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Christopher Winch
King's College London
  1. Education, Autonomy and Critical Thinking.Christopher Winch - 2006 - Routledge.
    The concepts of autonomy and of critical thinking play a central role in many contemporary accounts of the aims of education. This book analyses their relationship to each other and to education, exploring their roles in mortality and politics before examining the role of critical thinking in fulfilling the educational aim of preparing young people for autonomy. The author analyses different senses of the terms 'autonomy' and 'critical thinking' and the implications for education. Implications of the discussion for contemporary practice (...)
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  2. Ryle on Knowing How and the Possibility of Vocational Education.Christopher Winch - 2009 - Journal of Applied Philosophy 26 (1):88-101.
    abstract Ryle's claim that knowing how is distinct from knowing that is defended from critics like Stanley and Williamson and Snowdon. However, the way in which Ryle himself deploys this distinction is problematic. By effectively dismissing the idea that systematic propositional knowledge has a significant bearing on knowledge how, Ryle implicitly supports a view of vocational education that favours narrow notions of skill and associated training over knowledge informed occupational practice of the kind found in most Northern European countries. The (...)
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  3.  34
    Assessing Professional Know‐How.Christopher Winch - 2016 - Journal of Philosophy of Education 50 (4):554-572.
    This article considers how professional knowledge should be assessed. It is maintained that the assessment of professional know-how raises distinctive issues from the assessment of know-how more generally. Intellectualist arguments which suggest that someone's giving an account of how to F should suffice for attributing to them knowledge of how to F are set out. The arguments fail to show that there is no necessary distinction between two kinds of know-how, namely the ability to F and knowing that w is (...)
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  4. The Philosophy of Human Learning.Christopher Winch - 1998 - Routledge.
    Christopher Winch launches a vigorous Wittgensteinian attack on both the "romantic" Rousseauian and the "scientific" cognitivist traditions in learning theory. These two schools, he argues, are more closely related than is commonly realized.
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  5.  78
    The Economic Aims of Education.Christopher Winch - 2002 - Journal of Philosophy of Education 36 (1):101–117.
  6.  29
    Curriculum Design and Epistemic Ascent.Christopher Winch - 2013 - Journal of Philosophy of Education 47 (1):128-146.
    Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know‐how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the earlier work of Paul Hirst. The different kinds (...)
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  7.  30
    Curriculum Design and Epistemic Ascent.Christopher Winch - 2012 - Journal of Philosophy of Education 46 (4):128-146.
    Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know-how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the earlier work of Paul Hirst. The different kinds (...)
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  8.  98
    Key Concepts in the Philosophy of Education.Christopher Winch - 1999 - Routledge.
    In a clear and lively manner, this new reference explains all of the essential concepts used in contemporary and modern philosophy of education. It also provides invaluable background on the classic educational philosophy texts of Rousseau, Plato and others--readers will find coverage of seminal views on teaching, learning and indoctrination as well as such contemporary concepts as postmodernism, markets and school effectiveness . Students, researchers and anyone interested in contemporary education will be certain to want this unique and authoritative resource.
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  9.  30
    The Role of Critique in Philosophy of Education: Its Subject Matter and its Ambiguities.Frieda Heyting & Christopher Winch - 2004 - Journal of Philosophy of Education 38 (3):311–321.
  10.  36
    Work, Well–Being and Vocational Education: The Ethical Significance of Work and Preparation for Work.Christopher Winch - 2002 - Journal of Applied Philosophy 19 (3):261–271.
  11.  3
    The Economic Aims of Education.Christopher Winch - 2002 - Journal of Philosophy of Education 36 (1):101-117.
  12.  12
    Quality and Education.Christopher Winch - 1996 - Wiley-Blackwell.
    This book addresses major debates about quality in education, the role of the state and the nature of accountability in the public services, in philosophical and political arenas. It engages with major philosophical discussions, drawing out the relevant policy issues.
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  13.  22
    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 (...)
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  14.  28
    Is Educational Research Any Use?John Gingell & Christopher Winch - 2006 - Studies in Philosophy and Education 25 (1-2):77-91.
    We begin by examining the widespread scepticism about the value of empirical educational research that is found within sections of the philosophy of education community. We argue that this scepticism, in its strongest form, is incoherent as it suggests that there are no educational facts susceptible of discovery. On the other hand, if there are such facts, then commonsense is not an adequate way of accessing them, due to its own contested and variable nature. We go on to examine the (...)
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  15.  8
    What Training Do Teachers Need?: Why Theory is Necessary to Good Teaching.Janet Orchard & Christopher Winch - 2015 - Impact 2015 (22):1-43.
    Recent years have seen a concerted and systematic move towards a school-led system of initial teacher training in England. The role of universities, and particularly their part in engaging new teachers with educational theory, has been radically challenged. Only around half of new entrants to the profession now follow university-based training routes. These seismic changes to teacher education have been driven through with a minimum of formal consultation or public debate. In this urgent and compelling pamphlet, Janet Orchard and Christopher (...)
