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Futures Beyond DystopiaCreating Social Foresight

Richard A. Slaughter, Australian Foresight Institute, University of Swinburne, Australia

If there were a Nobel Prize for futures studies, then Richard A. Slaughter would be its first recipient.

- Wendell Bell, Yale University

Integral Future Studies is literally just beginning. This book is the first word, not the last word.

- Ken Wi lber

Futures Beyond Dystopiatakes the view that the dominant trends in the world suggest a long-term decline

into unliveable Dystopian futures. The human prospect is therefore very challenging, yet the perception of

dangers and dysfunctions is the first step towards dealing with them. The motivation to avoid future dangers

is matched by the human need to create plans and move forward. These twin motivations can be very

powerful and help to stimulate the fields of Futures Studies and Applied Foresight.

This analysis of current Futures practice is split into six sections:

The case against hegemony

Expanding and deepening a futures frame

Futures studies and the integral agenda

Social learning through applied foresight

Strategies and outlooks

The dialectic of foresight and experience.

This fascinating book will stimulate anyone involved in Futures work around the world and will challenge

practitioners and others to re-examine many of their assumptions, methodologies and practices.

Futu res in Educat ion

RoutledgeFalmer

November 2003: 234x156: 336pp:illus. 18

Hb: 0-415-30269-2: 75.00

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How Not to be a HypocriteSchool Choice for the Morally Perplexed Parent

Adam Swift, University of Oxford, UK

Times Educational Supplement Book of the Week, 21 /03/ 03

Swift uses the weapon of moral philosophy in clear English devastatingly

to de monstrate the social and moral disfunctionality of the dom inance ofBritains private schools in our education system and the shallowness of

the arg uments supp orting them. This is the most intellectually agg ressive

case for state education in recent times. - Will Hutton

How Not t o be a Hypocriteis a cogent appeal for honesty and

scrupulousness in an area of life that is more often characterised by

woolly thinking and dodgy self-justification. Reading it, I felt at times as I

imagine a small fly might when it realises too late that it has wandered

into the web of a very large and clever spider. Swifts web is expertly

woven Swift has cauterised his subject with meth odical ruthlessness

and the feel of the blade slicing into flabby thinking is exhilarating. The

result is an impassioned, timely plea for moral honesty and social

responsibility. - Rebecca Abrams, New Sta tesman

The d ebate over whether it is ethical to send children to private schools has b een re-ignited b y a

controversial new book. - The Oxford Times

How Not to be a Hypocriteis the indispensable guide to school choice that morally perplexed parents have

been waiting for.

Many of us believe in social justice and equality of opportunity - but we also want the best for our kids.

How can we square our political principles with our special concern for our own children? This marvellous

book takes us through the moral minefield that is school choice today.

Does a commitment to social justice mean you have to send your children to the local comprehensive -

regardless of its academic results? Is it hypocritical to disapprove of private schools and yet send your child

to one? Some parents feel guilty but shouldnt. Others should feel guilty but dont. Read How Not t o be a

Hypocrite, then answer the questionnaire, and work out where you stand on this crucial issue.

Routledge

April 2003: 216x138: 208pp

Hb: 0-415-31116-0: 40.00

Pb: 0-415-31117-9: 9.99

eB: 0-203-42305-4: 9.99

P HILO S O P HY AN D P S YC HO LO G Y O F ED U CATIO N 19

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Key Titl e A ContemporaryIntroduction to thePhilosophy of EducationChristoph er Winch andJohn Ging ell, both at

the University College Northampton, UK

I have no doubt that students on HigherDegrees will find the book challenging and

stimulating. - Roger Marples, Roehampton

Institut e, University of Surrey

This book provides an up-to-date introduction to

the philosophy of education. It addresses many of

the traditional topics in the field, as well as more

contemporary policy issues in education, including:

Values, aims and society

Culture and the curriculum

Learning: knowledge and imagination

Pedagogy and prescription

Standards, performance and assessment

Civic and personal education

Autonomy and liberal education

Vocationalism, training and economics

Markets, politics and education

Education in multicultural societies.

The book is for undergraduate students of

education, politics and philosophy. It is written in

a clear style and presupposes no previous

knowledge of the subject. The authors include

detailed lists of suggested further reading, and

pose key questions for discussion and reflection at

the end of each chapter, raising issues such as:

Should all children be educated by the state?

To what extent should a state education reflect

compromises about values between different

interest groups within a society?

Should education policy be coordinated with

economic policy?

Has the market a role to play in the organisation

and running of education?

How should religious education be organised in

a society whose population holds a variety of

different religious beliefs?

