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Universities and societies around the world are involved in
significant transition. Universities are now invited to expand
their central aims and purposes in order to embrace a role in
relation to the development of the societies in which they are
located. This change of focus has major implications for curricula,
modes of teaching and the student body.
International contributors to this wideranging text discuss
different aspects of the phenomenon of globalisation in relation to
higher education, but also in relation to moves by nation states to
devolve government to regional and subregional bodies and the
implications this has for educational systems.
The book, first published in 1983, explores the argument that
justifies mixed ability groupings in schools and the consequences
of practicing the different justificatory arguments. The issues to
be dealt with by staff making decisions about grouping arrangements
in their schools are clearly worked out from basic principles
rooted in social philosophy. The ideas of social justice and
fraternity, implicit and unexamined in much discussions about
mixed-ability grouping are here explained and their limitations and
implications described. The issues discussed in this book are not
only important for teachers and for those studying to become
teachers, but also for school governors, administrators and parents
who can gain a better understanding of the school system through
this study.
The book, first published in 1983, explores the argument that
justifies mixed ability groupings in schools and the consequences
of practicing the different justificatory arguments. The issues to
be dealt with by staff making decisions about grouping arrangements
in their schools are clearly worked out from basic principles
rooted in social philosophy. The ideas of social justice and
fraternity, implicit and unexamined in much discussions about
mixed-ability grouping are here explained and their limitations and
implications described. The issues discussed in this book are not
only important for teachers and for those studying to become
teachers, but also for school governors, administrators and parents
who can gain a better understanding of the school system through
this study.
First Published in 2004. Routledge is an imprint of Taylor &
Francis, an informa company.
Across the globe educators are being required to respond to a
changing political environment. New nations emerge out of the
collapse of old empires; new democracies struggle out of old
structures of oppression. Driven on by the fierce competitiveness
of the "tiger economies" of the east, old social welfare-based
democracies are transformed into new market driven enterprise
societies. The essays in this collection are a response from 22
educators to these changes and to the reassessment that they
provoke of some of the fundamental principles which shape
educational thought and practice. They focus in particular on key
clusters of issues to do with the role of education in cultivating:
national identity - what role might nationalistic education play in
the context of a democratic liberal education?; market principles -
contributors offer different perspectives on the internationally
pervasive application of the principles of the market economy to
education and the consequent "commodification" of learning;
personal autonomy - educators examine different dimentions of the
contested notion of autonomy itself and the related discourses of
edification.
This text offers descriptions and analyses of some of the different
ways in which schools and other educational institutions have
started to establish new collaborative relationships in today's
competitive educational marketplace. Using case studies, the book
describes examples of such collaborative structures.; Educational
consortia have been established as a vehicle for professional and
curriculum development, as a source of mutual support and as a
condition of mutual survival. As the "LEA monopolies" have been
forced to shed many of their traditional functions or schools have
opted out, schools have found it necessary to re-create parts of
their collaborative structures out of sheer self- Interest.; For
Some Educators Who Continue To Be Attached To Notions Of "an
educational service" and professional collegiality in the provision
of such a service, inter-institutional collaboration becomes seen
as something to be valued independently of the instrumental
benefits which it provides. For this variety of reasons, consortium
working and collaborative structures seem set to develop in spite
of, or as a necessary antodote to, educational markets.
Understanding the role and operation of such structures is a
necessity for educational managers in all parts of the educational
service.
This text offers descriptions and analyses of some of the different
ways in which schools and other educational institutions have
started to establish new collaborative relationships in today's
competitive educational marketplace. Using case studies, the book
describes examples of such collaborative structures.; Educational
consortia have been established as a vehicle for professional and
curriculum development, as a source of mutual support and as a
condition of mutual survival. As the "LEA monopolies" have been
forced to shed many of their traditional functions or schools have
opted out, schools have found it necessary to re-create parts of
their collaborative structures out of sheer self- Interest.; For
Some Educators Who Continue To Be Attached To Notions Of "an
educational service" and professional collegiality in the provision
of such a service, inter-institutional collaboration becomes seen
as something to be valued independently of the instrumental
benefits which it provides. For this variety of reasons, consortium
working and collaborative structures seem set to develop in spite
of, or as a necessary antodote to, educational markets.
Understanding the role and operation of such structures is a
necessity for educational managers in all parts of the educational
service.
This collection of essays debates the application of market
principles to and within the context of education. The contributors
are all leading figures in their field, presenting their ideas in
an accessible style to the lay reader. Throughout, the educational
and public policy issues raised by the application of market
principles to education are closely examined.
