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  1. Colin Wringe (2014). Beyond Useful Knowledge: Developing the Subjective Self. Journal of Philosophy of Education 48 (4).
    While not underestimating the value of useful knowledge and skills, it is suggested that education should also develop the subjective self of the learner. A distinction is drawn between an ‘additive’ view of education which simply furnishes the individual with knowledge and skills and a ‘transformative’ concept which concerns itself with changes to more central parts of the learner's self. In developing a concept of the subjective self, reference is made to the Enlightenment notion of the autonomous rational self and (...)
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  2. Colin Wringe (2013). May We Transform the Other? Ethics and Education 8 (1):55 - 64.
    The earlier much discussed issue of a society's right to educate the young is the starting point for various observations regarding education itself. A distinction is drawn between additive and transformative conceptions of education, the latter seeking to bring about changes to the learner's subjective self as reflected in a tripartite division of entities intended by the phenomenological self. Despite liberal or progressive educators' intuitive preference for the transformative conception, it may be asked whether this may not infringe the learner's (...)
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  3. Colin Wringe (2009). Teaching Learning and Discipleship: Education Beyond Knowledge Transfer. Journal of Philosophy of Education 43 (2):239-251.
    An attempt is made to identify what some have felt to be absent from recent official views as to how curricula and the transfer of knowledge are most performatively to be managed. To this end, particular conceptions of teaching and learning are proposed, and use is made of recent work by George Steiner in elaborating a third variant of the relationship between teacher, learner and what is to be learned, namely that of discipleship. While noting that Steiner is concerned with (...)
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  4. Colin Wringe (2002). Is There Spirituality? Can It Be Part of Education? Journal of Philosophy of Education 36 (2):157–170.
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  5. Colin Wringe (2000). The Diversity of Moral Education. Journal of Philosophy of Education 34 (4):659–672.
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  6. Colin Wringe (1999). Being Good and Living Well: Three Attempts to Resolve an Ambiguity. Journal of Philosophy of Education 33 (2):287–293.
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  7. Colin Wringe (1998). Reasons, Values and Community in Moral Education. British Journal of Educational Studies 46 (3):278 - 288.
    This paper argues that young people are unlikely to integrate themselves positively into adult life - to adopt its values, responsibilities and opportunities - unless that life is made more morally acceptable in their terms. Central to this process of community building and reconciliation with the young is the condition of solidarity which both results from and results in common values and a shared conception of the good life.
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  8. Colin Wringe (1995). Educational Rights in Multicultural Democracies. Journal of Philosophy of Education 29 (2):285–292.
  9. Colin Wringe (1995). Two Challenges to the Notion of Rational Autonomy and Their Educational Implications. Educational Philosophy and Theory 27 (2):49–63.
  10. Colin Wringe (1994). Family Values and the Value of the Family. Journal of Philosophy of Education 28 (1):77–88.
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  11. L. E. E. Jee-hun & Colin Wringe (1993). Rational Autonomy, Morality and Education. Journal of Philosophy of Education 27 (1):69–78.
  12. Jee-hun Lee & Colin Wringe (1993). Rational Autonomy, Morality and Education. Journal of Philosophy of Education 27 (1):69-78.
  13. Colin Wringe (1992). The Ambiguities of Education for Active Citizenship. Journal of Philosophy of Education 26 (1):29–38.
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  14. Colin Wringe (1988). Understanding Educational Aims. Allen & Unwin.
     
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  15. Colin Wringe (1986). The Human Right to Education. Educational Philosophy and Theory 18 (2):23–33.
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  16. Colin Wringe (1980). Teaching, Monitoring and Examining. Educational Philosophy and Theory 12 (2):37–49.
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