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Teachers' Know-How
Teachers’ Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and “know-how” that educators should possess. Offers an original and in-depth study of teachers’ know-how which situates teaching within the spectrum of professions Critiques the currently fashionable craft conception of teaching and the view of teaching as protocol-driven which is currently influential in policymaking circles Utilizes epistemological debates on the nature of know-how to inform understanding of the work of teachers Features detailed examples including some drawn from the author’s own long professional experience of a teacher in a wide range of different contexts
Civil Societys Education
This book examines the relationship between the educational activities of civil society and those of the state via three case studies in vocational education, political education, and educational markets. Winch argues that the narrower educational activities of the state cannot be understood independently of those that take place in civil society which consists of institutions such as families, churches, businesses, trade unions, charities and political associations. Drawing on arguments and ideas in the work of Hume, Wittgenstein, Rhees, Vico, Hegel and Gramsci and building on the work of authors such as Bakhurst, Roedl and Hamlyn, the book breaks new ground in offering a philosophical account of civil society and the place of education within it. It is relevant to a range of societies, including those without a state or where the state has little influence, located in geographically and temporally diverse contexts.
Interpreting Kant for Education
INTERPRETING KANT FOR EDUCATION No thinker in the modern world has laid the way for the development of philosophy so influentially as Immanuel Kant, and it is hard to think of the philosophy of education without some sense of Kant in the background. Yet simplified exegeses and synoptic accounts abound, making for a ‘Kantian’ picture that readily succumbs to caricature. Interpreting Kant for Education exposes the errors in this picture. Through a spiralling series of arguments, Sheila Webb dismantles the sclerotic dualisms of fact and value, subject and object, and body and mind that have done so much to hamper appreciation of Kant and to harm education. This ground-breaking work in the philosophy of education allows a reappraisal of Kant; it plays its part in the reengagement with Kant in the wider analytic tradition and provides a secure footing for better research and practice in education.
Wittgenstein and Education
WITTGENSTEIN AND EDUCATION Wittgenstein’s later writings are abundant with examples, and these return repeatedly to scenes of teaching and learning. Light is cast on language, belief, imagination, perception, illusion and obsession, by asking for each how it is acquired. How do we come into the practices that make up our lives? How, beyond the biological, do we become human beings? Wittgenstein wanted not to spare others the trouble of thinking but to stimulate readers to thoughts of their own. Yet so much in education today leads students (and their teachers) along clearly-planned direct routes to achievement, to success without the trouble of thinking. Knowledge and understanding are displaced by transferrable skills and competences, with teacher education reduced to priorities of classroom management skills and curriculum ‘delivery’. In this climate there is a new growth of interest in the illumination Wittgenstein provides for enquiry into education. This collection, originating in the Annual Conference of the British Wittgenstein Society in 2018, celebrates this influence and demonstrates the range of Wittgenstein’s importance for education.
The RoutledgeFalmer Reader in Philosophy of Education
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Poetics of Alterity
POETICS OF ALTERITY Education today is commonly oriented towards citizenship and skills for life, with aims of happiness and wellbeing. But this benign image harbours surreptitious forms of control, which ultimately undermine the goods it professes to safeguard and stifle education’s very purpose. What release can there be from these constrictions? Release is to be found, as Soyoung Lee eloquently shows, by attending to elements of experience that seem to escape our grip, from challenging aspects of our moral lives to struggles over practicalities of curriculum content. The more robust, more outward-turning orientation she demonstrates emphasises engagement with subject-matter, with proble...
Felice Giardini and Professional Music Culture in Mid-Eighteenth-Century London
Felice Giardini and Professional Music Culture in Mid-Eighteenth-Century London explores Giardini’s influence on British musical life through his multifaceted career as performer, teacher, composer, concert promoter and opera impresario. The crux of the study is a detailed account of Giardini’s partnership with the music seller/publisher John Cox during the 1750s, presented using new biographical information which contextualizes their business dealings and subsequent disaccord. The resulting litigation, the details of which have only recently come to light, is explored here via a complex set of archival materials. The findings offer new information about the economics of professional music culture at the time, including detailed figures for performers’ fees, the printing and binding of music scores, the charges arising from the administration of concerts and operas, the sale, hire and repair of various instruments and the cost of what today we would call intellectual property rights. This is a fascinating study for musicologists and followers of Giardini, as well as for readers with an interest in classical music, social history and legal history.
Leaders in Philosophy of Education
Since the 1960s we have witnessed the development of philosophy of education as a vital intellectual field. Beginning with the work of Israel Scheffler at Harvard, and spreading rapidly to the United Kingdom under the influence of R.S. Peters and Paul Hirst at the London Institute of Education, analytical philosophers of education worked toward a new understanding of such central educational concepts as teaching, learning, explanation, curriculum, aims and objectives, freedom and authority, equality and liberal education. They also examined theoretical issues in educational research and critiqued reigning ideas in educational psychology. By the 1970s interest in the analysis of educational c...
Grey Wisdom?
Annotation. Should 'new' generations act in conformity with, or in opposition to 'older' generations? This can be regarded as a central question in the philosophical study of education. This question has practical implications. Should it be our main concern to initiate children into our traditions, or should we foster what is new and unique in every child? But it also has a meta-theoretical side to it. Obviously, scholars stand on the shoulders of their predecessors. But should they aim at carrying on an academic school of thought, or should they try to initiate a new one? This book, which includes contributions by authors from several countries, covers a range of topics that extends across different aspects of the central question. Because most contributions are accompanied by a critical response from a scholar belonging to a 'different academic generation', the problem of the relation between generations is also reflected in the design of the book.
