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Childhood, Schooling, and Universal Morality

by David Kennedy - 2013

This chapter contrasts the aims of progressive and traditional state-mandated schooling, and argues that the former represents a new form in the history of Western education, oriented to individual, social and moral reconstruction rather than reproduction, and guided by the evolutionary possibilities inherent in human neoteny. The school is identified as a key site for the reconstruction of civic virtue in its role as a “just community” or embryonic society grounded in the principles and practices of participatory democracy.

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This article originally appeared as NSSE Yearbook Vol 112. No. 1.

Cite This Article as: Teachers College Record Volume 115 Number 13, 2013, p. 61-79
https://www.tcrecord.org ID Number: 18317, Date Accessed: 8/10/2020 8:39:14 AM

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About the Author
  • David Kennedy
    Montclair State University
    E-mail Author
    DAVID KENNEDY is professor of Educational Foundations at Montclair State University. His research interests focus on philosophy of education, philosophy of childhood, classroom dialogue, and school reform. He is the author of three books, including The Well of Being: Childhood, Subjectivity, and Education (SUNY Press).
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