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Christopher Winch
King's College London
  1. Education, autonomy and critical thinking.Christopher Winch - 2006 - New York: 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.  90
    The economic aims of education.Christopher Winch - 2002 - Journal of Philosophy of Education 36 (1):101–117.
    This article explains and defends the idea that economic aims of education are as legitimate as any other, particularly liberal, aims. A particular conception of education is developed, which involves a significant vocational aspect, with two aims: individual fulfilment through employment and social well-being through economic prosperity. This account is to be contrasted both with training, which may be an essential component of education but which is not to be identified with it, and also with instrumental forms of vocational education (...)
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  3. The philosophy of human learning.Christopher Winch - 1998 - New York: 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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  4. 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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  5.  9
    The Economic Aims of Education.Christopher Winch - 2002 - Journal of Philosophy of Education 36 (1):101-117.
    This article explains and defends the idea that economic aims of education are as legitimate as any other, particularly liberal, aims. A particular conception of education is developed, which involves a significant vocational aspect, with two aims: individual fulfilment through employment and social well-being through economic prosperity. This account is to be contrasted both with training, which may be an essential component of education but which is not to be identified with it, and also with instrumental forms of vocational education (...)
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  6.  10
    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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  7.  41
    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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  8. Key concepts in the philosophy of education.Christopher Winch - 1999 - New York: Routledge. Edited by John Gingell.
    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.  53
    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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  10.  37
    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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  11.  35
    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.
    The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussion moves on to a consideration of similarities and contrasts between the (...)
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  12.  36
    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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  13.  39
    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.
    David Carr's account of the nature of professional work is described and examined. It is argued that Carr's criteria for distinguishing between professional and non–professional work are not adequate. The criteria are as follows: the professions’ essential role in promoting human flourishing; their contestability; their direct concern for the well–being of clients; their provision of a high degree of autonomy for practitioners. They do not mark out a qualitative difference between professions and other occupations. Carr's notion of civic necessities applies (...)
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  14.  70
    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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  15.  74
    Vocational Education, Knowing How and Intelligence Concepts.Christopher Winch - 2010 - Journal of Philosophy of Education 44 (4):551-567.
    Debates about the nature of practical knowledge and its relationship with declarative knowledge have, over the last ten years, been lively. Relatively little has, however, been written about the educational implications of these debates, particularly about the educational implications of the two broad families of positions known respectively as ‘Intellectualism’ and ‘Anti-intellectualism’. Neither has much appeared in the literature about what Ryle called ‘intelligence epithets’ or evaluative elaborations on attributions of know how. Yet the use of intelligence epithets is a (...)
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  16. Philosophy and Educational Policy: A Critical Introduction.Christopher Winch & John Gingell - 2006 - British Journal of Educational Studies 54 (1):108-110.
     
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  17.  57
    Apprenticeship and applied theoretical knowledge.Linda Clarke & Christopher Winch - 2004 - Educational Philosophy and Theory 36 (5):509–521.
  18.  21
    Educational assessment: Reply to Andrew Davis.Christopher Winch & John Gingell - 1996 - Journal of Philosophy of Education 30 (3):377–388.
    Assessment is at the heart of teaching as it provides a necessary condition for judging success or failure. It is also necessary to ensure that providers of education are accountable to users and providers of resources. Inferential hazard is an inescapable part of any assessment procedure but cannot be an argument against assessment as such. Rich knowledge may be the aim of education but it does not follow that it is the aim of every stage of education. Teaching to tests (...)
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  19.  15
    Educational Assessment: reply to Andrew Davis.Christopher Winch & John Gingell - 1996 - Journal of Philosophy of Education 30 (3):377-388.
    Assessment is at the heart of teaching as it provides a necessary condition for judging success or failure. It is also necessary to ensure that providers of education are accountable to users and providers of resources. Inferential hazard is an inescapable part of any assessment procedure but cannot be an argument against assessment as such. Rich knowledge may be the aim of education but it does not follow that it is the aim of every stage of education. Teaching to tests (...)
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  20.  32
    Is Educational Research Any Use?John Gingell & Christopher Winch - 2006 - Studies in Philosophy and Education 25 (1):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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  21.  16
    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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  22. Autonomy as an educational aim.Christopher Winch - 1999 - In Roger Marples (ed.), The Aims of Education. Routledge. pp. 74--84.
