Table of Contents

Acknowledgments 1. The Making of Darwinism Darwin and the Good in Human Nature 2. Nature's Lessons: Applying Evolutionary Theory to Educational Philosophy in the Nineteenth Century Spencer's Educational Philosophy Huxley's Educational Philosophy Kropotkin's Educational Philosophy Conclusion 3. Dewey's Darwinism: Human Nature and the Interdependence of Life Change and Growth Are the Essential Features of Darwinism Human Beings Can Only Be Understood as Part of the Natural World The Natural and the Social: Dewey's Notion of Habit Human Beings Are by Nature Social Animals, and Can Only Be Understood 4. Mary Midgley and the Ecological Telos Innate Needs The Teleological Implications of Having Needs Feminism and Human Nature: A Case Study in Teleological Thinking On Building a Whole Life Moral Objectivity and the Reality of Evil Breaking Down the Is/Ought Dichotomy A Transcendent Life 5. A Darwinian Education The Aims and Purposes of Education: A Darwinian Perspective Emotions and Reason Particularism and Universalism From Nature to Culture: A Darwinian Curriculum Cultivating Wonder: Educational Didactics Final Thoughts Notes Index

About the Author

Eilon Schwartz is Lecturer at the Melton Center for Jewish Education at the Hebrew University of Jerusalem and Executive Director of the Heschel Center for Environmental Learning and Leadership in Tel Aviv.

Reviews

"...a good source for critical discussion of the debates on the relative roles of evolved human capacities and social conditioning in shaping human behavior." - CHOICE "...a worthwhile contribution to a rising body of literature that helps to strip Darwin of the unhelpful interpretations under which his work was maligned." - Environmental Values