From Socrates to Summerhill and beyond : towards a philosophy of education for personal responsibility / Ronald Swartz, Oakland University (Retired).

Includes bibliographical references.

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Cover; Series page; From Socrates to Summerhill and Beyond; Library of Congress Cataloging-in-Publication Data; Dedication; Contents; Series Foreword; Acknowledgment; PART I: Introduction; Chapter 1: Towards an Educational Philosophy of Personal Responsibility; PART II: Dewey Studies; Chapter 2: John Dewey and Homer Lane; Chapter 3: Dewey and Popper on Learning from Induction; Chapter 4: Some Possible Educational Implications From the Dewey, Russell, and Popper Dialogue on Learning from Induction; Chapter 5: Doing Dewey Again and Again; PART III: Socratic Studies.

Chapter 6: Education for Freedom from Socrates to Einstein and BeyondChapter 7: Paul Goodman as a Twentieth Century Advocate of a Socratic Educational Philosophy; Chapter 8: Homer Lane as a Socratic Education Reformer; Chapter 9: Homer Lane and Paul Goodman; PART IV: Curriculum Studies; Chapter 10: Student Choices and a Standardized Curriculum Reconsidered; Chapter 11: On Granting Academic Freedom; Chapter 12: Responsibility, Reading, and Schooling; Chapter 13: Learning About AIDS; Chapter 14: Reconsidering the Prescribed Curriculum; PART V: Model Programs.

Chapter 15: Education as Entertainment and Irresponsibility in the ClassroomChapter 16: Schooling and Responsibility; Chapter 17: Summerhill Revisited; Chapter 18: A.S. Neill's Quest for Autonomy; Chapter 19: Homer Lane's Lost Influence on Western Thought; Chapter 20: Janusz Korczak and Self-Governing Schools in the Twentieth Century; Chapter 21: On Why Self-Government Failed at Bronson Alcott's Temple School; PART VI: Learning Strategies; Chapter 22: Alternative Learning Strategies as Part of the Educational Process; Chapter 23: Mistakes as an Important Part of the Learning Process.

Chapter 24: Problems and Their Possible Uses in Educational ProgramsChapter 25: Induction as an Obstacle for the Improvement of Human Knowledge; PART VII: Liberalism in Education; Chapter 26: Toward a Liberal View of Educational Authorities; Chapter 27: Liberalism, Radicalism and Self-Governing Schools; Chapter 28: Liberalism and Imaginative Education Reforms; PART VIII: Afterthoughts; Chapter 29: Three Women from Guizhou; Chapter 30: A Caveman's Nightmare; Chapter 31: The Practitioner's Dilemma-Bridging the Gap Between Theory and Practice; Chapter 32: Johnny Doody Rides Again.

Chapter 33: Berkeley, Kent State, and Paul Goodman in RetrospectChapter 34: Educating Elites in Democratic Society; Chapter 35: A Dialogue on Education for Autonomy-An Interview; Chapter 36: A Postscript to Education for Autonomy; Chapter 37: Educating Teachers in Democratic Societies; Chapter 38: More on the Schools We Deserve; APPENDIX: Bibliography of Swartz's Publications Included in This Book; References.

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