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)

Ki Su Kim; J. S. Mill's Concept of Maturity as the Criterion in Determining Children's Eligibility for Rights, Journal of Philosophy of Education, Volume 24, Is.

Ki Su Kim; J. S. Mill's Concept of Maturity as the Criterion in Determining Children's Eligibility for Rights, Journal of Philosophy of Education, Volume 24, Is.