We spend a lot of time arguing about how schools might be improved.
They begin by broadening the language for talking about Educational policy: "Educational goods" are the knowledge, skills, and attitudes that children d.
But we rarely take a step back to ask what we as a society should be looking for from education--what exactly should those who make decisions be trying to achieve? In Educational Goods , two philosophers and two social scientists address this very question.
We spend a lot of time arguing about how schools might be improved