Showing papers in "British Journal of Educational Studies in 1991"
3,149 citations
TL;DR: In this article, education for citizenship is discussed in the British Journal of Educational Studies: Vol. 39, No. 4, pp. 373-385, with a focus on the education of children.
Abstract: (1991). Education for citizenship. British Journal of Educational Studies: Vol. 39, No. 4, pp. 373-385.
242 citations
TL;DR: The modern educational crisis from interest to practice emancipation and education traditional schooling and responsible critique traditional teaching and learning contexts for research and action the organization of educational enlightenment concluding remarks as discussed by the authors. But this is not the case for all educational organizations.
Abstract: The modern educational crisis from interest to practice emancipation and education traditional schooling and responsible critique traditional teaching and learning contexts for research and action the organization of educational enlightenment concluding remarks.
203 citations
145 citations
TL;DR: From 1944 to 1988, education, citizenship and democracy, Stewart Ranson the New Right and the National Curriculum - State control or Market Forces?, Geoff Whitty national assessment proposals - analyzing the debate, Roger Murphy opting for an uncertain future - grant maintained schools, Michael Flude and Meril Hammer from local financial management to local management of school, Hywel Thomas legislating for choice, Andrew Stillman neither rhyme nor reason - primary schooling and the national curriculum, Kevin Brehony TVEI vocationalism and the crisis of liberal education, Robert Moore and Mike Hick
Abstract: From 1944 to 1988, education, citizenship and democracy, Stewart Ranson the New Right and the National Curriculum - State control or Market Forces?, Geoff Whitty national assessment proposals - analyzing the debate, Roger Murphy opting for an uncertain future - grant maintained schools, Michael Flude and Meril Hammer from local financial management to local management of school, Hywel Thomas legislating for choice, Andrew Stillman neither rhyme nor reason - primary schooling and the National Curriculum, Kevin Brehony TVEI vocationalism and the crisis of liberal education, Robert Moore and Mike Hickox the reform of governing bodies - the power of the consumer over the producer?, Rosemary Deem race, schooling and the 1988 Education Reform Act, Jan Hardy and Chris Vieler-Porter girls' education in the balance - the ERA and inequality, Sheila Miles and Chris Middleton the Education Reform Act and special educational needs, Philippa Russel the Act and local authorities, R.Wallace learning to live under water - the Act and its implications for further and adult education, Lorna Unwin higher education, Gareth Williams.
85 citations
TL;DR: Higher education - educationally speaking: the missing element a contested concept? as mentioned in this paper The epistemological undermining of higher education: witchcraft, astrology and knowledge policies the truth, the whole truth.
Abstract: Higher education - educationally speaking: the missing element a contested concept?. The epistemological undermining of higher education: witchcraft, astrology and knowledge policies the truth, the whole truth. The sociological undermining of higher education: ivory tower? living with ideology. Key concepts: culture rationality research academic freedom. Restoring higher education: beyond teaching and learning a critical business redrawing interdisciplinarity a liberal higher education regained.
54 citations
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TL;DR: Carr as discussed by the authors is an emeritus professor of education in the University of Edinburgh where he was Professor of Philosophy of Education in the Moray House School of Education from 1999 to 2009.
Abstract: David Carr is Emeritus Professor of Education in the University of Edinburgh
where he was Professor of Philosophy of Education in the Moray House School of
Education from 1999 to 2009. He is author of Educating the Virtues (1991),
Professionalism and Ethics in Teaching (2000) and Making Sense of Education
(2003), as well as of numerous articles in leading philosophical and educational
journals. He is also editor of Education, Knowledge and Truth (1998), co-editor
(with J. Steutel) of Virtue Ethics and Moral Education (1999), (with J. Haldane)
of Spirituality, Philosophy and Education (2003), (with M. Halstead and R. Pring)
of Liberalism, Education and Schooling: Essays by T. H. McLaughlin (2008), (with
R. Bailey, R. Barrow and C. McCarthy) of the Sage Handbook of Philosophy of
Education (2010), and (with L. Bondi, C. Clark and C. Clegg) of Towards Professional Wisdom (2011). He was secretary of the Scottish branch of the Philosophy
of Education Society of Great Britain for thirty-five years.
37 citations
36 citations
TL;DR: In this article, a gypsy alternative education: Lessons from gypsy thought and practice is presented. British Journal of Educational Studies: Vol. 39, No. 3, pp. 311-324.
Abstract: (1991). Alternative education: Lessons from gypsy thought and practice. British Journal of Educational Studies: Vol. 39, No. 3, pp. 311-324.
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TL;DR: In this article, the authors present a review of the history of modern and ancient belief systems in the context of Hegel's philosophy of history and its relation to modern belief systems, as well as the Dialectical Method in Hegel's Epistemology.
