© 2018

A Philosophy of Schooling

Care and Curiosity in Community


Table of contents

  1. Front Matter
    Pages i-xii
  2. Julian Stern
    Pages 1-18
  3. Julian Stern
    Pages 19-37
  4. Julian Stern
    Pages 39-59
  5. Julian Stern
    Pages 61-78
  6. Julian Stern
    Pages 103-126
  7. Julian Stern
    Pages 151-170
  8. Julian Stern
    Pages 171-189
  9. Back Matter
    Pages 191-235

About this book


This book provides an optimistic account of the value and role of schooling. Schooling is a common but not universal approach to education and has need of its own distinctive justification, in contrast to other approaches such as home-based or work-based education. The book tackles and rejects the various large-scale ‘functional’ theories of schooling which continue to dominate current debates and policies, such as schooling supporting employment and the economy, or developing citizenship. Instead, it argues that schooling and schools should be viewed as places to learn community within and through community. The lived reality of relationships within schools, based on care and curiosity, is as strong as ever: and upon this foundation is built an original philosophy of schooling. This reflective book will appeal to students and scholars of philosophy of education and to all professionals concerned with schools.


Alternative Education Educational Philosophy Community Value of Schooling Purpose of Schooling

Authors and affiliations

  1. 1.York St John UniversityYorkUnited Kingdom

About the authors

Julian Stern is Professor of Education and Religion at York St John University, UK. 

Bibliographic information


“It discusses a number of concepts that are often used in schools, such as ‘care’, ‘community’, ‘person’ and ‘dialogue’. The value of the book is that it gives these terms substance and shows how these principles are interconnected. … the merit of his book is that it does not take for granted that schools exist, and in this way, it invites all of us to think these questions through for ourselves.” (Wouter Sanderse, British Journal of Educational Studies, November, 2018)​