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Profile: Andrew Davis
Profile: Andrew Davis (Claremont School of Theology)
  1. Andrew Davis (2013). How Far Can We Aspire to Consistency When Assessing Learning? Ethics and Education 8 (3):217-228.
  2. Andrew Davis (2013). Neuroscience and Education: At Best a Civil Partnership: A Response to Schrag. Journal of Philosophy of Education 47 (1):31-36.
    In this response, I agree with much of what Schrag says about the principled limits of neuroscience to inform educators' decisions about approaches to learning. However, I also raise questions about the extent to which discoveries about ‘deficits’ in brain function could possibly help teachers. I dispute Schrag's view that externalism/internalism debates in the philosophy of mind are relatively arcane and lack implications for the importance or otherwise for education of discoveries about the brain.
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  3. Andrew Davis (2013). To Read or Not to Read: Decoding Synthetic Phonics. Impact 2013 (20):1-38.
    In England, current government policy on children's reading is strongly prescriptive, insisting on the delivery of a pure and exclusive form of synthetic phonics, where letter sounds are learned and blended in order to ‘read’ text. A universally imposed phonics ‘check’ is taken by all five year olds and the results are widely reported. These policies are underpinned by the claim that research has shown systematic synthetic phonics to be the most effective way of teaching children to read. Andrew Davis (...)
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  4. Andrew Davis (2012). A Monstrous Regimen of Synthetic Phonics: Fantasies of Research-Based Teaching 'Methods' Versus Real Teaching. Journal of Philosophy of Education 46 (4):560-573.
    In England, Higher Education institutions, together with the schools whose staff they train, are being required to incorporate synthetic phonics as one of the key approaches to the teaching of reading. Yet even if synthetic phonics can be identified as one of the component ‘skills’ of reading, an assumption vigorously contested in this paper, it does not follow that it can or should be taught explicitly and independently of reading for meaning. Imposing such a ‘method’ is, at a deep level, (...)
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  5. Andrew Davis (2012). Hegel's Idealism: The Infinite as Self-Relation. History of Philosophy Quarterly 29 (2).
     
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  6. Andrew Alexander Davis (2012). Schema and Bild. Idealistic Studies 42 (1):57-68.
    Immanuel Kant’s “Schema” and J. G. Fichte’s “Bild” are parallel figures of activity that serve as bridges. For both Kant and Fichte, it is not the image/schema taken as product that is primary, but the act of imaging. I show how Fichte leans on the Kantian argumentation of the schematism in order to attempt bridging the gulf critical philosophy leaves between theoretical and practical philosophy. My broader purpose is to indicate how two German Idealists emphasize activity as a way of (...)
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  7. Andrew M. Davis (2011). Teaching Quality and Cost in the Tumultuous Era of Health-Care Reform. Perspectives in Biology and Medicine 54 (2):256-266.
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  8. Andrew Davis (2010). Defending Religious Pluralism for Religious Education. Ethics and Education 5 (3):189 - 202.
    Religious exclusivism, or the idea that only one religion can be true, fuels hatred and conflict in the modern world. Certain objections to religious pluralism, together with associated defences of exclusivism are flawed. I defend a moderate religious pluralism, according to which the truth of one religion does not automatically imply the falsity of others. The thought that we can respect persons even when holding them mistaken strains credulity when we are dealing with religious convictions. Moreover, exclusivism is informed by (...)
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  9. Ruth Cigman & Andrew Davis (eds.) (2009). New Philosophies of Learning. Wiley-Blackwell.
    Through contributions from an international range of leading empirical researchers and philosophers, the text explores the relationships between scientific and ...
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  10. Andrew Davis (2009). Examples as Method? My Attempts to Understand Assessment and Fairness (in the Spirit of the Later Wittgenstein). Journal of Philosophy of Education 43 (3):371-389.
    What is 'fairness' in the context of educational assessment? I apply this question to a number of contemporary educational assessment practices and policies. My approach to philosophy of education owes much to Wittgenstein. A commentary set apart from the main body of the paper focuses on my style of philosophising. Wittgenstein teaches us to examine in depth the fine-grained complexities of social phenomena and to refrain from imposing abstract theory on a recalcitrant reality. I write philosophy of education for policy (...)
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  11. Andrew Davis (2009). Philosophy, History and Social Science: Educational Research and the Leuven Project. Journal of Philosophy of Education 43 (4):649-656.
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  12. Andrew Alexander Davis (2009). Recent Dissertations. The Owl of Minerva 41:1-2.
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  13. Andrew Davis (2008). Ian Hacking, Learner Categories and Human Taxonomies. Journal of Philosophy of Education 42 (3-4):441-455.
    I use Ian Hacking's views to explore ways of classifying people, exploiting his distinction between indifferent kinds and interactive kinds, and his accounts of how we 'make up' people. The natural kind/essentialist approach to indifferent kinds is explored in some depth. I relate this to debates in psychiatry about the existence of mental illness, and to educational controversies about the credentials of learner classifications such as 'dyslexic'. Claims about the 'existence' of learning disabilities cannot be given a clear, simple (...)
