The Path Not Taken     

JANE ROLAND MARTIN 《Journal of Philosophy of Education》2020,54(3):744-756

In a response to critics, R.S. Peters acknowledged that a more general concept of education exists than the ‘school-related’ one he analysed and defended his decision to ignore it by saying that it ‘indiscriminately’ marks out the ‘mundane, instrumentally oriented operations’ involved in rearing children. In this paper I sketch in the portion of the educational landscape that Peters left out of the picture. Once seen, it becomes apparent not only that he staked out just one small part of a vast domain but also that he rendered invisible some of the most basic philosophical issues and problems that confront humankind.  相似文献   

Educational Justice and the Value of Knowledge     

CHRISTOPHER MARTIN 《Journal of Philosophy of Education》2020,54(1):164-182

How should a liberal democratic society value knowledge and understanding, and does this valuation inform how we ought to reason about the justice of our educational institutions? In scholarly and public discourse, it is orthodox to argue that because educational institutions bring about various goods—goods of character such as wellbeing or economic goods such as social mobility – they ought to be structured by principles of political justice. In this paper, I argue that knowledge and understanding valued for its own sake should also inform judgements of educational justice.  相似文献   

Age Touches a Nerve     

MARTIN PAETSCH 《中国科学院院刊(英文版)》2014,(2):142-145

Philipp Khaitovich works in Shanghai, a city that is developing at a pace as dramatic as his research field. At the CAS-MPG Partner Institute for Computational Biology, the molecular biologist is investigating how the different brain development of primates is linked to their age.  相似文献   

Gendered Readings: Helping boys develop as critical readers     

CHRISTINE HALL  MARTIN COLES 《Gender and education》1997,9(1):61-68

ABSTRACT This paper reports recent findings from a national survey of the reading habits of boys and girls aged 10, 12 and 14. Boys' reading habits are considered in the light of concerns about boys' underachievement in school, and in relation to girls' reading and changing patterns of literacy over time. The authors argue that helping boys develop as critical readers involves taking their voluntary reading seriously and rejecting deficit models. The paper argues that boys need to be encouraged to understand how they have been socially constructed as readers; they need to be engaged in discussion about their reading and the implications of the choices they make. It is only by taking differences seriously that critical and discerning readers will bedeveloped, and critical readers are necessary to undermine current highly gendered reading practices which potentially disadvantage both sexes.  相似文献   

Children and stories: their own and other People's     

NANCY MARTIN 《English in Education》1972,6(2):43-54

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Radical Defeatism     

MARTIN SIMONS 《Educational Philosophy and Theory》1981,13(1):23-37

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UNIVERSITY STANDARDS     

E. G. PHILLIPS 《Higher Education Quarterly》1959,13(3):283-286

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II.—THE NIGERIAN STUDENT IN BRITAIN     

MARTIN BANHAM 《Higher Education Quarterly》1958,12(4):363-366

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History teaching,nationhood and politics in England and Wales in the late twentieth century: a historical comparison   总被引：1，自引：0，他引：1  

ROBERT PHILLIPS 《History of education》2013,42(3):351-363

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SCHOOL STRESS AS A FACTOR IN CHILDREN'S RESPONSES TO TESTS AND TESTING     

BEEMAN N. PHILLIPS 《Journal of Educational Measurement》1971,8(1):21-26

Response styles are conceptualized as stress reactions, and the stressful school experiences of acquiescent, negativistic, self-enhancing, and self-derogating children are studied. It was found that school interpersonal stress was lower among acquiescent than negativistic Ss, while school academic stress was higher among self-enhancing than self-derogating Ss. One of the major implications of the conceptual approach and empirical results is that tests might be generally improved by identifying the kinds of stressful experiences Ss have had, and relating these to the kinds of responses Ss make to tests and testing. In addition, while the importance of the reaction of Ss to the measuring process is generally accepted, much more needs to be done on the kinds of responses individuals make to the content, in comparison to the conditions, of testing. Finally, these observations are particularly pertinent to tests and testing in schools, especially when the teacher is involved in the process and makes tests and testing stressful. This will tend to increase the effects of response style tendencies and decrease the validity of tests.  相似文献