Introduction The publication in of a collection of papers under the title The Study of Education, edited by Professor JW Tibble, inaugurated a new era in ...

Philosophy and curriculum planning.--The nature and structure of curriculum objectives.--Liberal education and the nature of knowledge.--Realms of meaning and forms of knowledge.--Language and thought.--The forms of knowledge re-visited.--What is teaching?--The logical and psychological aspects of teaching a subject.--Curriculum integration.--Literature and the fine arts as a unique form of knowledge.--The two-cultures, science and moral education.--Morals, religion and the maintained school.

This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst's professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst's career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of (...) good teaching to Wittgensteinian aesthetics. The collection concludes with a paper in which Paul Hirst sets out his latest views on the nature of education and its aims. The book also includes a complete bibliography of works by Hirst and a substantial set of references to his writing. (shrink)

This set presents some of the most innovative and important work in this area, including work influenced by feminist theory, Marxism, critical theory, phenomenology and other approaches that continue to shape the field.

A critical and constructive discussion of philosophical questions which have particular bearing on the formulation of educational aims.

We prove that the statement “there is aksuch that for everyfthere is ak-bounded diagonally nonrecursive function relative tof” does not imply weak König’s lemma over${\rm{RC}}{{\rm{A}}_0} + {\rm{B\Sigma }}_2^0$. This answers a question posed by Simpson. A recursion-theoretic consequence is that the classic fact that everyk-bounded diagonally nonrecursive function computes a 2-bounded diagonally nonrecursive function may fail in the absence of${\rm{I\Sigma }}_2^0$.

Integrity ought logically to be a particularly important concept within political science. If those acting within the political system do not have integrity, our ability to trust them, to have confidence in their actions, and perhaps even to consider them legitimate can be challenged. Indeed, the very concept of integrity goes some way towards underwriting positive views of political actors. Yet, despite this importance, political science as a discipline has perhaps focused too little on questions of integrity. Where political science (...) has looked at the subject of integrity, it has often done so without using the specific linguistic formulation “integrity”. Most commonly, the focus has instead been on “corruption”—a strand of research which has produced results that cannot always be translated into discussions of integrity, by virtue of its narrower focus upon the “negative pole” of public ethics. Other measures, such as “Quality of Government”, focus on positive attributes, notably impartiality, but this also fails fully to capture the notion of integrity: dishonesty can be impartial. Specific formal “codes” used within public life and among political practitioners can be much more nuanced than the most widely used measures, and can be much closer to what we understand—academically—as “integrity”. This paper argues that the hard conceptual and empirical work of elaborating integrity into a fully operationalizable concept offers the potential reward of an analytical concept that is more closely aligned with political reality. (shrink)

This symposium begins with a critique by Paul Hirst of Wilfred Carr's ‘Philosophy and Education’(Journal of Philosophy of Education, 2004, 38.1), where Carr argues that philosophy of education should be concerned with ‘practical philosophy’ rather than ‘theoretical philosophy’. Hirst argues that the philosophy of education is best understood as a distinctive area of academic philosophy, in which the exercise of theoretical reason contributes critically to the development of rational educational practices and their discourse. While he acknowledges that (...) these practices and their discourse must of their nature be directly developed in the exercise of practical reason, or phronesis, the notion of ‘practical philosophy’ is rejected as ultimately incoherent and illusory. In his reply to Hirst's critique, Carr identifies three central claims in Hirst's argument and takes issue with each of these. He reaffirms the need to draw upon the resources afforded by the Aristotelian tradition of practical philosophy in order to identify inadequacies in our present understanding of how philosophy is related to education. He suggests that it is only through bringing their own ‘prejudices’ into critical confrontation with this tradition that philosophers of education will be able to assess whether practical philosophy is incoherent and illusory, as Hirst claims, or whether it is indispensable to the future development of their discipline. In a rejoinder to Carr, Hirst, defends the claim that philosophy of education is a social practice concerned with developing justifiable propositional accounts of the conceptual relations, justificatory procedures and presuppositions of educational practices. He rejects the argument that this ‘theoretical philosophy’ approach must be replaced by that of a new ‘practical philosophy’. (shrink)

This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in (...) an educational context is considered. (shrink)

Since 1945 Western nations have witnessed a dramatic reduction in the variety of positions in political theory and jurisprudence. Political argument has been virtually reduced to contests within liberal-democratic theory. Even radicals now take representative democracy as their unquestioned point of departure. There are, of course, some benefits following from this restriction of political debate. Fascist, Nazi and Stalinist political ideologies are now beyond the pale. But the hegemony of liberal-democratic political argument tends to obscure the fact that we are (...) thinking in terms which were already obsolete at die end of the 19th century. (shrink)

Paul H Hirst; Forms of Knowledge—A reply to Elizabeth Hindess, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 260–271, https://doi.or.

Includes a study of Durkheim's "The rules of Sociological method".

Paul H Hirst; Human Movement, Knowledge and Education, Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pages 101–108, https://doi.org/10.11.

Paul H Hirst; Language and Thought, Journal of Philosophy of Education, Volume 1, Issue 1, 30 May 2006, Pages 63–75, https://doi.org/10.1111/j.1467-9752.1967.tb.

Paul H Hirst; The Nature of Educational Theory:, Journal of Philosophy of Education, Volume 6, Issue 1, 30 May 2006, Pages 110–118, https://doi.org/10.1111/j.14.

Paul Standish; Knowledge, Practice, Truth Beyond Liberal Education: essays in honour of Paul H. Hirst, Journal of Philosophy of Education, Volume 28, Issue 2, 3.

_Mini-set E: Radical Politics/The Socialist Tradition_ re-issues works by H B Acton, George Brenkert, Tom Campbell, Antony Cutler, Barry Hindess, Paul Hirst, Athar Hussain, Amlan Datta, J Jupp, Dennis Kavanagh, Norman MacKenzie, Patricia Pugh and Paul Thomas among others which discuss the history of socialism and the marxist and anarchist traditions.