A. S. Neill was probably the most famous school teacher of the twentieth century. His school, Summerhill, founded in 1921, attracted admiration and criticism from around the world, and became an emblem of radical school reform and child-centred education. Neill claimed that he was a practical man, but this book reveals that Summerhill expresses a comprehensive and distinctive set of ideas. Whether he wanted to be or not, Neill was an important educational thinker with a powerful influence on current educational approaches and philosophy. A. S. Neill is the first book to examine this philosophy of education in detail. It begins by showing how Neill's fascinating life story gives clues to the origin of his ideas, and why they mattered so much to him. It goes on to explore the main themes of his philosophy, showing how they relate to the work of other great educational thinkers, and how they are novel. It also discusses whether there are lessons that could and should be learned by other schools from the original, alternative 'free' school of Summerhill.

A. S. Neill was arguably the most famous child educator of the twentieth century. He was certainly the most controversial. All over the world, countless parents and teachers have been shocked, delighted or inspired by his subversive ideas about education, or by a visit to ‘that dreadful school’ which continues to this day – Summerhill. First published in 1983, this sympathetic but critical exploration of his iconoclastic ideas and personality is the result of interviews with two hundred ex-pupils, parents and teachers about life at Summerhill, and of the practicality of Neill’s philosophy about child freedom. Jonathan Croall has also drawn on many unpublished letters and documents, which help to illuminate Neill’s personal struggles, and his analysis and friendship with Homer Lane, Wilhelm Stekel and Wilhelm Reich. The result is a fascinating and revealing portrait of a remarkable man who, in his absolute determination to be ‘on the side of the child’, remained in permanent opposition to the adult world.

Introducing you to 18 key educational thinkers who have offered challenging perspectives on education, this new edition comes with: - 3 new chapters on Ivan Illich, Loris Malaguzzi and Michael Apple - A glossary of key words related to each theorist’s work - A context-setting overview of key themes - Practical examples that shows how theories can be applied to your practice Use this book with it′s companion title Aubrey & Riley, Understanding and Using Educational Theories 2e (9781526436610)

Educational Progressivism, Cultural Encounters and Reform in Japan provides a critical analysis of educational initiatives, progressive ideas and developments in curriculum and pedagogy in Japan, from 1900 to the present day. Drawing on evidence of both cultural encounters and internal drivers for progressivism and reform, this book re-evaluates the history of Japanese education to help inform ongoing and future debates about education policy and practice worldwide. With contributions from Japanese scholars specialising in the history and philosophy of education and curriculum studies, chapters consider key collaborative improvements to teacher education, as well as group learning, ‘life education’, the creative arts and writing, and education for girls and women. The book examines Western influences, including John Dewey, Carleton Washburne and A. S. Neill, as well as Japan’s own progressive exports, such as holistic Zenjin education, Children’s Villages and Lesson Study, highlighting cultural encounters and progressive initiatives at both transnational and national levels. The chapters reflect on historical and political background, motivations, influences and the impact of Japanese progressive education. They also stimulate, through argument and critical discussion, a continuing discourse concerning principles, policy, politics and practices of education in an increasingly globalised society. A rigorous and critical study of the history of progressive education in Japan, this book will interest an international readership of academics, researchers and postgraduate students in the fields of progressive education, comparative education, social and cultural history, history of education, Japanese studies, curriculum studies, and the history of childhood.