RoutledgeFalmer

August 2004: 234x156: 192pp

Hb: 0-415-36957-6: 60.00

Pb: 0-415-36958-4: 15.99

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Against the Flow

Education, the Art and Postmodern Culture

Peter Abb s, University

of Sussex, UK

Being both a denizen

of the world of

education and adefiant outsider, he

has now thrown out a

firebomb in the shape

of this little bo ok -

Anne Wroe, The Tablet

At once provocative

and inspiring, Against

th e Flowis a work of

polemic from an

internationally

respected writer and

thinker on arts education. Peter Abbs argues that

contemporary education ignores the aesthetic and

ethical as a result of being in thrall to such forces as

the market economy and managerial and functional

dictates. He identifies the present education system asbeing inimical to creativity and authentic learning

and, instead, narrowly focused on the quantitative

measuring of results.

This book opens up a fresh and timely debate about

the vital power of creativity in modern education.

Drawing on examples from modern poetry, literature

and visual art, it is an eloquent and passionate

argument for the need to develop ethical and

aesthetic energies to confront the growing vacuity of

contemporary culture.

RoutledgeFalmer

June 2003: 234x156: 200pp

Hb: 0-415-29791-5: 75.00

Pb: 0-415-29792-3: 24.99

eB: 0-203-40190-5: 24.99

Rethinking ReligiousEducation and PluralityIssues in Diversity and Pedagogy

Robert Jackson, University of Warwick, UK

As Western society becomes increasingly multicultural

in character, schools must reassess the provision of

religious education and look at how they might adapt

in order to accommodate students diverse

experiences of plurality. This book offers a critical view

of approaches to the treatment of different religions

in contemporary education, in order to devise

approaches to teaching and learning and to formulate

policies and procedures that are fair and just to all.

Beginning with a contextual overview of the religious,social and cultural changes of the past fifty years, the

book goes on to illuminate and assess six different

responses to the challenges posed by religious

plurality in schools. Conclusions are drawn from the

various positions explored in this book, identifying

what the character of religious education should be,

how it should be taught and addressing the issues

raised for policy, practice and research.

Rethinking Religious Education and Pluralit y is a valuable

resource for students and researchers studying courses

in religious education as well as teachers, education

advisers and policy-makers.

RoutledgeFalmer

March 2004: 216x138: 256pp

Hb: 0-415-30271-4: 70.00

Pb: 0-415-30272-2:24.99eB: 0-203-46516-4: 24.99

Futures of Education

Visions of Hope and Fear

Ivana Milojevic, University of Queensland, Australia

It is original and groundbreaking [and] will

certainly be of interest to acad emics, students and

the general reader. - Julie Ma tt hews, The University of

th e Sunshin e Coast

Ideas and visions about the future are increasingly

evoked to support arguments about the impending

demise of the dominant modern education model.

The critique of modern education ranges across the

political spectrum - across countries - across genders

and across worldviews. These critiques all imply that

modern education has become outdated.

Futures of Educat ionsummarises current tensions,

debates and the main issues developed within the UK,

Europe, Australia, the USA and Canada, and actively

engages with futures discourses by providing an

overview of arguments about where education should

be going. It focuses on neither prediction nor

prescription; rather the goal is an analysis of the ways

in which the notion of the future circulates in

contemporary discourse. And it brings to the fore thenotion of multiple educational futures within various

societies and communities, thus raising the issue of

choices and moving from determinism and criticism

towards more substantiated visions and more

meaningful dialogues about the future of education.

Futu res in Educati on

RoutledgeFalmer

September 2004: 234x156: 224pp

Hb: 0-415-33374-1: 85.00

eB: 0-203-41398-9: 85.00

A History of Educa tion forCitizenship

Derek Heater, scholar, author and expert incitizenship, UK

In this unique examination of education for

citizenship, Derek Heater covers two and a half

millennia of history encompassing every continent.

Education for citizenship is considered from its

classical origins through to ideas of world citizenship

and multiculturalism which are relevant today. The

book reveals the constants of motives, policies,

recommendations and practices in this field and the

variables determined by political, social and economic

circumstances, which in turn illustrate the reasons

behind education for citizenship today.

Sections covered include:

Legacies of the ancient world

The early nation-states

Education for liberal democracy

Totalitarianism and transitions

Multiple citizenship education.

A History of Education for Citizenship will be of interest

to teachers and students of citizenship, and those

researching citizenship education. It will also be of

interest to those working in the field of politics of

education and history of education.

RoutledgeFalmer

October 2003: 234x156: 264pp

Hb: 0-415-30477-6: 80.00

eB: 0-203-60918-2: 80.00

The Passion to Learn

An Inquiry into Autodidactism

Edited byJoan So lom on , The Open University, UK

This is the first book to provide a detailed overview

and analysis of autodidactism, or self-education.

