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Mal Leicester; Competence, Knowledge and Education: reply to Hyland, Journal of Philosophy of Education, Volume 28, Issue 1, 30 May 2006, Pages 113–118, https:/. |
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Mal Leicester; Competence, Knowledge and Education: reply to Hyland, Journal of Philosophy of Education, Volume 28, Issue 1, 30 May 2006, Pages 113–118, https:/. |
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Since the establishment of the National Council for Vocational Qualfications (NCVQ) in 1986, the influence of the competence-based approach, which underpins National Vocational Qualifications (NVQs), has spread beyond its original remit and now extends into schools and higher education. Competence strategies are criticised for their conceptual imprecision and their behaviourist, foundation. More significantly, it is argued that the competence approach displays confusion and incoherence in its interpretation and use of the ideas of ‘knowledge’ and ‘understanding’, and so should be challenged (...) |
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John N Andrews; General Thinking Skills: are there such things?, Journal of Philosophy of Education, Volume 24, Issue 1, 30 May 2006, Pages 71–79, https://doi.o. |
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John N Andrews; General Thinking Skills: are there such things?, Journal of Philosophy of Education, Volume 24, Issue 1, 30 May 2006, Pages 71–79, https://doi.o. |
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Learning about the causes and effects of human-induced climate change is an essential aspect of contemporary environmental education (EE). However, it is increasingly recognized that the familiar ‘information dump delivery mode’ (as Timothy Morton calls it), through which new facts about ecological destruction are being constantly communicated, often contributes to anxiety, cognitive exhaustion, and can ultimately lead to hopelessness and paralysis in the face of ecological issues. In this article, I explore several pathways to approach EE, beyond the presentation and (...) |
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The current crisis in British VET (Vocational Education and Training) is explained in terms of the decline of opportunities beyond preparation for university for young people after school. The continuing large numbers of ‘NEETS’ (those not in employment, education or training) is but one aspect of this problem: much larger is the decline in good quality VET opportunities for those who do not intend to go to university. A very important element in the problem is a misunderstanding of the relationship (...) |
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Designing education policy, curriculum and competences which promote and nourish the values and/or morals believed to underpin democratic culture is both contentious and something which has... |
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What is the place of philosophy in the study of education? What is its significance for policy and practice? This paper begins by considering the policy and institutional context of the philosophy of education in the UK and by tracing its recent history. It examines both the place of philosophy in Education (as a field of study) and the status and character of the philosophy of education in relation to the 'parent' discipline of philosophy. Rival accounts of the nature of (...) |
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