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In defence of the school: A public issue

E-ducation, Culture & Society Publishers (2013)

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  1. Minima Pedagogica: Education, Thinking and Experience in Adorno.Snir Itay - 2017 - Journal of Philosophy of Education (1):1-15.
    This article attempts to think of thinking as the essence of critical education. While contemporary education tends to stress the conveying of knowledge and skills needed to succeed in present-day information society, the present article turns to the work of Theodor W. Adorno to develop alternative thinking about education, thinking, and the political significance of education for thinking. Adorno touched upon educational questions throughout his writings, with growing interest in the last ten years of his life. Education, he argues following (...)
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  • Seeing Through a Glass, Darkly? Towards an Educational Iconomy of the Digital Screen.Wiebe Koopal & Joris Vlieghe - 2022 - Educational Philosophy and Theory 54 (1):61-70.
    This paper attempts to reassess the educational affordances of digital screens, at a time when their educational impact has become incontournable, but is also increasingly growing suspicion. To bypass the redundancies of overly critical theoretical approaches, the paper foregrounds the subjectifying potentialities of the screen’s elusive technological ‘plasticity’. After the introduction, in which some pedagogical misgivings about the digital screen are addressed, we turn to Marie-José Mondzain’s historico-philosophical genealogy of iconoclasm. Trying to make sense of the aesthetic-political ambivalence that shrouded (...)
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  • Entering the World with Notes: Reclaiming the Practices of Lecturing and Note Making.Joris Vlieghe & Piotr Zamojski - 2021 - Educational Philosophy and Theory 53 (13):1388-1398.
    In this article we focus on note taking as a practice that is fundamental to education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself. Hence it is a practice that has educational meaning in and of itself. It is a pedagogical form in its own right. We go on arguing that the practice of lecturing can itself be seen as a form of note taking and (...)
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  • Derek Ford’s Inhuman Educations.Wiebe Koopal - 2021 - Studies in Philosophy and Education 40 (5):535-543.
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  • “Never Again the Everyday”: On Cinema, Colportage and the Pedagogical Possibilities of Escapism.Marie Hållander - 2021 - Studies in Philosophy and Education 40 (5):493-505.
    This article is a philosophical analysis of escapism as a pedagogical possibility, with a particular focus on TV series. Taking my own, as well as students, experience of escapism into TV series as a starting point, that is, their ability take us somewhere far away, something which has become more acute during the pandemic time since we remain more or less self-isolated because of the corona virus Covid-19, the article discusses escapism in relation to distraction and attention in life as (...)
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  • Education and Ignorance: Between the Noun of Knowledge and the Verb of Thinking.Tomasz Szkudlarek & Piotr Zamojski - 2020 - Studies in Philosophy and Education 39 (6):577-590.
    In this paper we look at the relations between knowledge and thinking through the lens of ignorance. In relation to knowledge, ignorance becomes its “constitutive outside,” and as such it may be politically organised in order to delimit the borders of the right to knowledge [the “ignorance economy,” see Roberts and Armitage : 335–354, 2008)]. In this light, the notion of a knowledge-based society should be understood as a society structured along the lines of knowledge distribution: the rights of possession (...)
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  • Taking Up the Threads: The Aesthetic, Temporal, and Political Dimensions of Teaching.Joris Vlieghe & Piotr Zamojski - 2020 - Studies in Philosophy and Education 39 (1):113-117.
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  • The ‘Crucified’ Leader: Cynicism, Fantasies and Paradoxes in Education.Dion Rüsselbæk Hansen & Lars Frode Frederiksen - 2017 - Studies in Philosophy and Education 36 (4):425-441.
    In this paper we argue that transnational as well as national political demands and expectations on the educational field are contributing to produce four ideological-based educational leadership discourses in the literature. In order to conceptualize these discourses, we turn to the work of Schmidt and Zizek. On that basis we identify four dominant educational leadership discourses: a personhood-based discourse, a profession-based discourse, a standard-based discourse, and a resource-based discourse. These discourses have—as we will show—various consequences for the way we think (...)
