Professor Kathryn Ecclestone and Professor Dennis Hayes
Setting out to contest the view that children are so vulnerable that management of their emotions and developing emotional literacy constitutes the principal function of education the authors suggest that, though well intentioned, such schooling disempowers pupils and threatens their intellectual development. They advocate instead a rounded education to help pupils cope with ‘the real world’.
Examining trends that suggest that the nature of education is being changed, and not for the better, the authors argue that ‘therapeutic education’ infantilises children and actually hampers their mental wellbeing.
They argue for more traditional forms of education, based around subjects and the authority of teachers, calling for a restoration of the previous state of affairs based on Enlightenment values of 'reason, science and progress'.
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