Concerning debates (especially on Edutwitter): Brute facts and ideology

1. To begin with, I would like to start with what might seem like a rather odd, but I would argue useful, definition of certainty. This will provide us with something of a foundation on which to build. I will define certainty as inconceivability of the opposite, as incredulity. Imagine that someone told you that… Continue reading Concerning debates (especially on Edutwitter): Brute facts and ideology

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A nomological conception of knowledge

It could be unsettling for a teacher to be unsure of the nature of knowledge, yet questions relating to the concept appear frequently on Twitter. Here, using David Didau’s proposition: ‘Knowledge is what we think with and about’ as my starting point, I hope to provide some clarity on the issues and put forward a conception… Continue reading A nomological conception of knowledge

Some remarks on measurements and judgements in schools

The following are just notes... There are various purposes of measuring things in schools, but often, it comes down to holding people accountable- the teachers, the students. Another way of looking at it is to try to get people to be better, to improve, this presupposes that one knows what ‘improvement’ looks like. If we… Continue reading Some remarks on measurements and judgements in schools

ResearchED Rugby 2017: Value, Character, and Virtue in Education

In this post, I briefly discuss what we mean when we are talking about values, and virtues. I then suggest an alternative conception. During her keynote speech at ResearchED Rugby, Nicky Morgan argued for what she perceived to be the importance of ‘character education’, the teaching of values, or character to the students. My first… Continue reading ResearchED Rugby 2017: Value, Character, and Virtue in Education