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  • Teaching as Attention Formation : A Relational Approach to Teaching and Attention.Rytzler Johannes - 2017 - Dissertation, Mälardalen University
    The purpose of the thesis is to put forth and explore a notion of teaching as a practice of attention formation. Drawing on educational philosophy and the Didaktik/Pädagogik-traditions, teaching is explored as a relational and lived-though practice that can promote, form, and share attention. In the context of teaching, attention is connected to the acts of showing and observing. As such, teaching can be seen as a complex of relations that emerges through the intersection of the intentions of the one (...)
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  • Towards an Immanent Ontology of Teaching Leonard Bernstein as a Case-Study.Joris Vlieghe & Piotr Zamojski - 2020 - Ethics and Education 15 (1):1-17.
    ABSTRACTIn this article, we argue that it is possible to approach teaching from a fully affirmative perspective: as an educational practice that has its own internal logic and intrinsic value. By analysing a fragment from one of the Leonard Bernstein’s Young People’s Concerts presented in this article as a teaching event, we show that when starting from an empirical example of teaching it is possible to distinguish principles and gestures that testify to an ontological dimension of teaching. This is possible, (...)
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  • Turning the Gaze to the Self and Away From the Self – Foucault and Weil on the Matter of Education as Attention Formation.Johannes Rytzler - 2019 - Ethics and Education 14 (3):285-297.
    ABSTRACTThrough writings of Simone Weil and Michel Foucault, the article explores the notion of education as the formation of the attending and attentive subjects. Both writers have in different ways acknowledged the important relation between attention and the self. While Weil develops a spiritual form of attention, an attention which can be trained in any form of serious studying, aiming at dissolving the illusion of the self, Foucault understands attention as an important aspect in the Greek notion of the care (...)
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  • Education and the Concept of Commons. A Pedagogical Reinterpretation.Morten Timmermann Korsgaard - 2019 - Educational Philosophy and Theory 51 (4):445-455.
    This paper explores the concepts of commons and commoning from an educational vantage point. These concepts point to places and activities that are shared, communal and un-privatised, in other words they point to places and practices not yet enclosed or appropriated by capital and market logics. Education is certainly a place and an activity that is increasingly being enclosed and appropriated by these logics, but at the same time education seems to always find ways of escaping this enclosure, and teachers (...)
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  • The Educational Meaning of Tiredness: Agamben and Buytendijk on the Experience of (Im)Potentiality.Joris Vlieghe - 2016 - Ethics and Education 11 (3):359-371.
    In this article, I go deeper into the educational meaning of tiredness. Over and against the mainstream view that tiredness is an impediment for education, I show that this phenomenon is intrinsically meaningful. My arguments are based, first, on a detailed phenomenological analysis of tiredness, as proposed by Buytendijk. Tiredness can be defined as the point where lack of willpower and lack of ability become utterly indistinguishable. Second, I turn to Agamben’s genealogy of the will, which shows that willpower was (...)
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  • Potentialism and the Experience of the New.Igor Jasinski - 2016 - Ethics and Education 11 (3):352-358.
    In this paper, I argue that potentialism is uniquely able to articulate the value of educational practices that lack the kind of directionality commonly associated with educational activities. It does so by operating with radically different assumptions about the nature and value of education – assumptions that can be derived from the basic premise of progressive education that education needs to be rooted in experience. I follow here a line of thought that leads from Dewey’s notion of experience aimed at (...)
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  • Re-Politicizing the Scholastic: School and Schoolchildren Between Politicization and de-Politicization.Itay Snir - 2016 - Ethics and Education 11 (2):117-130.
    This paper addresses the question ‘what is school?’, and argues that the answer to this question has an essential political dimension. I focus on two very different attempts to characterize school – Ivan Illich’s Deschooling Society and Jan Masschelein and Maarten Simons’s In Defence of the School – and demonstrate that both texts miss the political potential which is inherent in school. The two texts are analyzed along two relational axes: relations between school and society, and relations between children and (...)
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  • Traditional and Digital Literacy. The Literacy Hypothesis, Technologies of Reading and Writing, and the ‘Grammatized’ Body.Joris Vlieghe - 2015 - Ethics and Education 10 (2):209-226.
    This article discusses, from a theoretical and philosophical perspective, the meaning and the importance of basic literacy training for education in an age in which digital technologies have become ubiquitous. I discuss some arguments, which I draw from the so-called literacy hypothesis approach, in order to understand the significance of a ‘traditional’ initiation into literacy. I then use the work of Bernard Stiegler on bodily gestures and routines, related to different technologies, in order to elaborate and criticize the claims the (...)
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  • Time and Educational (Re-)Forms—Inquiring the Temporal Dimension of Education.Mathias Decuypere & Pieter Vanden Broeck - 2020 - Educational Philosophy and Theory 52 (6):602-612.
    Volume 52, Issue 6, June - July 2020, Page 602-612.
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  • Culturally Reimagining Education: Publicity, Aesthetics and Socially Engaged Art Practice.Sharon Todd - 2018 - Educational Philosophy and Theory 50 (10):970-980.
    This paper sets out to reimagine education through a cultural perspective and explores education as a performative practice that establishes certain borders of ‘public’ belonging. Wide-spread debates about the public dimension of schools and universities have focused on how economic rationales need to be replaced with alternative visions of education. This paper seeks to contribute to this revisioning of the public in education by reclaiming education as a specifically cultural endeavour, one tied to practices that are at once both performative (...)
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  • ‘Trust Me, I Do Not Know What I Am Talking About!’: The Voice of the Teacher Beyond the Oath and Blasphemy.Igor Jasinski & Tyson E. Lewis - 2017 - Educational Philosophy and Theory 49 (1):47-57.
    Educational theorists ranging from Ivan Illich to Jan Masschelein and Maarten Simons have described institutionalized schooling as a modernized, secular church, full of rituals, sacraments, and various incantations. For them, the function of the teacher as priest and schooling as baptism is highly problematic, separating education from the common world. As such, the educational theology of the school needs to be suspended in order for educational life to take on new meaning beyond the sacraments of learning. To further this line (...)
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  • Pedagogical Postures: A Feminist Search for a Geometry of the Educational Relation.Lovisa Bergdahl & Elisabet Langmann - 2018 - Ethics and Education 13 (3):1-20.
    Inspired by Adriana Cavarero’s recent work on maternal inclinations as a postural term, the overall purpose of this article is to seek out a geometry of the educational relation that is alien to the masculine myth of the ‘economic man’. Drawing on Jan Masschelein and Maarten Simons’s critique of the marketization of education, reading their giving ‘shape and form’ to the scholastic school through the geometry of Cavarero’s ‘maternal inclinations’, the article shows how images and metaphors associated with the posture (...)
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  • Education in the Age of the Screen: Possibilities and Transformations in Technology.Nancy Vansieleghem, Joris Vlieghe & Manuel Zahn (eds.) - 2019 - London: Routledge.
    This edited volume brings together experts from across the field of education to explore how traditional pedagogic and didactic forms and processes are changing, or even disappearing, as a result of new technologies being used for education and learning. -/- Considering the use, opportunites and limitations of technologies including interactive whiteboards, tablets, smart phones, search engines and social media platforms, chapters draw on primary and secondary research to illustrate the wide-reaching and often salient changes which new digital technologies are introducing (...)
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  • Educating the Senses: Explorations in Aesthetics, Embodiment and Sensory Pedagogy.Sharon Todd, Marit Honerød Hoveid & Elisabet Langmann - 2021 - Studies in Philosophy and Education 40 (3):243-248.
    This volume takes two different, albeit intertwined approaches. The first concerns a reformulation of aesthetics in education—one which highlights the sensory dimensions of educational experience. The second concerns a turn to the body and the senses as that which is deeply involved in practices of teaching and learning.
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  • Walter Benjamin in the Age of Post-Critical Pedagogy.Itay Snir - 2021 - Studies in Philosophy and Education 40 (2):201-217.
    Post-critical pedagogy, which offers a significant alternative to the dominant trends in contemporary philosophy of education, objects to seeing education as instrumental to other ends: it attempts to conceive of education as autotelic, namely as having intrinsic value. While there are good reasons for accepting the post-critical reservations with the instrumentalization of education, I argue that its autonomy is equally problematic, as it risks turning the philosophy of education—perhaps education itself—into a privileged activity, out of touch with the most important (...)
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  • Second Nature, Becoming Child, and Dialogical Schooling.David Kennedy - 2020 - Studies in Philosophy and Education 39 (6):641-656.
