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By JOHN DEWEY

Democracy and Education, written by influential American philosopher and educator John Dewey, is a seminal work that explores the relationship between education and democratic society. Originally published in 1916, Dewey's insights remain relevant today as we navigate the complexities of modern education systems and democratic governance.

In this thought-provoking book, Dewey argues that education is not simply a preparation for future life but an essential component of the democratic process itself. He highlights the importance of fostering critical thinking, creativity, and experiential learning in order to cultivate active and engaged citizens who can contribute meaningfully to society.

Through his exploration of the principles of democracy and their connections to education, Dewey offers a compelling vision of how schools can serve as laboratories for democracy, where young people learn to participate in a democratic community and practice the skills necessary for a vibrant civic life.

Democracy and Education is a timeless classic that continues to inspire educators, policymakers, and anyone interested in the intersection of democracy, education, and social progress.

Simon and Schuster, 1997, 378 pages

By William James..

In "Talks to Teachers," published in 1899, psychologist William James shares insights on the art of teaching drawn from his lectures at Harvard University. James explores the complexities of education, emphasizing the importance of engaging students' minds and emotions to foster meaningful learning experiences. With a blend of practical advice and philosophical reflections, this book continues to inspire educators to reflect on their teaching practices and cultivate a more holistic approach to education.

Cambridge. Harvard. (1899) 301 pages.

By Louise Roberts.

Outcomes, Experiences and Ensuring Meaningful Support to Young Parents In and Leaving Care, “…the organisation was concerned that care-experienced parents-to-be shared some additional difficulties and experiences. These included the potential for social work intervention, experiences of stigma and discrimination, as well as reduced access to resources and support. While the organisation was keen to acknowledge and champion the successes of parents who overcame multiple adversities and maintained the care of their children, they were nevertheless deeply concerned about the numbers subject to routine assessment, monitoring and intervention, including permanent and compulsory separation.”

Policy Press (2021) 173p.