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
I’ve been thinking about feedback; more specifically, how do you know whether feedback given to students is good or otherwise? Despite the research, I’m not convinced that feedback is a good thing per se. Good feedback is a good thing, bad feedback isn’t. You might think that is self-evident but research suggesting that feedback… Continue reading On fabricated classroom practice: norm circles, placebos and evidence proxies
Can an idea be “real” like a light bulb or a torch? Does the text of a book contain something more than just symbols on a page? Do ideas have a causal effect measurable by empirical science? I was pondering these questions whilst watching the world pour opprobrium on Donald Trump’s comments about Muslims. Few… Continue reading On the value of ideas and the search for causality in the classroom
Introduction Reading one or to blogs recently set me thinking about the increasingly influential educational debate that is burgeoning in both the traditional and social media. More particularly who is engaged in it and the legitimacy of some of the ideas. . One in particular rattled my cage. An article in the Irish times by… Continue reading Academic educationalists need to engage with the new education debate or risk being sidelined
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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
This article sketches the development of the idea that educational research should be integrated with the work of teachers in schools, in the form of the teacher‐as‐researcher. The arguments advanced in support of this proposal are examined. These consist in part of criticisms of conventional educational research: on the grounds that it is less likely… Continue reading On the teacher as researcher by Martyn Hammersley