•  1
    An analytic perspective on education and children's rights
    with Patricia White
    In Frieda Heyting, Dieter Lenzen & John White (eds.), Methods in philosophy of education, Routledge. pp. 13--29. 2001.
  •  1
    Reviews (review)
    with Kenneth Charlton, John Roach, W. B. Stephens, Harry Judge, Roger Homan, G. R. Batho, Dudley Plunkett, E. M. Hitchfield, Hazel Francis, Michael Paffard, and Lynette Bradley
    British Journal of Educational Studies 29 (1): 80-96. 1981.
  •  10
    Various conceptions of philosophy of education have been mooted over the last sixty years. The paper looks at five of these, associated particularly with R. S. Peters, D. W. Hamlyn, David Bakhurst, Philip Kitcher, and Harvey Siegel. It shows differences and sometimes overlaps among these, to do with whether or not philosophy of education should be seen as a branch of philosophy, as central to philosophy as a whole, or as a form of applied philosophy. The paper puts most weight on the last of the…Read more
  •  50
    In the World Library of Educationalists series, international experts themselves compile career- long collections of what they judge to be their finest pieces-extracts from books, key articles, salient research findings, major theoretical and/practical contributions-so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field. Emeritus Professor John White has spent the last …Read more
  •  45
    This book engages with widespread current anxieties about the future of work and its place in a fulfilled human life.
  •  11
    On Philip Kitcher's The Main Enterprise of the World: Rethinking Education
    Journal of Philosophy of Education 57 (2): 387-399. 2023.
    This is a long review of a long book, the longest to my knowledge on what educational aims and the curriculum that flows from them should be. The first half of the review is devoted to a brief summary of each of the eleven chapters. The second half raises some critical points. These cover remarks about R.S. Peters' alleged traditionalism; the salience of climate change considerations among educational aims; the claim that the arts, like the sciences, make progress; seeing the elements of moralit…Read more
  •  13
    The medical condition of philosophy of education
    Journal of Philosophy of Education 21 (2). 1987.
    John White; The Medical Condition of Philosophy of Education, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 155–162, https://doi.or.
  •  43
    The education of the emotions
    Journal of Philosophy of Education 18 (2). 1984.
    A critical discussion of R S Peters' account of emotions and their place in education.
  •  28
    The concept of intelligence
    Journal of Philosophy of Education 29 (3). 1995.
    John White; The Concept of Intelligence, Journal of Philosophy of Education, Volume 29, Issue 3, 30 May 2006, Pages 447–450, https://doi.org/10.1111/j.1467-9752.
  •  11
    The Climate Emergency and the Transformed School
    Journal of Philosophy of Education 54 (4): 867-873. 2020.
    Journal of Philosophy of Education, EarlyView.
  •  8
    The Comprehensive Ideal and the Rejection of Theory
    British Journal of Educational Studies 35 (3). 1987.
    No abstract
  •  10
    Should school students be encouraged to do their best?
    Ethics and Education 13 (3): 285-295. 2018.
    The paper picks up from the widespread use by politicians and some educational theorists of maximising notions about those being educated such as ‘reach their full potential’ or ‘make the best of themselves’ or ‘develop their talents to the full’. The paper discusses then puts some of these ideas on one side to focus on the injunction that school students should be encouraged to do their best. It puts forward a number of objections to this injunction as well as answers to possible counter-argume…Read more
  •  15
    Philosophy and Teacher Education in England: The Long View
    British Journal of Educational Studies 67 (2): 187-200. 2019.
  •  21
    Intelligence and the Logic of the Nature-Nurture Issue
    Journal of Philosophy of Education 8 (1): 30-51. 1974.
    J P White; Intelligence and the Logic of the Nature-Nurture Issue, Journal of Philosophy of Education, Volume 8, Issue 1, 30 May 2006, Pages 30–51, https://doi.
  •  50
    Indoctrination and Systems: A Reply to Rebecca Taylor
    Journal of Philosophy of Education 51 (4): 760-768. 2017.
    This is a reply to Rebecca Taylor's 2017 JOPE article ‘Indoctrination and Social Context: A System-based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators’. It agrees with her in going beyond the indoctrinatory role of the individual teacher to include that of whole educational systems, but differs in emphasizing indoctrinatory intention rather than outcome; and in allowing the possibility of indoctrination without individual teachers being indoctrinators…Read more
  •  29
    Education, the Market and the Nature of Personal Well–Being
    British Journal of Educational Studies 50 (4). 2002.
    A central aim of education has to do with the promotion of the pupil's and other people's well-being. Recent work by John O'Neill locates the strongest justification of the market in an individualistic preference-satisfaction notion of well-being. His own preference for an objective theory of well-being allows us to make a clear separation of educational values from those of the market. Problems in O'Neill's account suggest a third notion of well-being which better supports the separation mentio…Read more
  •  42
    Creativity and Education: A Philosophical Analysis
    British Journal of Educational Studies 16 (2). 1968.
    No abstract
  •  1
    Book reviews (review)
    Mind 84 (1): 314-316. 1975.
  •  20
    A tribute to Kevin Harris, philosopher of education
    with Michael A. Peters, Michael R. Matthews, Eileen Baldry, Patricia White, Dave Hill, David Aspin, Bruce Haynes, Colin Lankshear, and Hugh Lauder
    Educational Philosophy and Theory 56 (7): 626-636. 2024.
  •  35
    Accountability and School Inspection: In Defence of Audited Self‐Review
    with Andrew Davis
    Journal of Philosophy of Education 35 (4). 2001.
    Accountability involves not only schools answering to society, but parents and governments doing the same. In particular, governments should answer for the appropriateness of the educational aims they seek to promote. Making schools accountable to society through examination results is fundamentally flawed. Teachers must be able to account for how the specifics of their job relate to wider educational and social aims. The best approach to holding schools to account through external inspection is…Read more
  •  16
    Learning
    Aristotelian Society Supplementary Volume 46 (1). 1972.
  •  2
    Reviews (review)
    with G. H. Bantock, M. Kogan, Kenneth Smart, Denis Lawton, G. R. Batho, Kenneth Charlton, Jack Sislian, K. C. Phillipps, D. H. Farmer, Peter Kelly, and Mike Sharrocks
    British Journal of Educational Studies 36 (2): 175-195. 1988.
  •  63
    Elizabeth Anderson interviewed by John White
    with Elizabeth Anderson
    Journal of Philosophy of Education 53 (1): 5-20. 2019.
  •  22
    Wellbeing and Education: Issues of Culture and Authority
    Journal of Philosophy of Education 41 (1): 17-28. 2007.
    The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy-making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that wellbeing goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally-relative ones, drawing attention to t…Read more
  •  81
    The dishwasher's child: Education and the end of egalitarianism
    Journal of Philosophy of Education 28 (2). 1994.
    This paper argues that egalitarianism, in itself and as a basis for educational policy, is unacceptable. Three recent defences of it are examined and rejected. Three anti-egalitarian positions, however, all of which stress sufficiency rather than equality, pass muster. Educational implications are followed through, with reference to mixed ability grouping, selection, equal opportunities in education and conflicting views about the minimum content of a common school curriculum.
  •  7
    Reviews (review)
    with W. G. A. Rudd, R. W. Davies, Christopher Ormell, Roy Niblett, Kenneth Charlton, J. J. Grant, James L. Jarrett, and Fraser Smith
    British Journal of Educational Studies 25 (3): 285-300. 1977.