15 articles in this issue
Attila Horvath
No abstract.
Michael W. Apple
John White
Ian Winchester,Robert Manery
This introduction to a special issue on the value of conceptual analysis provides a historical context and reasons for continuing to engage and value conceptual analysis in the contemporary educational landscape.
Ann Chinnery
In his 2006 essay, “Moral Education’s Modest Agenda,” Robin Barrow argues for a clearly bounded conception of morality; he presents the moral domain as concerned with moral principles, and moral education as the cultivation of moral understanding. Barrow ... see more
Claudia W. Ruitenberg
Robin Barrow has critiqued the use of the concept of “skill” for a wide range of human attributes that are not skills in the precise sense he articulated, namely: “a capacity that is discrete and can be perfected through practice and exercise.” Skill talk... see more
Jack Martin
This paper offers a defense of Robin Barrow’s main arguments in Giving Teaching Back to Teachers, including additional material concerning the inability of the aggregate data and statistical methods employed in research in education (and research on ... see more
Robin Barrow
This essay argues for the urgent need for philosophy as the necessary first step in any educational undertaking. Philosophy is involved with making fine distinctions which are necessary to clarify concepts and terms. The paper focuses primarily on the pro... see more
Ian Gregory
This paper will revisit issues to do with the roles of education and an ostensibly liberal democracy in a world rife with disagreement. It seems certain that the outcome of the revisiting will be an insistence that to be true to themselves, the provision ... see more
Howard Woodhouse
Peter Fitzsimons
S. Garnett Russell
Nicolas J. Tanchuk
Bruce Maxwell
Emile Bojesen