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  14. F. W. J. Schelling, Andrew A. Davis & Alexi I. Kukuljevic (2008). On Construction in Philosophy. Epoché: A Journal for the History of Philosophy 12 (2):269-288.
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  15. Andrew Davis (2007). ‘Lookism’, Common Schools, Respect and Democracy. Journal of Philosophy of Education 41 (4):811–827.
  16. Andrew Davis (2006). Consistency, Understanding and Truth in Educational Research. Journal of Philosophy of Education 40 (4):487–500.
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  17. Andrew Davis (2006). High Stakes Testing and the Structure of the Mind: A Reply to Randall Curren. Journal of Philosophy of Education 40 (1):1–16.
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  18. Andrew Davis (2005). Learning and the Social Nature of Mental Powers. Educational Philosophy and Theory 37 (5):635–647.
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  19. Andrew Davis (2005). Social Externalism and the Ontology of Competence. Philosophical Explorations 8 (3):297-308.
    Social externalism implies that many competences are not personal assets separable from social and cultural environments but complex states of affairs involving individuals and persisting features of social reality. The paper explores the consequences for competence identity over time and across contexts, and hence for the predictive role usually accorded to competences.
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  20. Andrew Davis (2005). Social Externalism and the Ontology of Competence Philosophical Explorations. Philosophical Explorations 8 (3).
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  21. Andrew Davis (2004). The Credentials of Brain-Based Learning. Journal of Philosophy of Education 38 (1):21–36.
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  22. Andrew Davis & Kevin Williams (2003). Epistemology and Curriculum. In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell Pub..
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  23. Andrew Davis (2001). Do Children Have Privacy Rights in the Classroom? Studies in Philosophy and Education 20 (3):245-254.
    Arguing that everyone has a right to privacy as control overaccess to `intimate' aspects of one's life, this author draws on thework of Julie Inness to discuss children's rights to privacy inclassrooms. Even if it is agreed that pupils should exercise this right,a central point is that there may be moral or other value considerationsthat justify setting the right aside. Among selected complexities, animportant extension is the right to psychological processes throughwhich learners acquire new knowledge.
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  24. Andrew Davis & John White (2001). Accountability and School Inspection: In Defence of Audited Self-Review. Journal of Philosophy of Education 35 (4):667–681.
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  25. Andrew Davis (1998). Matching. Journal of the Philosophy of Education 32 (1):107-121.
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  26. Andrew Davis (1998). 2. Accountability and the Economy. Journal of Philosophy of Education 32 (1):19–39.
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  27. Andrew Davis (1998). Bibliography. Journal of Philosophy of Education 32 (1):153–155.
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  28. Andrew Davis (1998). 4. Belief and Language-Based Assessment. Journal of Philosophy of Education 32 (1):57–65.
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  29. Andrew Davis (1998). 5. Implications for Assessment. Journal of Philosophy of Education 32 (1):67–74.
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  30. Andrew Davis (1998). 9. Is There a Future for Assessment and Accountability? Journal of Philosophy of Education 32 (1):145–152.
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  31. Andrew Davis (1998). 7. Matching. Journal of Philosophy of Education 32 (1):107–121.
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  32. Andrew Davis (1998). 8. Reliability, Validity and Criterion-Referencing. Journal of Philosophy of Education 32 (1):123–143.
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  33. Andrew Davis (1998). Special Issue: The Limits of Educational Assessment-Preface. Journal of Philosophy of Education 32 (1).
     
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  34. Andrew Davis (1998). 6. Transfer, Abilities and Rules. Journal of Philosophy of Education 32 (1):75–106.
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  35. Andrew Davis (1998). 1. The Need for a Philosophical Treatment of Assessment. Journal of Philosophy of Education 32 (1):1–18.
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  36. Andrew Davis (1998). 3. Understanding and Holism. Journal of Philosophy of Education 32 (1):41–55.
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  37. David Carr & Andrew Davis (1997). Can There Be a Moral Psychology of Democratic and Civic Education & Understanding Mathematics. Journal of Philosophy of Education 31 (2):355–364.
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  38. Andrew Davis (1996). Who's Afraid of Assessment? Remarks on Winch and Gingell's Reply. Journal of Philosophy of Education 30 (3):389–400.
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  39. Andrew Davis (1995). Criterion-Referenced Assessment and the Development of Knowledge and Understanding. Journal of Philosophy of Education 29 (1):3–21.
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  40. Andrew Davis (1992). Philosophy of Mathematics Education. Journal of Philosophy of Education 26 (1):121–126.
    This book discusses both the philosophy of mathematics and of mathematics education. The first part is a critique of existing approaches and a new philosophy of mathematics. Chapters include: (1) "A Critique of Absolutist Philosophies of Mathematics," (2) "The Philosophy of Mathematics Reconceptualized," (3) "Social Constructivism as a Philosophy of Mathematics," (4) "Social Constructivism and Subjective Knowledge," and (5) "The Parallels of Social Constructivism." The second part of the book explores the philosophy of mathematics education and shows that many aspects (...)
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  41. Andrew Davis (1988). Ability and Learning. Journal of Philosophy of Education 22 (1):45–57.
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  42. Andrew Davis (1986). Learning and Belief. Journal of Philosophy of Education 20 (1):7–20.
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