Teaching and Learning

Some thoughts on academic and non-academic subjects

In his latest two blogs, Old Andrew defines an academic subject as: (…)  one where mastery of it was best characterised by further study. The people who are best at history, are historians and they study history. In this blog, I offer an alternative view. I do not suggest that Old Andrew is wrong in his… Continue reading Some thoughts on academic and non-academic subjects

Professional Development

On Professional Development: the smallness of repeated actions

Educational practice is, arguably, a specific form of human experience. Schutz describes “meaning” as a human reflection upon experience (or practice) making a distinction between experience and the meaning of that experience to the individual. In other words, what we do as teachers is not the same as the way we think about what we do. In… Continue reading On Professional Development: the smallness of repeated actions

Education and Politics · Policy and Practice

The irrational rationality of educational policy making

  In a recent speech launching the Education white paper, Nicky Morgan said: We have not only the best qualified workforce in history, but also a workforce that is increasingly focused on constant self-improvement, that is driven by the evidence and which like other professions is breaking new boundaries, sharing what works, challenging one another and… Continue reading The irrational rationality of educational policy making

Education and Politics · Philosophy of education · Progressivism

On the epistemic fallacy: a response to Tim and Martin:

I thought I would write a reply to two great blogs one by Martin Robinson and a second by Tim Taylor. Both great bloggers. I am conscious of reducing their respective opinions to one blog, which would be unfair so this is really just a contribution to the debate on the basis that their views are… Continue reading On the epistemic fallacy: a response to Tim and Martin:

Education and Culture · Education and Politics · OFSTED · Philosophy of education · Policy and Practice

Social objects, Space-time and Quirks in Educational policy making

In 1906, Albert Einstein announced his special theory of relativity. Soon after, Hermann Minkowski, his former college teacher in mathematics,  developed a new schema for thinking about space and time: Space-time does not evolve, it simply exists. When we examine a particular object from the stand point of its space-time representation, every particle is located… Continue reading Social objects, Space-time and Quirks in Educational policy making

Education and Politics · Philosophy of education · Progressivism · Research · Traditionalism

On non-cognitive skills and the “no position” position

I was interested over the Christmas period to follow, and engage with, the debate about the Progressive-Neo-Traditionalist dichotomy. I have also read some critiques of the dichotomy like this one by Stephen Tierney. It seemed to me that this particular blog conforms to the “no position” position. This usually entails a critique of the dichotomy before suggesting… Continue reading On non-cognitive skills and the “no position” position

Philosophy of education · Progressivism · Traditionalism

Traditionalist and progressive knowledge: causally related but analytically distinct

Introduction In this blog I would like to offer a view of the progressive v traditionalist dichotomy through the lens of structure, culture and agency. I am also going to argue that ideas can exist as material objects in the social world. There is a proviso; the ideas must have the potential to be understood.… Continue reading Traditionalist and progressive knowledge: causally related but analytically distinct