     
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  23.  5
    Professional Knowledge, Expertise and Perceptual Ability.Christopher Winch - 2018 - In Christopher Winch & Mark Addis (eds.), Education and Expertise. Oxford, UK: Wiley. pp. 138–156.
    This chapter addresses the role of perceptual knowledge (knowledge by acquaintance) in the development of expertise in professional contexts. It seeks to answer the question of how, if at all, does heightened knowledge by acquaintance inform a high level of professional know‐how. Successful action requires the articulation of various epistemic capacities: to draw on relevant systematic knowledge, to understand the nature of the problem faced, to perceive the essentials in complex situations and to judge and then to act appropriately. The (...)
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  24.  1
    Teachers' know-how: a philosophical investigation.Christopher Winch - 2017 - Hoboken, NJ: Wiley-Blackwell.
    Teachers' Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and "know-how" that educators should possess. -Offers an original and in-depth study of teachers' know-how which situates teaching within the spectrum of professions -Critiques the currently fashionable craft conception of teaching and the view of teaching as protocol-driven which is currently influential in policymaking circles -Utilizes epistemological debates on the nature of know-how to inform understanding of the work of teachers -Features (...)
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  25.  42
    Introduction.Christopher Winch & John Gingell - 2004 - Educational Philosophy and Theory 36 (5):479–483.
  26.  25
    Reading and the process of reading.Christopher Winch - 1989 - Journal of Philosophy of Education 23 (2):303–315.
    Christopher Winch; Reading and the Process of Reading, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 303–315, https://doi.org/10.11.
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  27.  37
    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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  28.  28
    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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  29.  22
    Sphere Pluralism and Critical Individuality.T. Puolimatka, Sphere Pluralism & Christopher Winch - 2004 - Studies in Philosophy and Education 23 (1):21-39.
    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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  30.  32
    Accountability and relevance in educational research.Christopher Winch - 2001 - Journal of Philosophy of Education 35 (3):443–459.
    Educational research has been criticised recently for being poorly conceived, self-indulgent and of little practical use. These allegations are discussed via an overview of the various functions of educational research: the production of knowledge about education, the formulation of educational policy, the promotion of improvements in educational practice, the promotion of radical change in society. The responsibilities of educational researchers are then discussed: proper attention to the functions of educational research, accountability for monies spent, recognition of responsibility for their activities. (...)
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  31.  10
    Accountability and Relevance in Educational Research.Christopher Winch - 2001 - Journal of Philosophy of Education 35 (3):443-459.
    Educational research has been criticised recently for being poorly conceived, self-indulgent and of little practical use. These allegations are discussed via an overview of the various functions of educational research: the production of knowledge about education, the formulation of educational policy, the promotion of improvements in educational practice, the promotion of radical change in society. The responsibilities of educational researchers are then discussed: proper attention to the functions of educational research, accountability for monies spent, recognition of responsibility for their activities. (...)
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  32.  29
    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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  33.  40
    The representational theory of learning and its pedagogic relevance.Christopher Winch - 1997 - Educational Philosophy and Theory 29 (2):67–82.
  34.  47
    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.
    The main points made by Clarke and Mearman about Winch's article ‘The Economic Aims of Education’ are taken up and discussed. My argument is that work is not necessarily a disutility, although paid employment can be when it is undertaken in conditions that are not fulfilling. Life aims are not the same as educational aims, although educational aims (as opposed to specific curricular aims) are life aims, and can include vocational preparation, a position endorsed in the later writings of R. (...)
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  35. Introduction.Mark Addis & Christopher Winch - 2018 - In Christopher Winch & Mark Addis (eds.), Education and Expertise. Oxford, UK: Wiley. pp. 1–20.
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  36.  12
    The Honey Trap: the social and cognitive adequacy of language in educational contexts.Christopher Winch - 1988 - Journal of Applied Philosophy 5 (2):211-224.
    ABSTRACT The attack on bidialectal approaches to the teaching of writing mounted by John Honey in The Language Trap is examined and critically discussed. It is argued that Honey confuses the issues of the social and the cognitive adequacy of a particular variety of language. In particular, his critique of bidialectalism, in so far as it is based on a version of verbal deficit theory and/or cognitive relativism, is misconceived. There are valid criticisms to be made of the bidialectal approach, (...)
