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In this popular text Joel Spring provocatively analyzes the ideas of traditional and non-traditional philosophies from Confucianism to human rights regarding the contribution of education to the creation of a democratic society. The goal is to explore how governments use education to control and manage their populations, and to examine forms of education that claim to free people from authoritarian control.
Wheels in the Head, a critically original work now in its third edition, is widely used as a text for courses on philosophical, social, political, and historical foundations of education, and critical issues in education. Reflecting its global relevance, a Chinese translation of the second edition was published in 2005.
NEW TO THIS EDITION:
- Expanded analysis of the use of education by authoritarian states
- Revisions to more clearly relate educational ideas to the theme of "wheels in the head" – a phrase coined by philosopher Max Stirner to describe the use of schools by modern governments to control their citizens.
- New sections on liberation education and on human rights education
- Sales Rank: #355924 in eBooks
- Published on: 2012-08-21
- Released on: 2012-08-21
- Format: Kindle eBook
About the Author
Joel Spring received his Ph.D. in educational policy studies from the University of Wisconsin. He is currently a Professor at Queens College and the Graduate Center of the City University of New York. His great-great-grandfather was the first Principal Chief of the Choctaw Nation in Indian Territory and his grandfather, Joel S. Spring, was a local district chief at the time Indian Territory became Oklahoma. He currently teaches at Queens College of the City University of New York. His major research interests are history of education, multicultural education, Native American culture, the politics of education, global education, and human rights education. He is the author of over twenty books and the most recent are How Educational Ideologies are Shaping Global Society; Education and the Rise of the Global Economy; The Universal Right to Education: Justification, Definition, and Guidelines; Globalization and Educational Rights; and Educating the Consumer Citizen: A History of the Marriage of Schools, Advertising, and Media.
Most helpful customer reviews
2 of 2 people found the following review helpful.
An excellent learning resource
By ARWoollock
I came across this text, when I was given chapter three as a reading for my second master's. What I read made such a profound impact on me that I was compelled to purchase the book and read the remaining chapters, what a great decision that was!
The book takes a very original approach to discussing democratic and free education. By first placing it in an historical context the author then works in a dual cyclical and linear manner in that he moves forward in historical time gathering examples whilst simultaneously re-applying and re-evaluating the data into the historical context. It is worth nothing that in doing this, Professor Spring not only makes some very articulate observations but also provides the reader with a significant body of primary sources, and a good deal of insightful observations, a factor which renders this text a great resource for undergraduate students who, for example, might be encountering the likes of critical pedagogy, for the first time.
Any teacher, especially those working in Higher or Further Education should appreciate what this text sets out to achieve. The sad thing is that most won't even hear about it, fewer still will actually read it, almost none will implement its ideas and most will probably frame it as `left-wing' and use that as a reason to discard it - and return back to the safety of their cocoon where status quo reigns supreme.
Surely, there are elements of this text which are weaker than others (for me it was chapters, 9, 10 and 12), but the central thesis - the core philosophies that undergird Professor Spring's hypotheses remained sharp throughout. Allow me to quote a few of my favourite parts:
`The difference between Dewey and religious groups over the origin of moral values highlights a central aspect of his form of critical thinking. For religious groups, moral values established by a god are immutable and humans should not attempt to change them. For Dewey, because moral values serve a particular social function, they should be changed or abandoned when they no longer serve that function. The value of any change in or additions to moral values should be determined by their ability to achieve a particular objective.' (p.53)
`Educators should be active, not passive, participants in the child's quest for self-expression - to help students learn how to be their own authority and also how to accept the usefulness and necessity of help from others.' (p.93)
`I would argue that meaningful use fo freedom of choice requires some knowledge of what choices one has.' (p.116)
`Is an education in a particular cultural tradition necessary for the continuation of a free society? Or, is cultural education another method of authoritarian control?' (p.121)
`Any attempt to teach cultural literacy through the public schools involves cultural imposition unless that culture is already shared by all students. But, paradoxically, if the culture is common to all students, then it is not necessary to teach it.' (p.136)
`By never engaging children in discussions about what they think, authoritarian parents and teacher prepare children to be unthinking objects of history.' (p.210)
0 of 0 people found the following review helpful.
One Star
By Just another satisfied customer
Infuriating waste of time!
1 of 2 people found the following review helpful.
LOVE THIS BOOK!
By JG
Spring offers a much needed perspective on the history and present condition of education and educational practices. He reminds us of what is truly needed.
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