An address by Robert Owen outlining his view of the malleability of human nature, and calling for a radical change in the way social institutions are established. Human progress is inhibited by the lack of knowledge about how human beings are to be educated so as to pursue productive activities and eschew debilitating vices.

This book provides an account of how, in the years 1800-1825, enlightened entrepreneur and budding reformer Robert Owen used his cotton mill village of New Lanark, Scotland, as a test-bed for a set of political intuitions which would later form the bedrock of early socialism in Britain. Drawing from previously unpublished archival sources, this study shows that New Lanark was not merely on the receiving end of Owen’s innovative brand of industrial paternalism, but also acted as a major source of inspiration for many aspects of his social system, including his desire to remodel society along communitarian lines. This book therefore reaffirms the centrality of New Lanark as the cradle of socialism in Britain, and provides a contextualised, social history of Owen’s ideas, tracing direct continuities between his early years as a paternalistic businessman, and his later career as a radical political leader. In doing so, it eschews the myth of New Lanark as a unidimensional ‘model’ village and addresses the ambiguities of Owen’s journey from paternalism to socialism.

In the early nineteenth century, governments introduced kindergartens and infant schools to give children a head start in life. These programs hinged on new visions of childhood that origin-ated in England and Europe, but what happened when they were exported to the colonies? This book unwinds the tangled threads of this history, from early infant schools in England to three Commonwealth countries Canada, Australia, and New Zealand where systems of educating young children were transplanted but adapted to suit local ideas, politics, and populations. This unique, comparative approach to the history of early childhood education provides fresh insight into how to reconcile educational theory and practice in an increasingly global world.

The establishment of citizenship education as a compulsory subject has recently been accompanied by the government's policy of 'promoting education with character.' Schools are identified as having a crucial role to play in helping to shape and reinforce basic character traits that will ultimately lead to a better society. This radical new policy is explicitly linked to raising academic standards and to the needs of the emerging new economy. This book provides an introduction to character education within the British context by exploring its meanings, understandings, and rationale, through the perspective of a number of academic disciplines. The author examines character education from a philosophical, religious, psychological, political, social and economic perspective to offer a more detailed understanding of character education and what it can offer. He also considers how British schools can implement character education successfully and what lessons we can draw from the American experience. This book will be of interest to academics, researchers, policy makers and teachers with responsibility for citizenship education in their schools.