The knowledge / thinking debate has rumbled on for a while. David Didau critiqued my view that you only know what you think suggesting that “it’s disingenuous in the extreme to suggest that thought can precede knowledge”. My view is that it does, not only can you “think about what you don’t know” but that… Continue reading You can only know what you think about: a response to David Didau
Policy makers, watchdogs, think tanks all want evidence. It gives them control. The levers with which to manipulate, those who need manipulating. It also gives some protection when things go wrong; “the evidence pointed in that direction”. The government wants simple solutions it can sell to the electorate. OFSTED wants to pretend that it has expertise. Senior… Continue reading Teaching is at the new frontier of human endeavour; making social practice work better
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I was intrigued by the idea of a pedagogic meme. @surreallyno’s recent blogs was the inspiration for the idea. The blogs are most definitely worth a read here and here. I’m not entirely sure about the concept of a meme; however, it is a useful discursive tool because it is widely known. The aforementioned blogs sets… Continue reading On Willingham and Dweck: pedagogic memes can be dangerous in practice
Where I come from there is a tradition of drinking Benedictine. For those not in the know Benedictine is a herbal liqueur developed by Alexandre Le Grand. I don’t know how many on eduTwitter drink “bene “n” hot” but I do, it’s a tradition. Apparently, soldiers from East Lancashire used to drink benedictine to keep… Continue reading On Michaela Community School: knowledge imprisons you whilst doubt sets you free
In the first part of this blog I argued that neo-traditionalism cannot offer a view of knowledge because it is based upon epistemological assumptions.In order to circumvent this problem neo-traditionalism has adopted a concept, “the best that has been thought and said”, that is fraught with problems. The blog aims to show that a form… Continue reading Critical realism in education – part two: the turn to realism in educational theory