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Markets, managers, and theory in education

New York: Falmer Press (1990)

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  1. Who Wants to Learn Forever? Hyperbole and Difficulty with Lifelong Learning.John Halliday - 2003 - Studies in Philosophy and Education 22 (3/4):195-210.
    This paper addresses the issue of how lifelonglearning, globalisation and capitalism arerelated within late modernity. It is criticalof the argument that there is now anincreasingly homogenous global economy that isknowledge based and that unambiguously requiresa high level of cognitive skills in itsworkers. The idea that globalisation producessuch rapid changes in the world of work thatlearning must be ongoing to cope with it ischallenged.
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  • ‘New’ ERA values and the teacher‐pupil relationship as a form of the poetic.Michael Bonnett - 1996 - British Journal of Educational Studies 44 (1):27-41.
    This paper contrasts the model of the teacher-pupil relationship implied by instrumental 'new' era values currently being imposed on schools with that implied by a more ancient but highly relevant conception of education which is concerned with the search for personal meaning and the development of authentic understanding. It is argued that there is a significant 'poetic' dimension to the latter in which the learner's own engagement with things is celebrated and the teacher's role is essentially receptive-responsive both towards the (...)
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  • Values and further Education.John Halliday - 1996 - British Journal of Educational Studies 44 (1):66-81.
    This paper is a philosophically informed contribution to debate about the values that might inform and be communicated by a further education. It includes a historical review of the concern of colleges of further education with economic and personal development that was reflected in the distinction between vocational and liberal studies. This distinction is seen to arise out of a mistaken epistemology which attempts to distinguish once and for all as it were, objective facts from subjective values. As instrumentalism came (...)
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  • Quality in education: Meaning and prospects.John Halliday - 1994 - Educational Philosophy and Theory 26 (2):33–50.
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  • Empiricism in vocational education and training.John Halliday - 1996 - Educational Philosophy and Theory 28 (1):40–56.
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