This book provides critical and reflective discussions of a wide
range of issues arising in education at the interface between
philosophy, research, policy and practice. It addresses
epistemological questions about the intellectual resources that
underpin educational research, explores the relationship between
philosophy and educational research, and examines debates about
truth and truthfulness in educational research. Furthermore, it
looks at issues to do with the relationship between research,
practice and policy, and discusses questions about ethics and
educational research. Finally, the book delves into the deeply
contested area of research quality assessment. The book is based on
extensive engagement in empirically based educational research
projects and in the institutional and professional management of
research, as well as in philosophical work. It clarifies what is at
stake in international debates around educational research and
teases out the nature of the arguments, and, where argument
permits, the conclusions to which these point. The book discusses
these familiar themes using less predictable sources and points of
reference, such as: codes of social obligation in contemporary
Egypt and New Zealand; the 'Soviet', and the inspiration of the
nineteenth-century philosopher, Abai in contemporary Kazakhstan;
seventeenth-century France, Pascal, and the disputes between
Jesuits and Jansenites; eighteenth-century Italy, Giambattista
Vico, and la scienzia nuova; 'educational magic' in traditional
Ethiopia; and ends at a banquet with Socrates and dinner with wine
and a conversation-loving Montaigne.
This book provides critical and reflective discussions of a wide
range of issues arising in education at the interface between
philosophy, research, policy and practice. It addresses
epistemological questions about the intellectual resources that
underpin educational research, explores the relationship between
philosophy and educational research, and examines debates about
truth and truthfulness in educational research. Furthermore, it
looks at issues to do with the relationship between research,
practice and policy, and discusses questions about ethics and
educational research. Finally, the book delves into the deeply
contested area of research quality assessment. The book is based on
extensive engagement in empirically based educational research
projects and in the institutional and professional management of
research, as well as in philosophical work. It clarifies what is at
stake in international debates around educational research and
teases out the nature of the arguments, and, where argument
permits, the conclusions to which these point. The book discusses
these familiar themes using less predictable sources and points of
reference, such as: codes of social obligation in contemporary
Egypt and New Zealand; the 'Soviet', and the inspiration of the
nineteenth-century philosopher, Abai in contemporary Kazakhstan;
seventeenth-century France, Pascal, and the disputes between
Jesuits and Jansenites; eighteenth-century Italy, Giambattista
Vico, and la scienzia nuova; 'educational magic' in traditional
Ethiopia; and ends at a banquet with Socrates and dinner with wine
and a conversation-loving Montaigne.
Universities and societies around the world are involved in
significant transition. Universities are now invited to expand
their central aims and purposes in order to embrace a role in
relation to the development of the societies in which they are
located. This change of focus has major implications for curricula,
modes of teaching and the student body. International contributors
to this wideranging text discuss different aspects of the
phenomenon of globalisation in relation to higher education, but
also in relation to moves by nation states to devolve government to
regional and subregional bodies and the implications this has for
educational systems.
The measured and passionate essays in this volume bring to
contemporary debates about educational research both a first-hand
familiarity with the practices and arguments of the educational
research community and a clear grasp of the ways in which
philosophical sources and analysis can inform them. It will be
essential reading for researchers, masters and doctoral students
who are coming to terms with educational research.
The essays bring to contemporary debates about educational research
both a first hand familiarity with the practices and arguments of
the educational research community and a clear grasp of the ways in
which philosophical sources and analysis can inform them. They are
both measured and passionate - sparked by an intense personal
curiosity, which takes Bridges into unexpected resources and
territory (such as the insights of museology into debates on
educational research as narrative fiction) as well as more familiar
material relating to, for example, issues about the assessment of
quality of educational research and the concern for its relevance.
The book makes an articulate case, by its own example as well as
in its argument, for the continuing contribution of philosophical
thinking to the development and critique of educational research.
It will be essential reading for researchers already engaged in
this development and for masters and doctoral students who are
coming to terms with educational research, and it offers a
contribution to the literature in philosophy of education which is
richly grounded in the wider field of educational research.
Education is a social practice that poses ethical questions of
policy and practice at every level and at almost every turn - what
we teach, how we teach, how we organise educational provision, how
we research it, who controls it, and what principles drive policy
nationally and internationally. This collection is rooted in the
author's experience in the education system nationally and
internationally over half a century, and reflects both the
educational history of this period and the author's experience as a
teacher, parent, school governor, teacher trainer, educational
researcher, senior leader in higher education, and advisor to
governments in many parts of the world. It is, then, historically
located, but the approach to ethical questions is primarily in the
tradition of analytic philosophy, and applied and situated ethics.
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