OFSTED · Policy and Practice

On OFSTED’s early years report: some dos and don’ts for Professor Mujis to consider

OFSTED has recently appointed a new head of research. Judging by the recently launched early years report: Bold beginnings:  the Reception curriculum in a sample of good and outstanding primary schools this appointment has not come too soon. The report has been criticised by educationalists for being politicised and ideological. In this BLOG I highlight some dos and don’ts… Continue reading On OFSTED’s early years report: some dos and don’ts for Professor Mujis to consider

Philosophy of education · Powerful knowledge · Progressivism · Traditionalism

The social reality of powerful knowledge

In my last blog, I discussed the academic/non-academic subject divide in education. In two recent 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. Following Bernstein, I argued that subjects require a field of knowledge… Continue reading The social reality of powerful knowledge

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 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