The setting argument: a classic case of the poverty of genericism
During my summer holidays, I generally try to learn something new in a more structured way. For example, in the summer of 2016, I attended Cambridge University’s excellent [...]
Philosophy of education
Within the philosophy of education I am primarily concerned with the relationship between academic disciplines and school subjects.
The fundamental weakness of debate about generic pedagogy
Debates about pedagogy are particularly heated at the moment, and one does not need to look hard to find a point of view. Should children be taught via direct instruction? [...]
Should pupils be given choice over what they study?
Economic liberalism has long exalted the role played by markets, and the notion of consumer choice sits at the heart of this idea. If I want to buy a new computer, I can [...]
Can a curriculum ever be balanced?
One does not have to look too hard to find examples of where curriculum selection was designed to indoctrinate. The most obvious cases are the totalitarian states of the [...]
Teaching: a very natural act?
In 1971 the philosopher of education Paul Hirst published a paper titled “What is teaching?” in which he set out, in the style of RS Peters, to conduct an analysis of the [...]
Should teaching methods be prescribed?
Arendt’s observation that ‘the most radical revolutionary will become a conservative the day after the revolution’ is pertinent in a number of contexts, and we can see [...]
On curiosity
One of my aims as a teacher is to get my pupils to cultivate their curiosity. This stems from my belief that the reality we inhabit is full of wonder and beauty and that we, [...]
Reconsider and Compromise: real pragmatists do not ignore disagreement
I really do understand why people get so frustrated by the idea that there exists a never-ending conflict between two broad philosophies of education, namely [...]
Do I want a Victorian education?
Some of the more aggressive critics of this blog often make the case that I am arguing here for a ‘return’ to a ‘Victorian’ educational model, perhaps aspiring to [...]
Learning to learn: am I changing my mind?
A few years ago I chortled away at the idea of learning to learn. My colleagues and I sat sullenly through training sessions as we were taught how to get our pupils to [...]
How to challenge authority in schools: a beginner’s guide
There has been a bit of chatter on social media recently about whether or not the authority of a teacher or a school ought to be challenged. Words such as ‘fascist’ and [...]
Furnishing the abstract with the specific: teaching disciplinary practice
Curriculum theory is hard, for it asks us to take something very complex (such as an academic discipline) and to define it, give it structure and tease out its properties. [...]
To describe, to explain, to justify: a satirical farce
PLEASE NOTE: the events set out below are fictional. Any similarity to a discussion at a meeting of GCSE examiners is purely coincidental. Teacher 1: Now are we all clear [...]
Vague verbs: a curricular problem
This is slightly complex post on an issue on which I have not fully reached my own conclusions. I do however think that it outlines a deep problem in curriculum theory, and [...]
Against genericism: a response to Steve Turnbull
This post needs to be read after reading Steve Turnbull’s critique of this blogpost. It is addressed directly to Steve. ______________ I should like to begin by [...]
Do you respect your pupils?
I had a brief Twitter exchange yesterday in which I tried to explain that traditionally-minded teachers are not child-hating sadists who see children as ‘sub-human’. In [...]
Sailing on a rising tide of knowledge
Imagine for a moment a cannon positioned on the south coast of England, pointing at France. The artillery officers identify a target on the French coast and calculate exactly [...]