Beginning and ending with comprehensive and

stimulating discussions of learning theories, ThePassion to Learnincludes fourteen case-studies of

autodidactism in informal learning situations. These

wide-ranging case-studies reflect the inherent

diversity of autodidactism, yet four common themes

emerge: emotional/cognitive balance; learning

environment; life mission; and ownership of learning.

The final chapter addresses the implications of

autodidactism for educational theory, research,

philosophy and psychology.

This inquiry into autodidactism provides fresh insight

into the motivation to learn. It shows how closely

cognition, emotion and sensory perception act together

in learning processes and draws upon memory studies,

neurobiology, complexity theory and philosophy to

illuminate the findings. At a time when such issues as

participation in education, lifelong learning andalternative, non-formal modes of teaching and

learning are in the forefront of international educational

discourse, this fascinating, inspiring and timely book

will be of great interest to anyone involved in the

practice or policy of teaching and learning.

RoutledgeFalmer

August 2003: 234x156: 240pp

Hb: 0-415-30418-0: 75.00

eB: 0-203-32910-4: 75.00

Religion, Education andPost-ModernityAndrew Wright, Kings College London, UK

This book sets out to provide a much-needed

examination of the problems and possibilities post-

modernity raises for religious education.

At once a general introduction to this topic and a

distinctive contribution to the debate in its own right,

Religion, Education and Post-Modernit yexplores and

illuminates the problems and possibilities opened up

for religious education by post-modern thought and

culture. The book describes the emergence of post-

modernity, considers the impact of post-modernity on

religion, addresses its impact on the philosophy of

religion and considers the nature of religious

education in the post-modern world.

Steering clear of the extreme of post-modern hyper-

realism, Andrew Wright constructs a religious

pedagogy sensitive to post-modern concerns for

alterity, difference and the voice of the Other, whilst

insisting on the importance of reasons in cultivating

religious literacy.

RoutledgeFalmer

October 2003: 234x156: 264pp

Hb: 0-415-29870-9: 65.00

eB: 0-203-46349-8: 65.00

PHILOSOPHY AND PSYCHOLOGY OF EDUCATION20

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Rhetoric and EducationalDiscoursePersuasive Texts

Richard Edwards, Katherine Nicoll, both at the

University of Stirling, UK, Nicky Solomon,

University of Technology, Australia and Robin

Usher, RMIT University, Australia

This book is the first to offer a philosophical and

linguistic analysis of rhetoric and discourse as

deployed throughout education. It draws upon the

work of Foucault, Derrida and Lyotard to investigate

rhetoric in the classroom; in learning mediated

through new communication technologies (e.g. the

Internet) in professional development; in policy

documents; in institutional management and

leadership and in education research itself. It will be a

key resource for those conducting research into

discourse in any branch of education.

RoutledgeFalmer

May 2004: 234x156: 224pp

Hb: 0-415-29670-6: 60.00

Pb: 0-415-29671-4: 19.99

Times Educationa l Supp lement Book of the Week

Sp irituality, Philosoph yand EducationEdited by David Carr, University of Edinburgh, UK

andJohn Haldane , University of St Andrews, UK

Spiritualit y, Philosophy and Educationbrings togethercontributions to the debate about a spiritual dimension

to education by a team of renowned philosophers of

education who between them offer a wide-ranging

exploration and analysis of what spiritual values have

to offer contemporary education.

The contributors address such subjects as what we

mean by spiritual values; scholarship and spirituality;

spirituality and virtue; spirituality, science and morality;

the shaping of character; the value of spiritual learning;

spiritual development and the curriculum and many

others.

RoutledgeFalmer

September 2003: 234x156: 240pp

Hb: 0-415-29669-2: 75.00

eB: 0-203-46490-7: 75.00

Promises to Keep

Cultural Studies, Democratic Education and

Public Life

Edited by Dennis Carlson, Miami University of Ohio,

USA and Greg Dimitriadis, State University of New

York at Buffalo, USA

For all of its promise, education in America in the

twentieth century never lived up to its democratic

potential. Promises to Keeptakes a serious look at the

slow erosion of the fuller democratic meaning of a

public education and a public life and explores the

possibilities offered by emerging new progressivism.

Inhabiting the intellectual and political space established

by recent work in cultural studies, the essays collected

here present the significant beginnings of a dialogue

among various movements and discourses of democratic

education and public life. Blending diverse approaches

and distinguished scholars, this ambitious and timely

volume struggles with the unfulfilled promises of

history and offers hope for the future.

RoutledgeFalmer

May 2003: 234x156: 272pp

Hb: 0-415-94474-0: 65.00Pb: 0-415-94475-9: 17.99

eB: 0-203-46556-3: 17.99

PHILOSOPHY AND PSYCHOLOGY OF EDUCATION 21

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ISBN Title Author Bdg Pub Date Price

0-8153-3724-8 Case Studies in Educational Psychology Frank D. Adams Hb Feb-01 25.99

0-8153-3725-6 Case Studies in Educational Psychology Frank D. Adams Pb Jan-01 14.00

0-415-24783-7 Child's Mind John White Pb Jun-02 11.99

0-7494-3201-2 Citizenship for the 21st Century Edited by John Cogan and Ray Derricott Pb Feb-00 22.50

0-7494-3447-3 Creativity in Education and Learning Arthur Cropley Pb Mar-01 18.99

0-7507-1016-0 Education in an Age of Nihilism N. Blake, P. Smeyers, R. Smith and P. Standish Hb Dec-00 75.00

0-7507-1017-9 Education in an Age of Nihilism N. Blake, P. Smeyers, R. Smith and P. Standish Pb Dec-00 20.50

0-415-27066-9 Educational Controversies Towards a Discourse of Reconciliation Hugh Sockett and Pamela Lapage Hb Dec-01 75.00

0-415-23125-6 Fifty Major Thinkers on Education Joy A. Palmer Hb Sep-01 40.00

0-415-23126-4 Fifty Major Thinkers on Education Joy A. Palmer Pb Sep-01 13.99

0-415-22408-X Fifty Modern Thinkers on Education Edited by Joy A. Palmer and David Cooper Hb Sep-01 40.00

0-415-22409-8 Fifty Modern Thinkers on Education Edited by Joy A. Palmer and David Cooper Pb Sep-01 13.99

0-415-23367-4 Hope and Education David Halpin Hb Dec-02 65.00

0-415-23368-2 Hope and Education David Halpin Pb Dec-02 19.99

0-7494-3495-3 Knowledge Management in Education Edward Sallis and Gary Jones Pb Nov-01 22.50

0-415-93376-5 Leaving Safe Harbors Dennis Carlson Hb Oct-02 60.00

0-415-93377-3 Leaving Safe Harbors Dennis Carlson Pb Nov-02 18.99

0-415-27672-1 Lessons for the Future David Hicks Hb May-02 70.00

0-415-27486-9 Making Sense of Education David Carr Hb Sep-02 70.00

0-415-23074-8 Making Sense of Education David Carr Pb Sep-02 19.99

0-8153-3927-5 Moral Dimensions of Teaching Cary Buzzelli and Bill Johnston Hb May-02 60.00

0-8153-3939-9 Moral Dimensions of Teaching Cary Buzzelli and Bill Johnston Pb May-02 17.99

0-415-93254-8 Negotiating the Self Kathleen Evans Hb Jul-02 60.00

0-415-93255-6 Negotiating the Self Kathleen Evans Pb Jul-02 17.99

0-415-22762-3 Psychology and Education Susan Bentham Hb Feb-02 27.50

0-415-22763-1 Psychology and Education Susan Bentham Pb Feb-02 8.99

0-7507-0989-8 Radical Constructivism in Action Edited by Leslie P. Steffe and Patrick W. Thompson Hb Apr-00 80.00

0-415-18946-2 Reconstructing Religious, Spiritual and Moral Education Clive Erricker and Jane Erricker Hb Jul-00 75.00

0-415-18947-0 Reconstructing Religious, Spiritual and Moral Education Clive Erricker and Jane Erricker Pb Jul-00 19.99

0-415-23164-7 Right to Learn Ken Brown Hb Nov-01 75.00

0-415-23165-5 Right to Learn Ken Brown Pb Nov-01 20.50

0-415-22794-1 Social Literacy, Citizenship Education and the National Curriculum James Arthur, Jon Davison and William Stow Hb Dec-00 75.00

0-415-22795-X Social Literacy, Citizenship Education and the National Curriculum James Arthur, Jon Davison and William Stow Pb Dec-00 22.50

0-7507-0909-X Spirituality and Education Andrew Wright Hb Nov-00 75.00

0-7507-0908-1 Spirituality and Education Andrew Wright Pb Nov-00 19.99

0-415-20827-0 Studies in the Spectator Role Michael Benton Hb Jan-00 80.00

0-415-20828-9 Studies in the Spectator Role Michael Benton Pb Feb-00 22.50

0-7494-3796-0 Total Quality Management in Education, 3rd Edition Edward Sallis Pb May-02 22.50

0-415-23766-1 Vygotsky and Pedagogy Harry Daniels Hb Nov-01 75.00

0-415-23767-X Vygotsky and Pedagogy Harry Daniels Pb Oct-01 19.99

Backlist Titles Philosophy and Psychology of Education