This book newly interprets the educational implications of Thomas Jefferson’s revolutionary thought. In an age where American democracy is imperilled and the civic purposes of schooling eviscerated, Burch turns to Jefferson to help bring to life the values and principles that must be recovered in order for Americans to transcend the narrow purposes of education prescribed by today’s neoliberal paradigm. The author argues that critical engagement with the most radical dimensions of Jefferson’s educational philosophy can establish a rational basis upon which to re-establish the civic purposes of public education. Bracketing the defining features of Jefferson's theory throughout each of the chapters, the author illuminates the deficiencies of the dominant educational paradigm, and charts a new path forward for its progressive renewal.

This book offers an uncompromising and rigorous analysis of education and human rights by examining issues related to gender, race, sexuality, disability, and social class. Written as a companion to the very successful U.K. version, this volume reflects the economic, political, social, and cultural changes in educational and political policy and practice in the United States. Offering a comprehensive look at these areas, this book is an essential resource across a wide range of disciplines and for all those interested in education, social policy, and equality.

This book is focused on explaining the grand strategic behavior of the United States from the Founding of the Republic to the Trump administration. To do so it employs a neoclassical realist framework to argue that while systemic change explains the broad evolution of US grand strategy, the precise shape and content of the grand strategies pursued has been conditioned by domestic political culture and interests. The book argues that distinct political cultures of statecraft (Hamiltonian, Jeffersonian, Jacksonian and Wilsonian) have acted as permissive filters through which policy-makers have interpreted and responded to systemic stimuli making some grand strategy choices more likely than others in the pursuit of national security. The book demonstrates that while primacist grand strategies were facilitated by the predominance from the mid-19th century to the early 21st century of the vindicationist Hamiltonian and Wilsonian forms of statecraft, the costs of primacy have now stimulated the resurgence of the long dormant, exemplarist Jeffersonian and Jacksonian forms of statecraft under the Obama and Trump administrations, resulting in grand strategies that seek to either manage or stave off decline in America’s relative power position.

As controversial and explosive as it is elegant and learned, this examination of Thomas Jefferson, as man and icon, through the critical lens of the French Revolution, offers a provocative analysis of the supreme symbol of American history and political culture and challenges the traditional perceptions of both Jeffersonian history and the Jeffersonian legacy. 15 illustrations.

First Published in 1996. This first of its kind Encyclopaedia charts the influence of philosophic ideas that have had the greatest influence on education from Ancient Greece to the present. It covers classical thinkers as Plato, Augustine, Hypatia, Locke and Rousseau, as well as recent figures such as Montessori, Heldegger, Du Bois and Dewey. It illuminates time-hounded ideas and concepts such as idealism, practical wisdom, scholasticism, tragedy and truth, as well as modern constructs as critical theory, existentialism, phenomenology, Marxism and post-Colonialism. The coverage consists of 228 articles by 184 contributors who survey the full spectrum of the philosophy of education.