy | |
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| Education and the Advancement of Understanding | |
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| Critical Thinking and Reasoning | |
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| Reasoning with Children | |
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| Against Reasoning with Children | |
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| Education for Critical Thinking | |
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| The Reasons Conception | |
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| The Value of Reason: Why Not a Sardine Can Opener? | |
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| Grading and Testing | |
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| A Discourse on Grading | |
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| Coercion and the Ethics of Grading and Testing | |
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| What is at Stake in Knowing the Content and Capabilities of Children's Minds? A Case for Basing High Stakes Tests on Cognitive Models | |
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| Curriculum and the Content of Schooling | |
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| Introduction | |
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| Moral Education | |
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| Moral Conventions and Moral Lessons | |
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| Cultivating the Moral and Intellectual Virtues | |
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| Motivation by Ideal | |
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| Curricular Controversies | |
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| Should We Teach Patriotic History? | |
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| Should Creationism be Taught in the Public Schools? | |
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| Conflicting Philosophies of School Sex Education | |
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| The Artistic-Aesthetic Curriculum | |
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| Index | |