Education matters: Sixty years of the British Journal of Educational Studies James Arthur, Jon Davison & Richard Pring (Eds), 2012 London and New York Routledge of the Taylor and Francis group 283 pp. ISBN 978-0-415-50552-9

2014 ◽  
Vol 40 (5) ◽  
pp. 912-913
Author(s):  
Liz McKenzie
2000 ◽  
Vol 2 (2) ◽  
pp. 162-188 ◽  
Author(s):  
Paul Roazen

Lawrence S. Kubie, one of psychoanalysis's distinguished thinkers, had gone from America to be analyzed in London by Edward Glover in 1928-1930. Glover, in spite of all his achievements as a thinker and publicist, has had a bad press ever since he resigned from the British Psycho-Analytical Society in 1944. These letters illustrate not just the successful personal relationship between Kubie and Glover, and how both of them were interested in research, but some of their respective struggles within the psychoanalytic movement. Kubie, who was for a time President of the New York Psychoanalytic Society, was able to help Glover remain within the International Psychoanalytic Association by securing for Glover honorary membership in the American Psychoanalytic Association. Glover, who for years had been Ernest Jones's second-in-command, encountered some of the resentment at Jones's autocratic manner of running the British Society. But Glover had taken a key role, allied with Anna Freud, in dissecting Melanie Klein's theories during the World War II Controversial Discussions. (Klein's daughter Melitta Schmideberg, an analysand and supporter of Glover's, was also in touch with Kubie.) After Glover withdrew, and before he successfully became a member of the Swiss Psychoanalytic Society, Kubie secured an offer for Glover to become Clinical Director of the New York Psychoanalytic Institute. Although Glover decided to stay in London, he remained an outsider; Glover suffered not just from the circumstances of the clash occasioned by the arrival of analysts loyal to Anna Freud and her father's judgment about Klein's ‘deviation’, but his own ideological intolerances ensured his isolation. He was, however, an administrative success at the ISTD, the Portman Clinic, as well as the British Journal of Criminology, and as a teacher of someone like Kubie, who in his own way also became a maverick within American psychoanalysis.


Philosophy ◽  
1990 ◽  
Vol 65 (251) ◽  
pp. 65-80 ◽  
Author(s):  
John Haldane

‘Every education teaches a philosophy; if not by dogma then by suggestion, by implication, by atmosphere. Every part of that education has a connection with every other part. If it does not all combine to convey some general view of life it is not education at all’ (Chesterton).In an essay written for the thirtieth volume of the British Journal of Educational Studies, R. F. Dearden surveyed philosophy of education during the period 1952–82. As might be imagined he was largely concerned with the emergence in and development through these years of analytical philosophy of education, as the influence of linguistic or conceptual analysis spread beyond the somewhat ill-defined boundaries of core philosophy and was taken up by those interested in the theoretical presuppositions of educational practice. After charting the course of this development, and having reached the point at which certain worries arose about the limits of conceptual analysis as a method, Dearden turned to consider what if any alternatives might be available. The first possibility which he mentions in expectation of its having received explicit articulation is Catholic philosophy of education. However, as he notes, nothing meeting this description was developed during the period in question—in effect, since the war. The one book which he mentions, viz. Jacques Maritain's Education at the Crossroads, is barely known of in professional philosophy of education and in style and content is quite out of the mainstream.


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