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
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
One morning, a few years back, I was sitting in the centre that I managed for children in danger of exclusion, chatting with my colleague. We must have been talking about some political event or other, because when a student arrived (let’s call her Janet) she tried to join in. ‘Oh I hate Muslims, I […]
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
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
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
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.’
This is the excerpt for your very first post.