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This book addresses the condition of the university today. There has been a fundamental betrayal of the institution by the political class, perverting it from its proper social and cultural functions. The betrayal has narrowed the scope of the university, through the commercial financialisation of knowledge as such. In short, the sector has been politicized, and now works explicitly to advance and serve a market-fundamentalist ideology. When all human values are measured by money, then wealth is mistaken for ‘the good’. Social, cultural and political corruption follow.  The University’s leadership has become complicit in a yet more fundamental betrayal of society, as an ever-widening wedge is driven between the lives of ordinary citizens and the self-interest of the privileged and wealthy. It is no wonder that ‘experts’ are in the dock today.  In 1927, the philosopher Julien Benda accused intellectuals of treason. His argument was that their thinking had been politicized, polluted by a nationalism that could only culminate in war. In 1939, Nazism explicitly corrupted the University and the intellectuals, demanding ideological allegiance instead of thought. We continue to live through the aftermath of this, only worse: by endorsing an entire ideology of ‘competition’, intellectuals have established a neo-Hobbesian war of all against all as the new cornerstone of societies. This now threatens human ecological survival.  In light of this, the intellectual and the University have a duty to extend democracy and social justice. This book calls upon the intellectual to assist in the survival of the species.

A Progressive Education? argues that concepts of both childhood and adolescence were transformed in English and Welsh primary and secondary modern schools between 1918 and 1979, and that, by putting childhood at the centre of the history of education, we can challenge the stories we tell about how and why schooling itself changed. A ‘progressive’ or ‘child-centred’ education began to emerge theoretically in the United States and Western Europe from the late nineteenth century, claiming to rewrite curriculums to suit children and young people’s needs, wants and abilities. Existing work suggests that progressivism both rose and retreated in Britain in the 1960s and 1970s, when a right-wing backlash against permissive teaching and the deschooling movement led to the imposition of central state control over education. However, the child-centred pedagogies that became mainstream in English and Welsh schools after 1945 rested on a fundamentally different vision of childhood. Unlike utopian deschoolers, post-war child-centred educationalists assumed that the achievements of mass democracy and the welfare state must be carefully preserved. Children needed to be socialised by adult educators to ensure that they acquired the necessary physical, intellectual, social and emotional maturity to become full citizens. Teachers, far from enthusiastically advocating child-centred methods, perceived them as a profound challenge to their authority in the classroom, and implemented them partially and reluctantly. Child-centred education, in alliance with developmental psychology, thus promoted a much more restrictive and pessimistic image of childhood and youth as it came to dominate mainstream schooling after the Second World War.