ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1996.tb00403.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The paper argues that nationality and national sentiment have been, until recently, neglected concepts in liberal, as distinct from conservative, political and educational philosophy, It claims that, appropriately detached from nationalistic ideas associated with the political right, the promotion of national sentiment as an educational aim is not incompatible with liberalism and, more strongly, may be desirable for reasons of personal and cultural identity as well as for redistributive reasons. The paper then explores issues to do with British nationality in particular, arguing for a remodelled conception to replace the traditional one; and finally it looks at curricular implications, especially in the British context, of aiming at the cultivation of national sentiment within a liberal framework.

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1996.tb00404.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Michel Foucault is often criticised in English‐speaking circles for being interested only in power as domination, and of being uninterested in freedom and social reform. This paper shows, however, that Foucault's overarching concern was with the constitution of the self under conditions of modernity. It emphasises the significance of his interest in the Classical project of ‘Self‐care’, and of his countermodernist educational programme in which the skills of self‐governance and the ethical (non‐dominating) governance of others, as well as the practice of freedom through self‐creation, are the ke

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1996.tb00405.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This paper notes the critical response that the ‘competence movement’ has received from writers in philosophy of education and argues for a more positive assessment of what it offers in relation to: (i) the place of practical competence in a liberal education, (ii) the meritocratic principles underlying the competence movement, (iii) the ‘transparency’ of expectations in assessment, and even (iv) the element of practical competence in moral performance. It emphasises, however, that not all versions of ‘competence’ can be defended in these terms and that this requires a more generic and cognitively laden concept of personal and professional

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1996.tb00406.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Assessment is at the heart of teaching as it provides a necessary condition for judging success or failure. It is also necessary to ensure that providers of education are accountable to users and providers of resources. Inferential hazard is an inescapable part of any assessment procedure but cannot be an argument against assessment as such. Rich knowledge may be the aim of education but it does not follow that it is the aim of every stage of education. Teaching to tests is the most natural way of ensuring that teaching matches assessment. Failure to assess places public education in jeopardy.

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1996.tb00407.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This paper defends my argument that criterion‐referenced assessment should not be used to render an education system accountable to the state. Winch and Gingell's reply to my original paper understands me as denying the ‘plasticity’ of abilities. Considerable space is devoted to further discussion of this issue.‘Plasticity’ is not denied, but problems about the ‘identity’ of capacities, abilities, processes and rules are explored in some depth. Winch and Gingell defend certain kinds of pedagogy such as rote learning and ‘teaching to the test’. I remind them that I was not actually discussing pedagogy in t

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1996.tb00408.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The article analyses some of the central ideas of the Movement Against Education (die Anti‐Pädagogik). First the inspiration supplied by ‘anti‐psychiatry’ is noted. Secondly, an example of everyday ‘educational interference’ is discussed from the perspective of the Movement's ideas. Thirdly, the elements of education the Movement considers outrageous, and so demands the abolition of all educational activity, are discussed. It is concluded that the Movement still raises questions about the general understanding of educational theory and practice today, in particular about the justification of educational intervention and compulsion in a context of scepticism about natural development, absolute values or the predictability o

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1996.tb00409.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

How should state schools respond to the plurality of values in a multicultural society? The liberal response has been that it is unacceptable to promote only the traditional, mainstream values of dominant groups and impose them on others. During the 1980s this response gradually evolved into an ideology of extreme subjectivism, commonly referred to as cultural relativism. This ideology is rejected and it is argued that the school must make crucial judgements about which values should be promoted, tolerated or condemned.

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1996.tb00410.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

The paper presents and critiques some important philosophical and educational arguments that are used to support the practice of personal self‐disclosure in the classroom, both in group settings and in the form of autobiographical journals. It argues that there are important reasons for valuing privacy even when self‐disclosures occur in an environment of perfect trust and caring; that to understand the importance of privacy primarily in terms of trust, or the absence of trust, is to risk overlooking the less apparent, yet more subtle, threats which ‘sympathy’ and ‘caring’ can pose to self

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1996.tb00411.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Victor Quinn advocates teaching critical thinking as a curriculum subject. He has accused Professor John E. McPeck, a vehement critic of such proposals, not only of being wrong but also of being in need of such a critical thinking course himself. In this paper we examine the five supposed critical thinking weaknesses of which McPeck is accused and consider what Quinn's arguments tell us about critical thinking, its skills, its priorities and its claims to subject status.

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1996.tb00412.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY