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. (shrink)

This new edition of _Philosophy of Education: The Key Concepts_ is an easy to use A-Z guide summarizing all the key terms, ideas and issues central to the study of educational theory today. Fully updated, the book is cross-referenced throughout and contains pointers to further reading, as well as new entries on such topics as: Citizenship and Civic Education Liberalism Capability Well-being Patriotism Globalisation Open-mindedness Creationism and Intelligent Design. Comprehensive and authoritative this highly accessible guide provides all that a student, (...) teacher or policy-maker needs to know about the latest thinking on education in the 21st century.'. (shrink)

We begin by examining the widespread scepticism about the value of empirical educational research that is found within sections of the philosophy of education community. We argue that this scepticism, in its strongest form, is incoherent as it suggests that there are no educational facts susceptible of discovery. On the other hand, if there are such facts, then commonsense is not an adequate way of accessing them, due to its own contested and variable nature. We go on to examine the (...) claim that teaching is a moral enterprise whose successful pursuit demands the grasp of moral concepts and their implications. We show that while this is the case, it is a necessary, not a sufficient condition for successful teaching, which also requires a grasp of facts that are relevant to effective teaching and learning. Finally we examine some protocols for educational research. (shrink)

Peters is best known for ‘Ethics and Education’, (1966) an attempt, using analytical methods, to provide a universal canonical account of the nature of education. This corresponded closely with the prevailing conception of liberal education of the time. Despite the acclaim with which this work was received, Peters became increasingly dissatisfied with his early views of education and in a series of papers written between 1973 and 1982, he retreated slowly from the view that one could construct a universal canonical (...) account of education and even from the view that this could be possible for liberal education. As his views changed, his philosophical methods developed as well, moving from the Moorean essentialist analysis of 1966, through a more Strawsonian connective analysis in the mid 1970s to a position based on W.B. Gallie's account of essentially contested concepts in the early 1980s. Parallel to and connected with this changing philosophical methodology came a distinction between an overarching concept of education and particular conceptions of education related to different societies and their values. (shrink)

Continuing the debate on assessment, we argue that Andrew Davis' use of examples fails to address issues in the assessibility of specific items of knowledge, and show that one of his examples supports our view rather than his. We argue that John White's preferred replacement of assessment by monitoring, based on teachers' personal knowledge of their pupils, confuses personal and professional knowledge, oversimplifies the teacher's role and does not address the need for objectivity. Finally we argue that neither White (...) nor Davis grasps the relationship between assessment and the need for wider forms of accountability for public education systems. (shrink)

This paper defends certain of Andrew Davis’s arguments on assessment from critique by John Gingell and Christopher Winch. It emphasises the role of personal acquaintance in assessing ‘rich’ understanding, criticises Antony Flew’s claim that assessment is a necessary part of teaching, and rejects the argument that public assessment is necessary for purposes of accountability. It also suggests that parents’ monitoring of their young children’s progress could act as a yardstick, suitably modified, for what might be done (...) in formal education. The conclusion raises problems about the assessment of moral development and about the justifiability of leaving assessment under political rather than professional control. (shrink)

Millions of pounds are spent on educational research each year in the UK alone. By far the greatest proportion of this expenditure is on research which is thought to have practical relevance to educational problems and the vast majority of this is spent on empirical educational research, that is educational research which examines and seeks explanations for actual or proposed educational practices or the kinds of activities, institutions or policies that prepare young people for life (Pring, 2015, p. 27). Invariably, (...) the aim of such research is not merely to gain understanding of these practices, but to improve or replace them with better ones. This practical aspect of educational research exercises most commentators, although it should not be forgotten that educational research can be carried out in a relatively disinterested manner, out of intellectual curiosity (Hammersley, 2006). There are two related issues to be considered here: 1] is it possible to gain knowledge of how educational practices work?; 2] is it possible to use such knowledge to improve existing practices, replace existing ones with better ones or introduce practices which will improve the overall practice of education? In this book, both these questions will be addressed. If the answer to 1] is negative, then it is futile to address 2]. By implication then the answer to 1] will be positive. The answer to 2] will not be negative, but there are degrees of positivity attached to a positive answer and what those degrees are will be crucial to the ultimate claims of the book. It is no exaggeration to say that in recent decades educational research has undergone a crisis of confidence, particularly but not exclusively within the world of educational policymaking. Dissatisfaction has been expressed both with the quality and the usefulness of such research. Conceptual research on education tends to be regarded with some suspicion as something that is either of little practical value or which undermines existing practices. But empirical research fares little better, with scepticism expressed both about its quality (Tooley and Darby, 1998) and about its applicability (Hillage et al., 1998). More recently there have been moves to tie funding to preferred approaches to empirical research such as intervention studies and randomised control trials (RCTs) and to disseminate in accessible form what the findings of such studies are and how they are relevant to the improvement of educational practice. In the UK alone we see organisations such as the Educational Policy Institute (EPI), the Educational Endowment Foundation (EEF), and the Sutton Trust, not to mention meta-researchers Robert Slavin and John Hattie gaining a significant amount of influence in the propagation of studies of 'what works' in educational practice. One should also mention the rising interest in the deliverances of educational research from within the teaching profession, such as ResearchEd in the UK, which betoken a wish by teachers to become more active. (shrink)

ABSTRACT The attack on bidialectal approaches to the teaching of writing mounted by John Honey in The Language Trap is examined and critically discussed. It is argued that Honey confuses the issues of the social and the cognitive adequacy of a particular variety of language. In particular, his critique of bidialectalism, in so far as it is based on a version of verbal deficit theory and/or cognitive relativism, is misconceived. There are valid criticisms to be made of the bidialectal (...) approach, but they centre on the social rather than the cognitive adequacy of different varieties of language. When the critique is formulated in this way, it is more enlightening and less misleading. (shrink)

This review essay provides a critical assessment of Christopher Winch and John Gingell's Philosophy & Educational Policy: A Critical Introduction. This book presents a powerful and stimulating challenge to conventional and sloppy thinking about a wide range of issues confronting anyone who is seriously concerned with schooling in the 21st century. While each chapter merits an essay in response, this article can merely highlight the virtues of the book as well as the respects in which a (...) number of claims remain unpersuasive. There is found to be a noticeable difference between the odd and even numbered chapters, betraying perhaps the difference in authorship and suggesting insufficient discussion between the authors as to their overall content. Chapters 3, 5 and 9 are, for the most part, outstandingly good and should inject a note of caution into policy makers' all too frequent desire for change. The extent to which the authors favour democratic decision‐making on educational matters is shown, however, to be far from clear. (shrink)

This paper records both dissatisfaction and evidence of poor current standards of literacy, notably in the area of the written word, among higher education students. It also suggests what may be done to remedy the situation.

In Tulving’s initial characterization, episodic memory was one of multiple memory systems. It was postulated, in pursuit of explanatory depth, as displaying proprietary operations, representations, and substrates such as to explain a range of cognitive, behavioural, and experiential phenomena. Yet the subsequent development of this research program has, paradoxically, introduced surprising doubts about the nature, and indeed existence, of episodic memory. On dominant versions of the ‘common system’ view, on which a single simulation system underlies both remembering and imagining, there (...) are no processes unique to memory to support robust generalizations with inductive potential. Eliminativism about episodic memory seems to follow from the claim that it has no dedicated neurocognitive system of its own. After identifying this under-noticed threat, we push back against modern eliminativists by surveying recent evidence that still indicates specialized mechanisms, computations, and representations that are distinctly mnemic in character. We argue that contemporary realists about episodic memory can retain lessons of the common system approach while resisting the further move to eliminativism. (shrink)

One of the questions that Heidegger presents in his paper, ‘Plato’s Doctrine on Truth’, is the distortion as he sees it of paideia—that is the loss of the essential elements in education. This loss is characterised according to Heidegger, by a misconception of Plato’s concept of teaching and learning. By undertaking an historical examination, Heidegger provides a means to rectify this loss. With reference to past, present and future philosophical perspectives of teaching and learning as particular spaces, an attempt is (...) made in this paper to examine Heidegger’s reading of paideia within the context of online learning. This, for many contemporary writers on education, is an encounter with new literacies, new knowledge and the adoption of an online environment that challenges the hegemonic order of the institution as the purveyors of knowledge. Teachers within this new environment are, however still constituted as experts and their knowledge is seen as ultimately inviolate. Heidegger in his re-interpretation of Plato sees the teacher as leading the students to where they might make themselves intelligible within the space of their being. This alignment forms an acceptance and a challenge to the metaphysical concepts of uniformity of being and place that limits the potential of knowledge as something that is fixed and complete. The experience of the social web or Web 2.0 has seen a shift in learning premised upon dialogue, exchange and constantly shifting horizons. Within this context, the teacher is recast as a craftsman, creating learning opportunity within dialogic exchange. The heightened sense of involvement that is revealed in this context lays the ground for a future visioning of education where emergence is seen as essential, unlike a re-working of authorisation to learn that inhibits student and teacher alike in new attempts at revitalising education. (shrink)

Christopher Winch launches a vigorous Wittgensteinian attack on both the "romantic" Rousseauian and the "scientific" cognitivist traditions in learning theory. These two schools, he argues, are more closely related than is commonly realized.

Can commitments be generated without promises, commissive speech acts or gestures that are conventionally interpreted as such? While we remain neutral with respect to the normative answer to this question, we propose a psychological answer. Specifically, we hypothesize that people at least believe that commitments are in place if one agent (the sender) has led a second agent (the recipient) to rely on her to do something, and if this is mutually known by the two agents. Crucially, this situation can (...) occur even if the sender has neither uttered a commissive speech act nor performed any action that would conventionally be interpreted as such. In a series of online experiments, we tested this hypothesis by presenting participants with vignettes describing everyday situations in which a recipient’s expectations were frustrated by the sender’s behavior, and then eliciting moral judgments about the sender’s actions and character. We manipulated whether the recipient’s reliance on the sender was mutually known, and if so, whether the sender verbally acknowledged this or not. The results show that moral judgments differed significantly according to whether the recipient’s reliance was mutually known, but not according to whether this was verbally acknowledged. (shrink)

We address the question of whether it is possible to operate a time machine by manipulating matter and energy so as to manufacture closed timelike curves. This question has received a great deal of attention in the physics literature, with attempts to prove no-go theorems based on classical general relativity and various hybrid theories serving as steps along the way towards quantum gravity. Despite the effort put into these no-go theorems, there is no widely accepted definition of a time machine. (...) We explain the conundrum that must be faced in providing a satisfactory definition and propose a resolution. Roughly, we require that all extensions of the time machine region contain closed timelike curves; the actions of the time machine operator are then sufficiently “potent” to guarantee that closed timelike curves appear. We then review no-go theorems based on classical general relativity, semi-classical quantum gravity, quantum field theory on curved spacetime, and Euclidean quantum gravity. Our verdict on the question of our title is that no result of sufficient generality to underwrite a confident “yes” has been proven. Our review of the no-go results does, however, highlight several foundational problems at the intersection of general relativity and quantum physics that lend substance to the search for an answer. (shrink)

Christopher Winch; Ability, Intelligence and Practical Education, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 35–45, https://doi.

Christopher Winch; Moral Education, Rules and Particular Cases, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 129–134, https://doi.

We discuss the possibility to build and operate a time machine, a device that produces closed timelike curves. We specify the spacetime structure needed to implement a time machine and assess attempted no-go results against time machines in classical general relativity, semi-classical quantum gravity, quantum field theory on curved spacetime, and in Euclidean quantum gravity. Such no-go theorems for time machines would show that, under physically reasonable conditions, CTCs cannot develop in spacetimes initially free of these pathologies. Our review indicates (...) that an investigation of the prospects of achieving no-go results has not been entirely successful in establishing such generality. At the same time, the pursuit of chronology protection results has proved to be a fruitful way to probe the foundations of classical GTR and the interface between general relativity and quantum field theory. (shrink)

The idea of a hybrid bicameral system combining election and sortition is investigated. More precisely, the article imagines how an elected and a sortition chamber would interact, taking into account their public perception and their competing legitimacies. The article draws on a survey of a representative sample of the Belgian population and Belgian members of parliament assessing their views about sortition in political representation. Findings are combined with theoretical reflections on election’s and sortition’s respective sources of legitimacy. The possibility of (...) conflicting legitimacies and mutually detrimental interactions leads to considerations of the effects of different possible distributions of power between the chambers as a crucial determinant of their interactions and perceived legitimacy. (shrink)

In 2010, randomized controlled trials (RCTs) of two different biomedical strategies to prevent HIV infection had positive findings. However, despite ongoing very high levels of HIV infection in some countries and population groups, it has been made clear by regulatory authorities that the evidence remains insufficient to support either product being made available outside of research contexts in the developing world for at least two years. In addition, prevention trials in endemic areas will continue to test new interventions against placebo. (...) But the judgments of evidentiary standards are never value-neutral. Using the recent trials and their contexts as case studies, we examine the basis for these decisions, which will potentially delay access to scientific innovation to the people who are most urgently in need of it. (shrink)

Nishitani and Neoplatonism both argue that overcoming the nihilism of non-being requires a confrontation with, and cultivation of, the experience of nothingness. This paper argues that the appreciation of nothingness is best realized in the practice of dialectic into dialogos, as adapted from the Socratic tradition. We argue that dialectic equips the self for the confrontation with nihilism, and is best suited to transforming the privative experience of nothingness into a superlative, collective experience of no-thingness. The practice of dialectic into (...) dialogos exapts the nature of the self as a synthesis of being and non-being, and possibility and necessity, in and through its relationship to others, and to its own otherness within self-transcendence. Dialectic into dialogos can thereby become a central philosophical practice for responding to our contemporary meaning crisis by affording a generative process of meaning-making that can lead to personal and cultural transformation and communion within the culture – renewing communitas for new communities. (shrink)

Christopher Winch; Reading and the Process of Reading, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 303–315, https://doi.org/10.11.

Aristotle argues that the soul and body are non-identical substances; the soul is an immaterial particular form, while the body is a diachronic material continuant. Despite their immateriality, Aristotle argues that souls are not separable from bodies, and so implicitly rejects any version of Cartesian dualism. But because of his commitment to immaterialism, Aristotle's position cannot be assimilated to any contemporary materialist theory in the philosophy of mind. We need not, however, regard him as inconsistent in rejecting both Cartesian dualism (...) and materialism: Aristotle rightly recognizes that the soul can be a substantial immaterial particular form which supervenes on the body. Aristotle is, then, a supervenient dualist, who holds that there are nomological relations between physical and psychic states, but who denies that psychic states are token identical with material states. ;But Aristotle notoriously does not regard the supervenience of the soul as sufficient for the supervenience of each of its capacities. He provides an interesting but unsuccessful a priori argument for the claim that nous, or mind, is a capacity of the soul which does not supervene on any bodily state. Thus, he concludes that nous can survive the destruction of the body; but post mortem survival of nous need not be regarded as sufficient for a commitment to post mortem personal identity in Aristotle. (shrink)

Christopher Winch; Women, Reason and Education, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 91–98, https://doi.org/10.1111/j.1467.

This chapter will consider the kinds of knowledge and know‐how that practitioners of occupations are expected to possess. It will begin by reviewing the literature on know‐how and attempting a conceptual map of this terrain, showing where teaching or, rather, various conceptions of teaching are located on it. The endpoint of this investigation will be the development of a typology of teachers and their know‐how, which will then be examined in more detail in subsequent chapters.

In the target article for this issue, Christie, Brusse, et al. [2022a] argue that Selected Effects Functions (SEF), at least as currently articulated, often do not explain biological traits. In res...

This article explains and defends the idea that economic aims of education are as legitimate as any other, particularly liberal, aims. A particular conception of education is developed, which involves a significant vocational aspect, with two aims: individual fulfilment through employment and social well-being through economic prosperity. This account is to be contrasted both with training, which may be an essential component of education but which is not to be identified with it, and also with instrumental forms of vocational education (...) that do not take into account the need for satisfaction in the workplace. This conception is defended against various possible objections. (shrink)

The concepts of autonomy and of critical thinking play a central role in many contemporary accounts of the aims of education. This book analyses their relationship to each other and to education, exploring their roles in mortality and politics before examining the role of critical thinking in fulfilling the educational aim of preparing young people for autonomy. The author analyses different senses of the terms 'autonomy' and 'critical thinking' and the implications for education. Implications of the discussion for contemporary practice (...) are also considered. (shrink)

abstract Ryle's claim that knowing how is distinct from knowing that is defended from critics like Stanley and Williamson and Snowdon. However, the way in which Ryle himself deploys this distinction is problematic. By effectively dismissing the idea that systematic propositional knowledge has a significant bearing on knowledge how, Ryle implicitly supports a view of vocational education that favours narrow notions of skill and associated training over knowledge informed occupational practice of the kind found in most Northern European countries. The (...) source of Ryle's error in excluding systematic propositional knowledge from a significant place in the constitution of knowing how is traced. It is argued that Ryle's original distinction survives without the exclusion of systematic propositional knowledge from knowing how and the resulting account does more justice to the practice of vocational education in advanced economies than does Ryle's original treatment. (shrink)

In this chapter the notion of a teaching career is introduced and developed. Much of a teacher's work takes place outside the classroom. Options of career development are considered, including curriculum, pedagogy and assessment specialisms among others. Issues of civic engagement on the one hand and retention and attrition on the other are discussed.

