Summary An ideologically neutral orthodoxy of primary school educational practice may be developing in the United Kingdom on the basis of a critique of ?progressive? methodologies found, for example, in the writings of Robin Alexander. This paper expresses caution about such a development, by defending principles underlying progressive or ?child?centred? approaches to classroom practice against misconception and misrepresentation as well as against more substantiated attacks. It argues for a development of child?centred teaching methods within the English/Welsh National Curriculum in the (...) light of current models of mind and human development and the sorts of practical demands the National Curriculum makes on primary school teachers. (shrink)

This article argues that Rousseau's endorsement of male domination and his illiberal views of rape, punishment and the education of women have been seriously underestimated by twentieth century commentators who tend to produce expoisitions of his work that evade, ignore or marginalise this 'darker side' of his educational philosophy.