Education and Politics · Philosophy of education · Progressivism · Research · Traditionalism

On non-cognitive skills and the “no position” position

I was interested over the Christmas period to follow, and engage with, the debate about the Progressive-Neo-Traditionalist dichotomy. I have also read some critiques of the dichotomy like this one by Stephen Tierney. It seemed to me that this particular blog conforms to the “no position” position. This usually entails a critique of the dichotomy before suggesting… Continue reading On non-cognitive skills and the “no position” position

Education and Politics · Research

The question posed was “are all classrooms unique?”

The question posed was “are all classrooms unique?” They are but not every aspect of a classroom is unique. The classroom is a microcosm of the social world. So what is unique? The individual students are unique. They have agency and a unique psycho-biography. On the other hand individual students also have dispositions conditioned by society.… Continue reading The question posed was “are all classrooms unique?”

Research · Uncategorized

Theory and data in educational research is a wicked problem

Foucault describes data without a theoretical framework as a kind of “blind empiricism” that yields data but very little explanation. What is required is both theory and data. Paul Trowler describes the relationship between theory and data as a “wicked problem”. Wicked issues being: poorly-understood have many causal levels have no clear stopping point, where a… Continue reading Theory and data in educational research is a wicked problem

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