    This paper argues that children as members of a perennial psychoclass represent one potential vanguard of an emergent shift in Western subjectivity, and that adult–child dialogue, especially in the context of schooling, is a key locus for the epistemological change that implies. I argue from Herbert Marcuse’s prophetic invocation of a “new sensibility,” which is characterized by an increase in instinctual revulsion towards violence, domination and exploitation and, correspondingly, a greater sensitivity to all forms of life. As the embodiment of (...)
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  • Spinoza on Ingenium and Exemplarity: Some Consequences for Educational Theory.Johan Dahlbeck - 2021 - Studies in Philosophy and Education 40 (1):1-21.
    This article turns to the neglected pedagogical concept of ingenium in order to address some shortcomings of the admiration–emulation model of Linda Zabzebski’s influential exemplarist moral theory. I will start by introducing the problem of the admiration-emulation model by way of a fictional example. I will then briefly outline the concept of ingenium such as it appears in a Renaissance context, looking particularly at the pedagogical writings of Juan Luis Vives. This will set the stage for the next part, looking (...)
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  • Time for Values: Responding Educationally to the Call From the Past.Lovisa Bergdahl & Elisabet Langmann - 2018 - Studies in Philosophy and Education 37 (4):367-382.
    This paper rethinks the fostering task of the teacher in a time when it, paradoxically, has tended to become marginalized and privatized despite its public urgency. Following post-holocaust thinkers such as Hannah Arendt and Zygmunt Bauman, the position explored here is radical in the sense that it takes ‘the crisis of traditions’ and the erosion of a common moral ground or value basis seriously, and it is conservative in the sense that it insists on responding educationally to the call from (...)
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  • The Importance of Wonder in Human Flourishing.Jan B. W. Pedersen - 2020 - Wonder, Education, and Human Flourishing: Theoretical, Emperical and Practical Perspectives.
    This paper focuses on the importance of wonder in human flourishing and is orientated towards the dynamics between the two, but with an emphasis on how the former is important for illuminating the latter. It begins with a preliminary sketch of both wonder and human flourishing and subsequently moves on to highlight three aspects of human flourishing: 1) ‘Individuality’, 2) ‘Relations’ and 3) ‘The political’, and why these play to wonderment.
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  • Practicing Philosophy of Childhood: Teaching in the Evolutionary Mode.David Kennedy - 2015 - Journal of Philosophy in Schools 2 (1):4-17.
    This article explores the necessary requirements for effective teacher facilitation of community of philosophical inquiry sessions among children, and suggests that the first and most important prerequisite is the capacity to listen to children, which in turn is based on a critical and reflective interrogation of one’s own philosophy of childhood —the set of beliefs and assumptions about children and childhood which adults tend to project onto real children. It argues that the most effective way to explore these assumptions is (...)
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  • Entering the World with Notes: Reclaiming the Practices of Lecturing and Note Making.Joris Vlieghe & Piotr Zamojski - forthcoming - Tandf: Educational Philosophy and Theory:1-11.
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  • Education as Mediation Between Child and World: The Role of Wonder.Anders Schinkel - 2020 - Studies in Philosophy and Education 39 (5):479-492.
    Education as a deliberate activity and purposive process necessarily involves mediation, in the sense that the educator mediates between the child and the world. This can take different forms: the educator may function as a guide who initiates children into particular practices and domains and their modes of thinking and perceiving; or act as a filter, selecting what of the world the child encounters and how; or meet the child as representative of the adult world. I look at these types (...)
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  • Educational States of Suspension.Tyson E. Lewis & Daniel Friedrich - 2016 - Educational Philosophy and Theory 48 (3).
    In response to the growing emphasis on learning outcomes, life-long learning, and what could be called the learning society, scholars are turning to alternative educational logics that problematize the reduction of education to learning. In this article, we draw on these critics but also extend their thinking in two ways. First, we use Giorgio Agamben and Gilles Deleuze to posit two educational logics—tinkering and hacking, respectively—that suspend and render inoperative learning logics, expectations, and evaluative metrics. Second, we argue that contemporary (...)
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  • Three Naive Questions: Addressed to the Modern Educational Optimism.Predrag Krstić - 2016 - Studies in Philosophy and Education 35 (2):129-144.
    This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The “naive” questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, (...)
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  • Education in Times of Fast Learning: The Future of the School.Jan Masschelein & Maarten Simons - 2015 - Ethics and Education 10 (1):84-95.