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  16.  31
    Learning the Virtues at Work.Christopher Winch - 2010 - Ethics and Education 5 (2):173-185.
    An influential view of education is that it prepares young people for adult life, usually in the areas of civic engagement, leisure and contemplation. Employment may be a locus for learning some worthwhile skills and knowledge, but it is not itself the possible locus or one of the possible loci of a worthwhile life. This article disputes that view by drawing attention to those aspects of employment that make it potentially an aspect of a worthwhile life. The exercise and development (...)
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  17.  53
    Apprenticeship and Applied Theoretical Knowledge.Linda Clarke & Christopher Winch - 2004 - Educational Philosophy and Theory 36 (5):509–521.
  18.  11
    Educational Assessment: Reply to Andrew Davis.Christopher Winch & John Gingell - 1996 - Philosophy of Education 30 (3):377-388.
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  19.  18
    Educational Assessment: Reply to Andrew Davis.Christopher Winch & John Gingell - 1996 - Journal of Philosophy of Education 30 (3):377–388.
  20.  36
    What Do Teachers Need to Know About Teaching? A Critical Examination of the Occupational Knowledge of Teachers.Christopher Winch - 2004 - British Journal of Educational Studies 52 (2):180-196.
    Various attempts to specify the nature of professions in general and of teaching in particular in relation to the knowledge that is needed for practice are considered. It is argued that there is no epistemic or moral criterion of professionalism that will sustain the claim of teaching to be a profession. The nature of teachers' knowledge is examined and the relationship between theory and application is seen to be both crucial to and problematic in our understanding of the nature of (...)
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  21.  18
    Strong Autonomy and Education.Christopher Winch - 2002 - Educational Theory 52 (1):27-41.
  22.  39
    Introduction.Christopher Winch & John Gingell - 2004 - Educational Philosophy and Theory 36 (5):479–483.
  23.  26
    Education and Broad Concepts of Agency.Christopher Winch - 2014 - Educational Philosophy and Theory 46 (6):1-15.
    Drawing on recent debates about the relationship between propositional and practical knowledge, this article is concerned with broad concepts of agency. Specifically, it is concerned with agency that involves the forming and putting into effect of intentions over relatively extended periods, particularly in work contexts (called, for want of a better term, ?project management?). The main focus of interest is thus not on ?know-how? in the sense of ability to perform types of tasks but on the ability to form and (...)
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  24.  21
    Reading and the Process of Reading.Christopher Winch - 1989 - Journal of Philosophy of Education 23 (2):303–315.
  25.  37
    Work, the Aims of Life and the Aims of Education: A Reply to Clarke and Mearman.Christopher Winch - 2004 - Journal of Philosophy of Education 38 (4):633–638.
  26.  37
    The Representational Theory of Learning and its Pedagogic Relevance.Christopher Winch - 1997 - Educational Philosophy and Theory 29 (2):67–82.
  27.  93
    Learning How to Learn: A Critique.Christopher Winch - 2008 - Journal of Philosophy of Education 42 (3-4):649-665.
    The claim that 'learning how to learn' is the central ability required for young people to be effective 'lifelong learners' is examined for various plausible interpretations. It is vacuous if taken to mean that we need to acquire a capacity to learn, since we necessarily have this if we are to learn anything. The claim that it is a specific ability is then looked at. Once again, if we acquire an ability to learn we do not need the ability to (...)
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  28.  29
    Accountability and Relevance in Educational Research.Christopher Winch - 2001 - Journal of Philosophy of Education 35 (3):443–459.
  29.  8
    Accountability and Relevance in Educational Research.Christopher Winch - 2001 - Journal of the Philosophy of Education 35 (3):443-459.
  30.  28
    Rules, Technique, and Practical Knowledge: A Wittgensteinian Exploration of Vocational Learning.Christopher Winch - 2006 - Educational Theory 56 (4):407-421.
    In this essay, Christopher Winch explores the relevance of Ludwig Wittgenstein’s account of rule‐following to vocational education with particular reference to the often‐made claim that any account of an activity in terms of rule‐following implies rigidity and inflexibility. He argues that most rule‐following is only successful when it involves a degree of flexibility. For instance, most technical work that involves rule‐following requires flexibility and situational awareness for success. Technical education that fails to take account of the need to apply rules (...)
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  31. Philosophy of Education: The Key Concepts.John Gingell & Christopher Winch - 1999 - Routledge.
    This new edition of _Philosophy of Education: The Key Concepts_ is an easy to use A-Z guide summarizing all the key terms, ideas and issues central to the study of educational theory today. Fully updated, the book is cross-referenced throughout and contains pointers to further reading, as well as new entries on such topics as: Citizenship and Civic Education Liberalism Capability Well-being Patriotism Globalisation Open-mindedness Creationism and Intelligent Design. Comprehensive and authoritative this highly accessible guide provides all that a student, (...)
