Philosophy of education
Within the philosophy of education I am primarily concerned with the relationship between academic disciplines and school subjects.
I got in trouble last week for suggesting that education was not an academic discipline, and I can see why. For many years, university education departments have been
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As regular readers of my blog will know, I am in favour of a knowledge-rich education which is based around academic disciplines rather than generic skills. Although I think
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I wasn’t going to write a piece inspired by Rob Peal’s new book Progressively Worse: there are already several excellent reviews online (see here and here). It was when I
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A great deal is written about research in education and the problems it faces. I rather think that we are passing something of a threshold at the moment in terms of the
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This is a question that gets banded around in education quite a lot. It is quite common – and I have done it many times myself – to tell pupils that they are historians,
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What is history? For me, the discipline of history cannot be defined simply by its object of study – the past is, after all, studied in a wide variety of subjects including
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Last Sunday I was back in teacher mode again. I was not a teacher of history, however, but a teacher of winter walking. On a university hillwalking club trip, I took a group
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I am currently reading Alasdair MacIntyre’s After Virtue. The following brief passage summarises, in a nutshell, the role that academic disciplines have to play in
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I have been following the debate online in recent weeks on the knowledge-skills dichotomy, particularly the post written by David Didau. Generally speaking, I am in agreement
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It is a sad fact that there is insufficient time to teach all that we might want to teach. Whether it is periods of history or works of English literature, there is always
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My reading recently led me to a now rather old article by David Carr in the Oxford Review of Education. I have not read as much Carr as I ought to have done, though this is
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