    Against the background of the many attacks on the school as being outdated, alienating, ineffective and reproducing inequalities we offer a morphological understanding of the school as distinguished from functionalist understandings and idealistic understandings. Our educational morphology approaches the school as a particular scholastic ‘form of gathering’ i.e. a particular time–space–matter arrangement that deals in a specific way with the new generation, allows for a particular relation to the world, and for a particular experience of potentiality and of commonality. We (...)
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  • The Bare Classroom- Representation and the Liminal Presence of Others.Ido Gideon - 2019 - Ethics and Education 14 (2):258-270.
    ABSTRACTThis article begins with an account of an improvised classroom in a refugee camp. From this account, and building on Heidegger's' analysis of spatiality, two fundamental characteristics are identified as: first, that classrooms are 'sanctioned-off' from the world, and secondly, that educational situations involve attention to the world.Arendt's distinction between education and politics is presented not only as a normative call to action, but also, and perhaps primarily, as a phenomenology of education as a basic human activity. The article turns (...)
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  • Education, Digitization and Literacy Training: A Historical and Cross-Cultural Perspective.Joris Vlieghe - 2016 - Educational Philosophy and Theory 48 (6).
    In this article, I deal with the transition from traditional ‘school’ forms of instruction to educational processes that are fully mediated by digital technologies. Against the background of the idea the very institution ‘school’ is closely linked to the invention of the alphabetic writing system and to the need of initiating new generations into a literate culture, I focus on the issue of literacy training. I argue that with the digitization of education, a fundamental transition takes place regarding what it (...)
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  • Pedagogy and Neoliberalism.Trond Sandvik - 2020 - Phenomenology and Practice 14 (1):118-129.
    Reflections on an Interview with Jan Masschelein.
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  • Are We Living the End of Democracy? A Defence of the ‘Free’ Time of the University and School in an Era of Authoritarian Capitalism.Carl Anders Säfström - 2020 - Conjectura: Filosofia E Educação 25:1-16.
    In this article I address education beyond individualism, elitism and instrumentalism and instead understand education as central for a democratic way of life. I discuss the role of education in the making of democratic forms of life in the university, in the school as well as in other contexts outside institutions. I argue for the importance of defending the “free time” of the university and school against a “time of production” as a defining characteristic of university and school. I will (...)
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  • Dialogic Schooling.David Kennedy - 2014 - Analytic Teaching and Philosophical Praxis 35 (1):1-9.
    This paper offers a genealogy of dialogic education, tracing its origins in Romantic epistemology and corresponding philosophy of childhood, and identifying it as a counterpoint to the purposes and assumptions of universal, compulsory, state-imposed and regulated schooling. Dialogic education has historically worked against the grain of standardized mass education, not only in its view of the nature, capacities and potentialities of children, but in its economic, political and social views, for which childhood is understood as a promissory condition. Dialogic education (...)
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  • Awareness of Wholes: The Ontological Difference as an Educative Source.Doron Yosef-Hassidim - 2016 - Educational Philosophy and Theory 48 (8):785-797.
    Inspired by Heidegger’s philosophy, this article calls for revisiting the role of education and offers an educational goal of examining the meaning of being a human being. Through interpreting the ontological difference, awareness of wholes is suggested as a crucial means for discovering new meanings about ourselves, and Heidegger’s perception of art is examined as a source for developing this attentiveness. Hermeneutic implications for this educational approach are discussed.
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  • Philosophies of Digital Pedagogy.David Lewin & David Lundie - 2016 - Studies in Philosophy and Education 35 (3):235-240.
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  • Independent Educational Theory.Doron Yosef-Hassidim - 2018 - Educational Philosophy and Theory 50 (14):1326-1327.
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  • On the Un-Becoming of Measurement in Education.Nuraan Davids - 2017 - Educational Philosophy and Theory 49 (4).
    Education in democratic South Africa has been saddled with the extraordinary task of sanitising a once dehumanising and splintered education system into a singular narrative of social justice and creative, problem-solving individuals. This extraordinary effort has witnessed a pendulum swing from the openness of outcomes-based education, to a less flexible National Curriculum Statement, and recently, to what has been criticised as a too restrictive Curriculum Assessment Policy Statement. In its narrow focus on ‘assessment for learning’, CAPS appears to be trapped (...)
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