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  32.  22
    Developing Critical Rationality as a Pedagogical Aim.Christopher Winch - 2004 - Journal of Philosophy of Education 38 (3):467–484.
  33.  14
    Moral Education, Rules and Particular Cases.Christopher Winch - 1991 - Journal of Philosophy of Education 25 (1):129–134.
  34.  26
    Rousseau on Learning: A Re‐Evaluation.Christopher Winch - 1996 - Educational Theory 46 (4):415-428.
  35.  10
    The Honey Trap: The Social and Cognitive Adequacy of Language in Educational Contexts.Christopher Winch - 1988 - Journal of Applied Philosophy 5 (2):211-224.
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  36.  6
    Curiouser and Curiouser: Davis, White and Assessment.John Gingell & Christopher Winch - 2000 - Journal of Philosophy of Education 34 (4):673–685.
  37.  10
    Curiouser and Curiouser: Davis, White and Assessment.John Gingell & Christopher Winch - 2000 - Philosophy of Education 34 (4):673-685.
  38.  21
    The Many Faces of Philosophy of Education: Traditions, Problems and Challenges.T. Puolimatka, Sphere Pluralism & Christopher Winch - 2004 - Studies in Philosophy and Education 23 (1):491-493.
    While discussing critical individuality as oneof the main goals of liberal education, theemphasis has usually been on direct educationalmeasures. Much less attention has been given tothe social preconditions for its development.This paper discusses the societal aspect of thequestion by employing the notion of spherepluralism. The attempt is to point out someways in which the diversified nature of societycan be employed in its full potential for thedevelopment of critical individuality. Thearticle aims to outline a form of spherepluralism, which is based on (...)
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  39. Autonomy as an Educational Aim.Christopher Winch - 1999 - In Roger Marples (ed.), The Aims of Education. Routledge. pp. 74--84.
     
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  40.  31
    Ability, Intelligence and Practical Education.Christopher Winch - 1988 - Journal of Philosophy of Education 22 (1):35–45.
  41.  17
    Christopher Winch and Peter Wells,Nene College, Northampton.Christopher Winch & Peter Wells - 1995 - British Journal of Educational Studies 43 (1):75-87.
  42. Education and Constructivism.Christopher Winch - 1998 - In David Carr (ed.), Education, Knowledge, and Truth: Beyond the Postmodern Impasse. Routledge. pp. 191.
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  43.  60
    Education, Work and Social Capital: Towards a New Conception of Vocational Education. A Response to Richard Barrett.Christopher Winch - 2004 - Studies in Philosophy and Education 23 (1):73-80.
  44.  31
    Innatism, Concept Formation, Concept Mastery and Formal Education.Christopher Winch - 2015 - Journal of Philosophy of Education 49 (4):539-556.
    This article will consider the claim that the possession of concepts is innate rather than learned. Innatism about concept learning is explained through consideration of the work of Fodor and Chomsky. First, an account of concept formation is developed. Second the argument against the claim that concepts are learned through the construction of a learning paradox developed by Fodor is considered. It is argued that, despite initial plausibility, the learning paradox is not, in fact, a paradox at all as it (...)
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  45.  13
    Knowing ‘Wh’ and Knowing How: Constructing Professional Curricula and Integrating Epistemic Fields.Christopher Winch - 2017 - Journal of Philosophy of Education 51 (2):351-369.
    Much of the debate on the nature of knowing how has been concerned with whether it is to be conceived of as an ability or as the possession of propositional knowledge, perhaps in a practical form. Comparatively little has been written about knowing wh constructions and the ways in which they do or do not fit into this debate. Do such debates have any bearing on the practical concerns of the educators of professionals? This paper considers the case of Knowing (...)
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  46.  15
    Learning at Work and in the Workplace: Reflections on Paul Hager’s Advocacy of Work-Based Learning.Christopher Winch - 2013 - Educational Philosophy and Theory 45 (12):1205-1218.
    Sound initial vocational education is an important precondition for subsequent episodes of vocational education or professional development. The presence of strong occupational identities and labour markets is argued to be a precondition for high-quality initial vocational education and training (IVET) and continuing vocational education and training (CVET) in many countries. The question of whether occupational identity and boundaries are in decline or are relatively stable is examined in relation to the UK and to northern European countries, particularly Germany. A review (...)
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  47.  24
    Markets, Educational Opportunities and Education: Reply to Tooley.Christopher Winch - 1998 - Journal of Philosophy of Education 32 (3):429–436.
  48.  6
    Markets, Educational Opportunities and Education: Reply to Tooley.Christopher Winch - 1998 - Journal of Philosophy of Education 32 (3):429-436.
  49. Nozick on Security and Sustainability.Christopher Winch - 2008 - In Stephen Gough & Andrew Stables (eds.), Sustainability and Security Within Liberal Societies: Learning to Live with the Future. Routledge. pp. 70.
  50.  37
    Occupational Identity and Vocational Education.Christopher Winch - 2003 - Educational Philosophy and Theory 35 (1):117–121.
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