Switch to: References

Add citations

You must login to add citations.
  1. Rival Conceptions of the Philosophy of Education.Paul Standish - 2007 - Ethics and Education 2 (2):159-171.
    What is the place of philosophy in the study of education? What is its significance for policy and practice? This paper begins by considering the policy and institutional context of the philosophy of education in the UK and by tracing its recent history. It examines both the place of philosophy in Education (as a field of study) and the status and character of the philosophy of education in relation to the 'parent' discipline of philosophy. Rival accounts of the nature of (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  • Introduction.Mark Addis & Christopher Winch - 2017 - Journal of Philosophy of Education 51 (3):557-573.
    This volume brings together a number of related contributions on the topic of expertise and education. Expertise is a topic that is beginning to receive more attention in the Philosophy of Education and discussions are closely related to the epistemological debate concerning the nature of know-how which has also burgeoned in recent years within ‘mainstream’ epistemology. More specifically, this volume focuses on the relevance of expertise to professional education and practice, with the aim on shedding light on what is involved (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Questions of Competence.David Carr - 1993 - British Journal of Educational Studies 41 (3):253-271.
  • The Cultural Roots of Professional Wisdom: Towards a Broader View of Teacher Expertise.David Carr & Don Skinner - 2009 - Educational Philosophy and Theory 41 (2):141-154.
    Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well-rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  • Research in Vocational Education and Training.Christopher Winch - 2012 - British Journal of Educational Studies 60 (1):53-63.
  • Competence-Based Education and Training: Progress or Villainy?David Bridges - 1996 - Journal of Philosophy of Education 30 (3):361–376.
  • Tilting at Windmills: The Problems of Challenging the National Council for Vocational Qualifications.Terry Hyland - 1994 - Educational Studies 20 (2):251-265.
    The recent Smithers critique of the role of the National Council for Vocational Qualifications has opened up the debate about the effectiveness of this system for achieving the current goals of upgrading vocational studies and reforming the 14‐19 curriculum. It is argued that, although Smithers is broadly correct in his attack on the NCVQ, there are some areas of ambiguity and also ways in which the critique fails to capture the full scope of the problems. The nature and full implications (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Philosophical Underpinnings of the Integrated Conception of Competence.Paul Hager & David Beckett - 1995 - Educational Philosophy and Theory 27 (1):1–24.
  • Competence-Based Education and Training: Progress or Villainy?David Bridges - 1996 - Philosophy of Education 30 (3):361-376.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations