First published in 1994. This volume takes as its theme Jewish education and learning throughout the ages. The essays explore the nature and function of the 'Jewish Academies' in the broadest sense, the leading personalities associated with them and their social, cultural and moral effect on the Jewish communities of their day.

The Moral Instruction of Children is a classic parenting handbook/parenting skills guide by Felix Adler. Moral education is everywhere acknowledged to be the most important part of all education; but there has not been the same agreement in regard to the best means of securing it in the school. This has been due in part to a want of insight into the twofold nature of this sort of education; for instruction in morals includes two things: the formation of right ideas and the formation of right habits.

Under the influence of science, modern civilization has adopted the view that only things that can be verified empirically or arrived at rationally are true. Modern people tend to regard themselves as mechanisms, without any subjective aspects to their nature. In this insightful and passionately concerned book, British educationist and man of letters David Holbrook retorts persuasively that this reductive view of human nature is profoundly false. Man's inner, subjective life is essential to his nature, what happens to his consciousness is the most important thing in his life, and his greatest need is to find meaning.Holbrook also warns that reductionism has pernicious, even lethal, cultural, social, and political consequences. The logical result is nihilism: if human beings and existence are but physical mechanisms, it necessarily follows that consciousness does not exist, life is meaningless, our concern with moral values is pointless, and so are our lives and actions. Life itself reduces to nothing but self-indulgence and self-assertion. A culture informed by this perspective is necessarily full of expressions of hate and meaninglessness, which coarsens and demoralizes the majority of the population and worsens the mental pathologies of unstable persons. "Egoistical nihilism" becomes ever more widespread, and a decent society becomes impossible.Holbrook advances a keenly insightful and eloquent critique of the radical individualism of Max Stirner's famous tract The Ego and His Own. Stirner's worldview, he argues, is grounded in psychopathology and takes the nihilist assumptions of modernity to their logical conclusion: "the unique one" totally detached from society and reducing others to mere means to his ends, fair game for exploitation unfettered by ethical considerations. Ominously, he notes, the Stirnerean attitude toward existence is becoming increasingly common. Against the reductive perspective of positivism, Holbrook argues that scientific investigations establish the reality of meaning and of values rooted in love. He calls for a reaffirmation of both.Originally published in 1977, Education, Nihilism, and Survival speaks prophetically and even more urgently to us today. The worsening coarseness, nihilism, and brutality of our culture, the partisan fanaticisms and widespread alienation and apathy of our politics, and horrors such as school shootings reveal the consequences of radical individualism.Education, Nihilism, and Survival will be of interest to well-educated general readers concerned at the state of culture and society; educators alarmed at harmful approaches in education; and psychologists and philosophers concerned about existentialism, Stirner's egoist philosophy, and the need for meaningful, philosophical anthropology.

"Ivan Illich alights on such topics as education, history, language, politics, and the church. The conversations range over the whole of Illich's published work and public career as a priest, vice-rector of a university, founder of the Centre for Intercultural Documentation in Cuernavaca, Mexico, and author of such classics as Tools for Conviviality , Medical Nemesis , and Deschooling Society ."

"In 1909 Francisco Ferrer founded La Escuela Moderna with a curriculum based on the natural sciences and moral rationalism, freed of all religious dogma and political bias. Although students received systematic instruction, there were no prizes for scholarship, no marks or examinations, indeed no atmosphere of competition, coercion, or humiliation. The classes, in Ferrer's words, were guided by the "principle of solidarity and equality." For this he was murdered in 1909 by the combined forces of Spain's ruling Church and State." "Outraged by Ferrer's execution and influenced by his teaching methods, anarchists, artists, and educators joined forces to carry on his work. Between 1910 and 1960 anarchists across the United States established more than twenty schools where children might study in an atmosphere of freedom and self-reliance in contrast to the formality and discipline of the traditional classroom. These "Modern Schools" sought to abolish all forms of authority, political and economic as well as educational, and to usher in a new society based on the voluntary cooperation of free individuals. Their object, during an era of war, social ferment, and government repression, was to create not only a new type of school, but also a new culture, a new life, a new world." "Among the participants in the Modern School Movement were anarchists Emma Goldman and Alexander Berkman, feminist Margaret Sanger, authors Will and Ariel Durant, and groundbreaking artists Robert Henri, George Bellows, and Man Ray. Based on extensive interviews with former pupils and teachers, this work is an investigation into the potential of educational alternatives."--BOOK JACKET.

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Excerpt from Elementary Education in England: With Special Reference to London, Liverpool, and Manchester There is probably no parallel in the history of education to the remarkable activity and progress which have characterized English education in all its branches since the opening of the present century. It would seem as if all the influences which retarded its development in the last century, the social, political, and religious interests, had entirely disappeared. But it would be a mistake to imagine that some thing in the nature of a revolution has taken place, or that a national scheme suddenly sprang into being by the will of some legislative body. Such a rapid change would be alien to the English political theory, which prefers progress to be slow and calculated, and intro duces compulsory legislation when the conditions are ripe for it. The theory of State control in education has, however, gradually been accepted, and the importance Of a national system of education is generally recognized, but it is not intended to surrender to the State that local and private freedom which has always been enjoyed in this matter. The State, under the new system, aims to furnish those conditions which make possible the exercise of local freedom in the interest of a well-coordinated and progressive system of education. Hence the central Government, through its education department, merely acts in an advisory and supervisory capacity, and encourages local effort by financial assistance, if certain minimum standards are observed. The control which the State exercises is accordingly financial, but otherwise no pressure is brought to bear on the local authorities, who are at liberty, if they can afford it, to use their inde pendemos in their own way, conduct any experiments they please, and remain free from central control, provided that they bear the expenses themselves. Thus the principle of devolution is applied to the administration of education, and, though the framework of a national system is already in existence, there is no approximation to the centralized and bureaucratic systems of France or Germany. The ultimate responsibility for education accordingly rests with the local authority. This principle of freedom is a characteristic feature of all branches of English education, and is carried through to the individual school. While this doctrine of freedom is to a great extent the secret of the strength of the English system, it is at the same time the cause of many of its weaknesses. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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