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On evidence and edu-positivism: a response to David Didau

I read David Didau’s latest BLOG with interest, as I usually do. And as usual I agree with some of it but not all. I agree with the basic assumptions he makes, in that, he effectively highlights a real problem, but in my view fails to identify the essential nature of it. Wittgenstein sets the… Continue reading On evidence and edu-positivism: a response to David Didau

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Edu-positivism, Tesco and the search for the truth of a £5 note

Following a debate on Twitter and the recent BLOG by @suzyg001 , about the concept of truth and knowledge in education, I thought I would add my contribution to the debate. Just to clarify, you might call the truth, in the context of this BLOG, as educational research truths. I place this in the context of how traditionalist… Continue reading Edu-positivism, Tesco and the search for the truth of a £5 note

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The “I just couldn’t help myself” top EDU books list

Great practice by headguruteacher creating a Teaching and Learning Library and using it as the basis of a whole school conversation to improve classroom practice. Here is my list, which would sit side by side with the books of edu-bloggers and, if possible, access to pay-walled research, preferably free. I have ignored the concept of… Continue reading The “I just couldn’t help myself” top EDU books list

Philosophy of education · Powerful knowledge · Research · Teaching and Learning · Traditionalism

The dangers for education of a simplistic ’cause and effect’ model of knowledge development

Biesta (2014) makes the point that none of us can have failed to notice that over the last few years there has been an ongoing discussion about the place of knowledge in the curriculum: In a number of recent publications, the British sociologist Michael Young has argued that there is a need to bring knowledge… Continue reading The dangers for education of a simplistic ’cause and effect’ model of knowledge development