ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1995.tb00336.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

The paper argues that no criterion‐referenced assessment system can achieve both reliability and validity at one and the same time. It shows that the reasons for this are conceptual, and hence that empirical research into the‘problem’ is a waste of money and effort. Considerable discussion is devoted to ideas of knowledge and understanding, and to proper educational objectives pertaining to these. Much reference is made to the current National Curriculum context in the United Kingdom, and conclusions are drawn for appropriate educational policy in this

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1995.tb00337.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

The first part of the paper examines the significance of shame values in South Asian societies and the implications of this for schools. The second section considers the common anthropological distinction and disjunction between ‘shame culture’ and guilt culture. The third section draws on the recent study of Ancient Greece by Bernard Williams. Williams suggests that the conflict between shame values and autonomy is not inevitable. In fact, shame values may have much to contribute to ethical thought, exposing weaknesses in contemporary Kantian moral outlooks and contributing to fuller conceptions of personal autonomy and personal identity, thus holding, as the final section indicates, important educational implicati

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1995.tb00338.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Many defences of multiculturalist educational initiatives conjoin a‘liberal’ or ‘radical’ moral/political view—that education should endeavour to treat students with respect, and that respecting non‐dominant,‘marginalised’ students requires protecting them from the hegemonic domination of the dominant culture—with what appears to be an equally radical epistemological view, according to which respecting minority students and cultures requires respecting their culturally specific epistemologies, which in turn requires refraining from imposing upon them a dominating hegemonic epistemology concerning the nature of truth, rational justification, and so on. In this paper I argue (1) that this‘radical’ epistemological position is fatally flawed; and (2) that, if true, it would undermine, rather than undergird, the favoured moral l political view. I argue, that is, that proponents of‘radical’ pedagogy would do better to reject the associated‘radical’ epistemological view in favour of a more t

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1995.tb00339.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

A number of recent writers have urged that schools not try to foster critical thinking in students, and this attack on what had lately emerged as very widely held to be a central aim of schooling is examined and found wanting. The debate is placed in the context of the evolving discussion in twentieth‐century philosophy of education of critical thinking as an educational aim, and it is argued that the distinctions and arguments which are needed to rebut the attack on critical thinking can in large measure be found in the literature from Dewey o

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1995.tb00340.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Fears of alienation and anomie in liberal societies have driven many writers to emphasize care and commitment as essential ingredients of human well‐being and as educational aims. Conceiving autonomy to be incompatible with these values, they have concluded that autonomy should be replaced with alternative conceptions of human well‐being and of education that emphasize care and commitment. The claim I will try to defend in this paper is that, in contrast to these views, there is no contradiction between autonomy on the one hand and care and commitment on the other; hence acknowledgment of the importance of the latter pair of values need not lead to the rejection of the ideal of auton

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1995.tb00341.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

This paper takes seriously the claim that postmodernism has seriously undermined our‘modern’ understanding of what the role of education in a democratic society should be. It therefore seeks to reinterpret this role in a way that confronts the challenge that postmodernism has posed. In order to do this the paper clarifies how postmodernism has now discredited the‘modern’ assumptions on which our view of the relationship between education and democracy has been erected. Drawing on the philosophy of John Dewey, it then reconstructs the relationship between education and democracy so as effectively to resist the challenge that postmodernism ha

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1995.tb00342.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

This paper suggests that liberal philosophy of education, which shares the implicit commitments of modern neutralist liberalism, also exhibits that political philosophy's theoretical inadequacies and inability to guide practice. It argues that neither theoretical perspective can redeem its claims to equally respect the demands of liberty and equity, when those claims rely only on arguments of procedural value. Consequent implications, for both educational theory and educational aims, are discussed.

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1995.tb00343.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

The paper deals with the way postmodernism has been discussed within philosophy of education and argued for by some authors within this context, and with what this kind of postmodernism can offer to education and to philosophy of education. Particular attention is paid to one of the basic presuppositions, namely the requirement to break with the cultural heritage and look for radical alternatives. A second paper will develop a different view of human action, following the later Wittgenstein, and draw on Frankfurt's ideas on‘the importance of what we care about’ to revitalise the conception of the educational proj

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1995.tb00344.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

In some recent discussions the implications of postmodernism for education have been wrongly conceived. An alternative approach is offered and this is used as a means for challenging any grand design in the provision of schooling and in the conception of education. Through this, ideas of the whole person implicit in much educational theory and practice (including personal and social education) are questioned. With some reference to the work of Stanley Cavell an attempt is made to show the sort of thinking which might inform education, avoiding both the relativistic and complacent excesses of postmodernism and the explicit systematic planning of the grand design.

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1995.tb00345.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY