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17Indoctrination. Reply to I. M. M. Gregory and R. G. WoodsJournal of Philosophy of Education 4 (1). 1970.J P White; Indoctrination, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 107–120, https://doi.org/10.1111/j.1467-9752.1970.tb00429.x.
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3404Illusory intelligences?Journal of Philosophy of Education 42 (3-4): 611-630. 2008.Howard Gardner's theory of Multiple Intelligences has had a huge influence on school education. But its credentials lack justification, as the first section of this paper shows via a detailed philosophical analysis of how the intelligences are identified. If we want to make sense of the theory, we need to turn from a philosophical to a historical perspective. This is provided in the second section, which explores how the theory came to take shape in the course of Gardner's intellectual developme…Read more
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10Eugenics, Race and Intelligence in Education ‐ By Clyde ChittyBritish Journal of Educational Studies 56 (2): 228-231. 2008.No abstract
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15Education and NationalityJournal of Philosophy of Education 30 (3): 327-343. 1996.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 detachedfrom 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 desirablefor reasons of personal and cultural identity as well asfor redistributive reasons. Th…Read more
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16David Cooper's IllusionsJournal of Philosophy of Education 14 (2): 239-248. 1980.A defence of egalitarianism in education against David Cooper's critique of this
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12Creativity and education: A philosophical analysisBritish Journal of Educational Studies 16 (2): 123-137. 1968.
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20Autonomy, Human Flourishing and the CurriculumJournal of Philosophy of Education 40 (3): 381-390. 2006.This is a book in the ‘Thinking in Action’ series, which ‘takes philosophy to the public’. The review outlines the argument in the two halves of the book: on educational aims; and on controversial policy issues. In its assessment of the arguments it focuses on the following topics: problems in the relationships between happiness, flourishing, and personal autonomy; the justification of the traditional subject-centred curriculum; the role of conjecture in the argument for state-funded faith-based…Read more
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10Teacher Accountability and School AutonomyJournal of Philosophy of Education 10 (1): 58-78. 1976.A critique of the view that school curricula should be in the hands of professionals
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9The Aims of Education: three legacies of the British idealistsJournal of Philosophy of Education 12 (1): 5-12. 1978.This looks at three educational developments influenced by the idealism of T H Green and others. One was progressive education - under Holmes and Nunn, another the pursuit of understanding for its own sake, and the third education for a participatory democracy. John Dewey had a role in both the last two.
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12A Reply to Raymond GodfreyJournal of Philosophy of Education 18 (1): 119-121. 1984.Raymond Godfrey wants to show that educating a pupil for autonomy, where she is left with the option of autonomously choosing to become non-autonomous, involves no less arbitrary an imposition than, say, educating her in traditional Islamic morality. This paper is a critical discussion of his view.
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30Reply to James MuirEducational Philosophy and Theory 36 (4). 2004.This is a reply to Muir's charge of ignorance about the history of philosophy of education and raises the question whether philosophy of education is a pure, autonomous discipline.
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10Reply to James MuirEducational Philosophy and Theory 36 (4): 455-458. 2004.This is a reply to Muir's charge of ignorance about the history of philosophy of education and raises the question whether philosophy of education is a pure, autonomous discipline.
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8IndoctrinationJournal of Philosophy of Education 4 (1): 107-120. 1970.A reply to Gregory and Woods on the nature of indoctrination. It rejects their analysis in terms of content and introduces the notion of institutional indoctrination, embedded in the ethos of schools and other places.
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15On Reconstructing the Concept of Human PotentialJournal of Philosophy of Education 20 (1): 133-142. 1986.A critique of Israel Scheffler's account of the notion of human potential, focusing on problems with implying the existence of mental ceilings
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18LearningAristotelian Society Supplementary Volume 46 19-58. 1972.A reply to Stuart Brown on how to understand the concept of learning
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130IndoctrinationJournal of Philosophy of Education 4 (1): 107-120. 1970.A reply to Gregory and Woods on the nature of indoctrination, critiquing their view that content is the all-important consideration. The paper also makes a case for institutional indoctrination as well as that for which individuals are responsible.
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14The Medical Condition of Philosophy of EducationJournal of Philosophy of Education 21 (2): 155-162. 1987.A reply to David Hamlyn's critique of current philosophy of education
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14The Arts 5-16: Changing the AgendaThe London File. Music Education and the National CurriculumBritish Journal of Educational Studies 40 (3): 284. 1992.
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11Educational Theory and Its Foundation DisciplinesBritish Journal of Educational Studies 32 (3): 265. 1984.
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19Philosophers as Educational Reformers: The Influence of Idealism on British Educational Thought and PracticeBritish Journal of Educational Studies 28 (3): 241. 1980.
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11Two National curricula ‐ baker's and Stalin's. towards a liberal alternativeBritish Journal of Educational Studies 36 (3): 218-231. 1988.
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7The comprehensive ideal and the rejection of theoryBritish Journal of Educational Studies 35 (3): 196-210. 1987.
Areas of Interest
Applied Ethics |
Normative Ethics |
Social and Political Philosophy |