•  41
    Beyond curriculum: Groundwork for a non-instrumental theory of education
    with Gert Biesta
    Educational Philosophy and Theory 53 (1): 57-70. 2020.
    This paper problematizes current thinking about education by arguing that the question of educational purpose is not simply a socio-political question concerned with what the ends should be and why...
  •  4
    The End/s of Education: Complexity and the Conundrum of the Inclusive Educational Curriculum
    International Journal of Inclusive Education 14 (6): 593-607. 2010.
    The conundrum of the inclusive educational curriculum is that the more inclusive a curriculum becomes in practice, the less inclusive it becomes in principle. In this paper we explain the conundrum and argue that its appearance is a product of what could be called ‘object-based’ logic which is underpinned by a deterministic understanding of causality. As long as we employ object-based logic to think about the curriculum, we cannot avoid asking what a curriculum is for. Whoever answers this quest…Read more
  •  135
    From representation to emergence: Complexity's challenge to the epistemology of schooling
    with Gert Biesta and Paul Cilliers
    Educational Philosophy and Theory 40 (1). 2008.
    In modern, Western societies the purpose of schooling is to ensure that school-goers acquire knowledge of pre-existing practices, events, entities and so on. The knowledge that is learned is then tested to see if the learner has acquired a correct or adequate understanding of it. For this reason, it can be argued that schooling is organised around a representational epistemology: one which holds that knowledge is an accurate representation of something that is separate from knowledge itself. Sin…Read more