This classic and controversial book examines the roots of the idea of virtue, diagnoses the reasons for its absence in modern life, and proposes a path for its recovery.

Thomas S. Kuhn's classic book is now available with a new index.

Books reviewed:Michael F. D. Young, The Curriculum of the Future: From the ‘New Sociology of Education’ to a Critical Theory of LearningHarry Torrance and John Pryor, Investigating Formative Assessment: Teaching, Learning and Assessment in the ClassroomDorothy Faulkner, Karen Littlejohn and Martin Woodhead (eds), Learning Relationships in the ClassroomCathie Holden and Nick Clough (eds), Children as Citizens: Education for ParticipationJo Boaler, Experiencing School Mathematics: Teaching Style, Sex and SettingMarie Larochelle, Nadine Bednarz and Jim Garrison (eds), Constructivism and EducationChris Gaine and Ros (...) George, Gender, ‘Race’ and Class in Schooling: a New IntroductionM.K Flude and S. Siemenski (eds), Education Training and the Future of Work IITony Townsend (ed), The Primary School in Changing Times: the Australian ExperienceKathleen Weiler and Sue Middleton (eds), Telling Women’s Lives: Narrative Inquiries in the History of Women’s EducationDiane Reay, Class Work: Mothers’ Involvement in Their Children’s Primary SchoolingRonald S. Laura and Matthew C. Cotton, (ed), Empathetic Education. An Ecological Perspective on School KnowledgeRobert A. Roth (ed), The Role of the University in the Preparation of TeachersFrances Christie and Ray Mission (eds), Literacy and SchoolingM. Woodhead, D. Faulkner and K. Littlejohn, Cultural Worlds of Early ChildhoodRichard Edwards, Roger Harrison and Alan Tait (eds), Telling Tales. Perspectives on Guidance and Counselling in Learning. (shrink)

This paper argues that some educational policy slogans, particularly compound slogans, are inherently paradoxical, and that while this may have a strong motivational effect, in appealing to a wide range of ideals and aspirations, it renders both the implementation and the evaluation of certain policies problematic. The example is given of equal opportunities in relation to gender and subject choice.

Presents and elaborates the deliberative tradition of curriculum theory, and examines the implications of a deliberative perspective for approaches to policy making in school systems.

This paper argues that some educational policy slogans, particularly compound slogans, are inherently paradoxical, and that while this may have a strong motivational effect, in appealing to a wide range of ideals and aspirations, it renders both the implementation and the evaluation of certain policies problematic. The example is given of equal opportunities in relation to gender and subject choice.