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30Sphere Pluralism and Critical IndividualityStudies in Philosophy and Education 23 (1): 21-39. 2004.While discussing critical individuality as oneof the main goals of liberal education, theemphasis has usually been on direct educationalmeasures. Much less attention has been given tothe social preconditions for its development.This paper discusses the societal aspect of thequestion by employing the notion of spherepluralism. The attempt is to point out someways in which the diversified nature of societycan be employed in its full potential for thedevelopment of critical individuality. Thearticl…Read more
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25Moral education, rules and particular casesJournal of Philosophy of Education 25 (1). 1991.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.
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46Innatism, Concept Formation, Concept Mastery and Formal EducationJournal of Philosophy of Education 49 (4): 539-556. 2015.This article will consider the claim that the possession of concepts is innate rather than learned. Innatism about concept learning is explained through consideration of the work of Fodor and Chomsky. First, an account of concept formation is developed. Second the argument against the claim that concepts are learned through the construction of a learning paradox developed by Fodor is considered. It is argued that, despite initial plausibility, the learning paradox is not, in fact, a paradox at a…Read more
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34Vocational and Civic Education: Whither British Policy?Journal of Philosophy of Education 46 (4): 603-618. 2012.The current crisis in British VET (Vocational Education and Training) is explained in terms of the decline of opportunities beyond preparation for university for young people after school. The continuing large numbers of ‘NEETS’ (those not in employment, education or training) is but one aspect of this problem: much larger is the decline in good quality VET opportunities for those who do not intend to go to university. A very important element in the problem is a misunderstanding of the relation…Read more
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512Education, autonomy and critical thinkingRoutledge. 2006.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 o…Read more
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1Towards a Non-Punitive School Inspection RégimeJournal of Philosophy of Education 35 (4): 683-694. 2001.The current nature of the school inspection régime in England and Wales is considered, together with the reasons why it was created. Two different approaches to educational accountability are considered, the use of performance indicators and inspection. England and Wales have a system of educational accountability that employs both. It is argued that, although neither performance indicators nor inspection are, in themselves, sufficient instruments of accountability, they are complementary and co…Read more
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3Ability, Intelligence and Practical EducationJournal of Philosophy of Education 22 (1): 35-45. 1988.Christopher Winch; Ability, Intelligence and Practical Education, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 35–45, https://doi.
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Philosophy and Educational Policy: A Critical IntroductionBritish Journal of Educational Studies 54 (1): 108-110. 2006.
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40The role of critique in philosophy of education: Its subject matter and its ambiguitiesJournal of Philosophy of Education 38 (3). 2004.The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussion moves on to a consideration of similarities and …Read more
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43Learning the virtues at workEthics and Education 5 (2): 173-185. 2010.An influential view of education is that it prepares young people for adult life, usually in the areas of civic engagement, leisure and contemplation. Employment may be a locus for learning some worthwhile skills and knowledge, but it is not itself the possible locus or one of the possible loci of a worthwhile life. This article disputes that view by drawing attention to those aspects of employment that make it potentially an aspect of a worthwhile life. The exercise and development of one's abi…Read more
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26Educational Assessment: reply to Andrew DavisJournal of Philosophy of Education 30 (3): 377-388. 1996.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 …Read more
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52Work, the aims of life and the aims of education: A reply to Clarke and MearmanJournal of Philosophy of Education 38 (4). 2004.The main points made by Clarke and Mearman about Winch's article ‘The Economic Aims of Education’ are taken up and discussed. My argument is that work is not necessarily a disutility, although paid employment can be when it is undertaken in conditions that are not fulfilling. Life aims are not the same as educational aims, although educational aims (as opposed to specific curricular aims) are life aims, and can include vocational preparation, a position endorsed in the later writings of R. S. Pe…Read more
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205The philosophy of human learningRoutledge. 1998.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.
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34Christopher Winch and Peter Wells,Nene College, NorthamptonBritish Journal of Educational Studies 43 (1): 75-87. 1995.
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160Ryle on knowing how and the possibility of vocational educationJournal of Applied Philosophy 26 (1): 88-101. 2009.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 …Read more
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2Autonomy as an educational aimIn Roger Marples (ed.), The Aims of Education, Routledge. pp. 74--84. 1999.
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5Moral Education, Rules and Particular CasesJournal of Philosophy of Education 25 (1): 129-134. 1991.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.
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19Curiouser and curiouser: Davis, white and assessmentJournal of Philosophy of Education 34 (4). 2000.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 ar…Read more
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109Key concepts in the philosophy of educationRoutledge. 1999.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 educa…Read more
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34Education and Broad Concepts of AgencyEducational Philosophy and Theory 46 (6): 1-15. 2014.Drawing on recent debates about the relationship between propositional and practical knowledge, this article is concerned with broad concepts of agency. Specifically, it is concerned with agency that involves the forming and putting into effect of intentions over relatively extended periods, particularly in work contexts (called, for want of a better term, ?project management?). The main focus of interest is thus not on ?know-how? in the sense of ability to perform types of tasks but on the abil…Read more
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53Vocational education? A liberal interpretationStudies in Philosophy and Education 14 (4): 401-415. 1995.
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66Three Different Conceptions of Know‐How and their Relevance to Professional and Vocational EducationJournal of Philosophy of Education 47 (2): 281-298. 2013.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 soci…Read more
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51Assessing Professional Know‐HowJournal of Philosophy of Education 50 (4): 554-572. 2016.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 th…Read more
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79Quality and EducationWiley-Blackwell. 1996.This book addresses major debates about quality in education, the role of the state and the nature of accountability in the public services, in philosophical and political arenas. It engages with major philosophical discussions, drawing out the relevant policy issues
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15The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussion moves on to a consideration of similarities and …Read more
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32Markets, educational opportunities and education: Reply to TooleyJournal of Philosophy of Education 32 (3). 1998.James Tooley argues that educational institutions offer educational opportunities rather than provide education. On this basis he claims that education can be offered without state intervention. It is argued here that education is not about the provision of opportunities but about preparation for life, and preparation for life is not an option among others. The consequences of this view are drawn out and it is argued that universal education can only be reliably provided by a central body such a…Read more
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63Education, Work and Social Capital: Towards a New Conception of Vocational Education. A response to Richard BarrettStudies in Philosophy and Education 23 (1): 73-80. 2004.
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42Work, well–being and vocational education: The ethical significance of work and preparation for workJournal of Applied Philosophy 19 (3). 2002.David Carr's account of the nature of professional work is described and examined. It is argued that Carr's criteria for distinguishing between professional and non–professional work are not adequate. The criteria are as follows: the professions’ essential role in promoting human flourishing; their contestability; their direct concern for the well–being of clients; their provision of a high degree of autonomy for practitioners. They do not mark out a qualitative difference between professions an…Read more
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17The Quality of Student Writing in Higher Education: A Cause for Concern?British Journal of Educational Studies 43 (1). 1995.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.
London, United Kingdom of Great Britain and Northern Ireland
Areas of Interest
Epistemology |
Social and Political Philosophy |
Logic and Philosophy of Logic |