Abstract: Introduction I: Hegel on the History of Skepticism 1. The Superiority of Ancient to Modern Skepticism 2. The Limitations of Ancient Skepticism II: Skeptical Culture in Hegel's Philosophy of History 3. The Theory of a Historical Ur-teilung 4. The Collapse of Greek Ethical Life 5. The Alienated Realms of Culture and Faith III: The Epistemological Defense of Hegel's System 6. Hegel's Epistemology? 7. Two Defenses against Skepticism 8. Further Defenses against Skepticism 9. The Proof for Nonbelievers 10. The Dialectical Method in Hegel's Epistemology Selected Bibliography Notes Index
TL;DR: Following their small-scale study of race relations in five local education authorities in 1984, Her Majesty's Inspectorate concluded that 'little is actually known about race relations' in schools as mentioned in this paper.
Abstract: Following their small-scale study of race relations in five local education authorities in 1984, Her Majesty's Inspectorate concluded that 'little is actually known about race relations in schools'. On the face of it this bold assertion seemed both outrageous and empirically dubious. Three years later, however, Michael Marland argued along similar lines. In an effort to specify a research agenda following the Swann report he characterised existing studies 'on the detailed texture of school life from the point of view of ethnicity' as comprising little more than the 'picturesquely anecdotal'. These summary dismissals of research studies stretching back over almost 30 years are, however, at variance with the reaction of many policymakers at national and local level. After all, it is not difficult to discern the influence of empirical explorations of race relations in schools on the nature and orientation of multicultural (and antiracist) education policies and related initiatives. The principal co-ordinates of policies aimed at enhancing the status of cultural diversity in schools and combatting racism in education derive, to a greater or lesser extent, from research into children's racialised attitudes towards their own and other ethnic groups; the salience of ethnicity in the structure of school-based friendship groups; and the form and incidence of racist harassment by pupils and teachers. Of course, as Thomas Boston reminds us, 'flawed theory creates flawed policy' and in some of my previous writings I have been highly critical of many national, local (and school-based) policies on multiculturalism and the tenets on which they have been founded.''''. In this article I want to develop this critique. However, the concern here is less with the policies, per se, more with the studies which have helped to mould their form, and the methodological orthodoxy from which they have emerged. Without wishing to pre-empt the argument entirely it is pertinent to note here that this appraisal of the research, (much of which assumes
TL;DR: In this paper, environmental awareness and liberal education are discussed in British Journal of Educational Studies: Vol. 39, No. 3, No 3, pp. 279-296, 1991.
Abstract: (1991). Environmental awareness and liberal education. British Journal of Educational Studies: Vol. 39, No. 3, pp. 279-296.
TL;DR: In this article, the authors discuss post-binary access and learning, Peter Scott the economics of wider participation, Leslie Wagner achieving wider access, Peter Toyne, and Gordon Higginson the changing relationships between schools and higher education.
Abstract: Part 1 Access ideas and issues: post-binary access and learning, Peter Scott the economics of wider participation, Leslie Wagner achieving wider access, Peter Toyne. Part 2 Access for schools-levels: a levels and the future, Gordon Higginson the changing relationships between schools and higher education, Michael Duffy. Part 3 Access for adult learners: a higher education system fit for adult learners, Alan Tuckett access to and through further education, Geoffrey Melling and Geoff Stanton. Part 4 Access principles and processes: enterprise, scholars and students, George Tolley need mathematics and science present a problem for access to universities?, Sinclair Goodlad access and the media, Naomi Sargant.
TL;DR: The authors examines the history of curriculum development in a variety of countries in the 19th and 20th centuries and concludes that the work done in this field hitherto has been as inadequate as the subject is important.
Abstract: This collection of essays examines the history of curriculum development in a variety of countries in the 19th and 20th centuries. In the opinion of the editors, the work done in this field hitherto has been as inadequate as the subject is important.
TL;DR: The GCE advanced level examination system: perceptions, features and theories advanced level origins attempts to reform the structure of A level the evolution of advanced level examinations AS levels: a case study in broadening advanced levels the continuing reform of advancedlevel a view of A and AS level examinations in the mid 1990s.
Abstract: The GCE advanced level examination system: perceptions, features and theories advanced level origins attempts to reform the structure of A level the evolution of advanced level examinations AS levels: a case study in broadening advanced levels the continuing reform of advanced level a view of A and AS level examinations in the mid 1990s.
TL;DR: In this article, a teacher education in Europe: Problems, challenges, perspectives, and perspectives is presented. British Journal of Educational Studies: Vol. 39, No. 2, pp. 138-152.
Abstract: (1991). Teacher education in Europe: Problems, challenges, perspectives. British Journal of Educational Studies: Vol. 39, No. 2, pp. 138-152.