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On critical realism in education – part one: the neo-traditionalist fallacy, meta analysis and other epistemic sleights of hand

This eduBLOG was inspired by a “twittersation” with @imagineinquiry last week about critical realism. I aim to discuss critical realism over two blogs. The first is to show that neo-traditionalism and its underpinning ideologies can never work in education. The second  blog will deal with “fixing” progressivism, for want of a better word, and to… Continue reading On critical realism in education – part one: the neo-traditionalist fallacy, meta analysis and other epistemic sleights of hand

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Democracy in education: “what works” v “the best that has been thought and said”

There are three main ideas as to how educational skills and knowledge, or curriculum if you will, should be valued.  They can be loosely described as: core knowledge, “what works” (pragmatic instrumentalism) and “the best that has been thought and said”. No doubt there are others but these three seem to be the main ones.… Continue reading Democracy in education: “what works” v “the best that has been thought and said”

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Tony Blair can say what he will; New Labour ignored research that is how we ended up with VAK LS

Reading Tom Bennett’s recent piece in the TES I thought it was rather ironic that Tony Blair cast aspersions about the quality of educational research rather than reflect on the educational policies developed by New Labour. In the article Blair says: “[That’s] a very good question, what is the role of research? I think we do… Continue reading Tony Blair can say what he will; New Labour ignored research that is how we ended up with VAK LS

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An instrumentalist education system that cannot measure its own progress is not fit for purpose

The education system likes to think it can measure things that are notoriously hard to measure. Increasingly pragmatic instrumentalism is being held culpable  (more of that in a future BLOG). However it appears that the education system is struggling to measure its own progress. You wonder therefore what, if anything, it can measure with any certainty? It’s… Continue reading An instrumentalist education system that cannot measure its own progress is not fit for purpose