Showing papers in "British Journal of Educational Studies in 1979"
TL;DR: For example, the authors pointed out that the majority of British philosophers regard phenomenology as the philosophical equivalent of an unidentified flying object; that is, they react with some alarm because they are not really sure what it is, and with considerable scepticism, since the little that they do know about it cannot quite be squared with the real world at which their own thought is so obviously directed.
Abstract: philosophy. 'So you're a phenomenologist' she said, 'I have always wanted to know what one looked like'. I gained the impression that she was surprised that, given my academic inclinations, I should approximate so closely to a human being. The episode has remained with me as a reminder of the tenuous position of phenomenology in the British academic scene, where it appears on the lunatic fringe of not one, but two, established disciplines, namely philosophy and psychology. On the one hand, the majority of British philosophers regard phenomenology as the philosophical equivalent of an unidentified flying object; that is, they react with some alarm because they are not really sure what it is, and with considerable scepticism, since the little that they do know about it cannot quite be squared with the real world at which their own thought is so obviously directed. One such philosopher (Mackie, 1978)' states, for example, that he tends to believe either that phenomenologists are merely constructing a pretentious edifice of words or, in his more modest and charitable moods, that he is just not bright enough to follow what is being said. He cannot decide between these alternatives but his readers might judge it implausible that an Oxford don is just not bright enough. On the other hand, the response of many psychologists and sociologists to phenomenology has been more accommodating, but what has passed into these disciplines as phenomenology has little to do with the philosophical preoccupations of phenomenology. For the conventional manner of acknowledging the relevance of the movement for empirical investigations of human behaviour is to point to the importance attached by
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TL;DR: In this paper, the assessment of learning has been studied in the context of educational assessment, and the authors propose a method to assess the performance of learning. British Journal of Educational Studies: Vol. 27, No. 2, No 2, pp 111-124.
Abstract: (1979). The assessment of learning. British Journal of Educational Studies: Vol. 27, No. 2, pp. 111-124.
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Abstract: Preface. Introduction Bernard Curtis 1. Kierkegaard's Theory of Subjectivity and Education Louis P. Pojman 2. Kierkegaard and the Educative Function of the Imagination Ronald Grimsley 3. Piaget and Pre-Reflective Experience Neil Bolton 4. Piaget: Formal and Non-formal Elements in the Child's Conception of Causality Wolfe Mays 5. Soul-Contact Bernard Curtis 6. Soul-Contact: A Reply to Bernard Curtis J.L. Mackie 7. Sartre's Les Mots: A Defence of Normality P.M.W. Thody 8. Ontology and Play J.M. Heaton 9. Phenomenology of Memory: Some Implications for Education David Farrell Krell
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TL;DR: From endorsement to disintegration: Progressive education from the golden age to the green paper British Journal of Educational Studies: Vol 27, No 3, pp 191-209 as mentioned in this paper, 2019
Abstract: (1979) From endorsement to disintegration: Progressive education from the golden age to the green paper British Journal of Educational Studies: Vol 27, No 3, pp 191-209
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TL;DR: In this article, the authors argue that moral education is not always necessary in education and question whether moral education really needs to be provided in the first place; British Journal of Educational Studies: Vol. 27, No. 1, pp. 42-56.
Abstract: (1979). Is moral education really necessary? British Journal of Educational Studies: Vol. 27, No. 1, pp. 42-56.
TL;DR: In this article, the authors discuss Relativism, objectivity and moral judgment in the context of education, and present a survey of the literature on the subject, including the following works:
Abstract: (1979). Relativism, objectivity and moral judgment. British Journal of Educational Studies: Vol. 27, No. 2, pp. 125-139.
TL;DR: Bentham and Church of England education: the authors, the authors The British Journal of Educational Studies: Vol. 27, No. 2, pp. 154-157, 2011
Abstract: (1979). Jeremy Bentham and Church of England education. British Journal of Educational Studies: Vol. 27, No. 2, pp. 154-157.
TL;DR: In this paper, the authors present a banking school knowledge survey for the British Journal of Educational Studies: Vol. 27, No. 1, pp. 57-68, 1979.
Abstract: (1979). Banking school knowledge. British Journal of Educational Studies: Vol. 27, No. 1, pp. 57-68.