Concerning @Bennewmark’s post on empathy in history teaching

Ben Newmark argued that neither empathy nor moral lessons are valid aims of the study of History. I completely agree. I do, however, accept that one might feel a slight discomfort whilst reading what he wrote. Here, I would briefly like to explain why I believe such discomfort is misplaced, and I would like to… Continue reading Concerning @Bennewmark’s post on empathy in history teaching

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In praise of educational pluralism and giraffes

Introduction (I would like to apologise for referring to people by their first names - I do not mean to be over-familiar, but to refer to them by both first name and surname seemed clumsy, and last name seemed awkward. I shall correct this if it offends.) Last week, there was a right old barney… Continue reading In praise of educational pluralism and giraffes

Concerning Greg Ashman’s argument concerning causality in education

Greg Ashman makes the following argument concerning causality in education: If (P) we cannot make any causal claims about different educational approaches, then (Q) anything goes apart from methods barred on ethical grounds. [Implied] (Q) is insufficient. Therefore, (not-P) must be true.   I fully agree with 1 but disagree with 2, and 3. My… Continue reading Concerning Greg Ashman’s argument concerning causality in education

Concerning David Didau’s position re. the place of knowledge in education

David Didau states describes his position regarding knowledge in the curriculum as follows: Knowledge is both what we thing with and about. We cannot think with or about something we don’t know. The more we know about something, the more sophisticated our thinking. Whilst I agree with what he says heuristically, I think David Didau… Continue reading Concerning David Didau’s position re. the place of knowledge in education

Concerning this quotation from Ken Robinson: ‘The problem with conformity in education is that people are not standardized to begin with.’

If there are no limitations to the application of an utterance, then it can mean anything. Thus, there must be limitations to the way in which use words/actions for them to be meaningful. These limitations, or rules are thus a prerequisite for meaning. Rules governing sense concern the limitations of what can and cannot be… Continue reading Concerning this quotation from Ken Robinson: ‘The problem with conformity in education is that people are not standardized to begin with.’