The claim that 'learning how to learn' is the central ability required for young people to be effective 'lifelong learners' is examined for various plausible interpretations. It is vacuous if taken to mean that we need to acquire a capacity to learn, since we necessarily have this if we are to learn anything. The claim that it is a specific ability is then looked at. Once again, if we acquire an ability to learn we do not need the ability to (...) learn how to learn. After noting the implausibility of any such general ability, the paper goes on to examine the claim that certain specific but transferable abilities might satisfy the description 'learning how to learn'. Various candidates are considered: forming and testing hypotheses and abduction are two promising ones, but each has significant weaknesses. Numeracy and literacy are thought to be more promising, but achievements at the national level leave a lot to be desired, despite the clear advantages for learning of being able to read, write and count. If we needed to learn how to learn before we learned how to read, write and count, it is unlikely that we would get anywhere. Finally, certain non-cognitive dispositions and character traits rather than cognitive attributes are considered and, drawing on the work of Robert Dearden and others, it is suggested that the development of these aretaic (virtue-based) and personal qualities rather than cognitive ones may be most decisive for developing independent learning in a range of subject matters. (shrink)

This article discusses three related aspects of know-how: skill, transversal abilities and project management abilities, which are often not distinguished within either the educational or the philosophical literature. Skill or the ability to perform tasks is distinguished from possession of technique which is a necessary but not sufficient condition for possession of a skill. The exercise of skill, contrary to much opinion, usually involves character aspects of agency. Skills usually have a social dimension and are subject to normative appraisal. Transversal (...) abilities rely on but are not reducible to the exercise of skill, but require a further degree of attention and seriousness in their exercise. Transversal abilities can be displayed in different ways using different skills, depending on context. They include: planning, communicating, evaluating—all important features of successful professional action. Project management or the putting into effect of relatively long-term sequences of action involves the articulation of different transversal abilities. It is a form of agency which is considered to be important in some European vocational and professional education systems and usually involves a strong social dimension. The article concludes with a discussion of the educational implications of these distinctions and of their interrelationships. (shrink)

This article considers how professional knowledge should be assessed. It is maintained that the assessment of professional know-how raises distinctive issues from the assessment of know-how more generally. Intellectualist arguments which suggest that someone's giving an account of how to F should suffice for attributing to them knowledge of how to F are set out. The arguments fail to show that there is no necessary distinction between two kinds of know-how, namely the ability to F and knowing that w is (...) a way to F, such that the latter is more fundamental. The consequences of this failure for our understanding of professional assessment are then considered. The issue of the assessment of tacit knowledge is then addressed. It is concluded that there is no context-dependent codifiable or articulable propositional knowledge of how to F which could be substituted for being able to F and that therefore tacit knowledge can only be assessed in performance. The parallel with Gettier cases is reviewed and it is concluded that the provenance of accounts of and justifications for the attribution of know-how are not matters of indifference to its assessment. Finally, the question of evaluability or what Ryle would have called the applicability of intelligence epithets is discussed in relation to its relevance to our procedures for assessing practical knowledge. Once again, it is concluded that excellent performance is necessary to attribute excellence in know-how. However, the ability to give an account of how and why an agent would do something in hypothetical circumstances is also very important for the assessment of professional knowledge. (shrink)

Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know-how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the earlier work of Paul Hirst. The different kinds (...) of know-how and their relationships are discussed and it is suggested that they occupy different places and different relationships in any curricular hierarchy. The changing role that knowledge by acquaintance plays within this hierarchy is also discussed. Implications of this account for the current National Curriculum and for curriculum design more generally are discussed, looking at History, Science and Design Technology as examples. (shrink)

In a clear and lively manner, this new reference explains all of the essential concepts used in contemporary and modern philosophy of education. It also provides invaluable background on the classic educational philosophy texts of Rousseau, Plato and others--readers will find coverage of seminal views on teaching, learning and indoctrination as well as such contemporary concepts as postmodernism, markets and school effectiveness . Students, researchers and anyone interested in contemporary education will be certain to want this unique and authoritative resource.

This chapter will outline a third conception of the role of the teacher, the professional technician or professional for short. The professional teacher is one who most corresponds to the description of professional occupations described in the literature already discussed. The professional described in this chapter will be an ideal type, whose attributes will be found to a greater or lesser degree in actual teachers around the world. Should this be a preferred model of what a teacher should be? The (...) answer depends on what kind of education system a society wants and the degree to which it is prepared to invest in such a kind of education system. (shrink)