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  37.  8
    Curiouser and curiouser: Davis, white and assessment.John Gingell & Christopher Winch - 2000 - Journal of Philosophy of Education 34 (4):673–685.
    Continuing the debate on assessment, we argue that Andrew Davis' use of examples fails to address issues in the assessibility of specific items of knowledge, and show that one of his examples supports our view rather than his. We argue that John White's preferred replacement of assessment by monitoring, based on teachers' personal knowledge of their pupils, confuses personal and professional knowledge, oversimplifies the teacher's role and does not address the need for objectivity. Finally we argue that neither White nor (...)
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  38.  13
    Curiouser and Curiouser: Davis, White and Assessment.John Gingell & Christopher Winch - 2000 - Journal of Philosophy of Education 34 (4):673-685.
    Continuing the debate on assessment, we argue that Andrew Davis' use of examples fails to address issues in the assessibility of specific items of knowledge, and show that one of his examples supports our view rather than his. We argue that John White's preferred replacement of assessment by monitoring, based on teachers' personal knowledge of their pupils, confuses personal and professional knowledge, oversimplifies the teacher's role and does not address the need for objectivity. Finally we argue that neither White nor (...)
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  39. Philosophy of Education: The Key Concepts.John Gingell & Christopher Winch - 1999 - New York: Routledge. Edited by John Gingell & Christopher Winch.
    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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  40.  4
    Founding German vocational education: Kerschensteiner, Spranger and Fischer as key figures in the classical German VET theory.Dina Kuhlee, Christian Steib & Christopher Winch - 2022 - Journal of Philosophy of Education 56 (3):383-398.
    Journal of Philosophy of Education, EarlyView.
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  41.  1
    A Good Teacher?Christopher Winch - 2017 - In Teachers' Know‐How. Wiley. pp. 187–201.
    The aim of this chapter is to try to answer the question ‘What makes a teacher a good teacher?’ or at least to frame this question so that it encourages intelligible answers. Part of the problem is that there is a lack of consensus about questions of pedagogic methods and effectiveness, and this is an inevitable consequence of the contests that pervade different and competing conceptions of education. This chapter helps to frame a discussion of this issue.
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  42.  32
    Ability, intelligence and practical education.Christopher Winch - 1988 - Journal of Philosophy of Education 22 (1):35–45.
    Christopher Winch; Ability, Intelligence and Practical Education, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 35–45, https://doi.
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  43.  27
    Christopher Winch and Peter Wells,Nene College, Northampton.Christopher Winch & Peter Wells - 1995 - British Journal of Educational Studies 43 (1):75-87.
  44.  26
    Developing critical rationality as a pedagogical aim.Christopher Winch - 2004 - Journal of Philosophy of Education 38 (3):467–484.
    The development of a conception of critical pedagogy is itself an aspect of the development of critical rationality within late modern societies, closely connected with the role of education in developing critical rationality. The role of critique pervades all aspects of life: for people as citizens, workers and self-determining private individuals. Late modern societies depend on a critically minded population for their viability, for the democratic management of a competing balance of interests and for a capacity for rapid renewal. These (...)
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  45.  2
    Dimensions of Expertise and Their Relevance to Teaching.Christopher Winch - 2017 - In Teachers' Know‐How. Wiley. pp. 39–57.
    This chapter will consider the kinds of knowledge and know‐how that practitioners of occupations are expected to possess. It will begin by reviewing the literature on know‐how and attempting a conceptual map of this terrain, showing where teaching or, rather, various conceptions of teaching are located on it. The endpoint of this investigation will be the development of a typology of teachers and their know‐how, which will then be examined in more detail in subsequent chapters.
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  46. 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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  47.  3
    Education and Expertise.Christopher Winch & Mark Addis (eds.) - 2018 - Wiley.
    The relevance of expertise to professional education and practice is explored in this collection of original contributions from educationalists, philosophers and psychologists. Discusses the increasingly prominent debates about the nature of know-how in mainstream analytical epistemology Illuminates what is involved in professional expertise and the implications of a sound understanding of professional expertise for professional education practice, curriculum design and assessment All contributions are philosophically grounded and reflect interdisciplinary advances in understanding expertise.
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  48.  4
    Educational explanations: philosophy in empirical educational research.Christopher Winch - 2022 - Hoboken, NJ: Wiley.
    Millions of pounds are spent on educational research each year in the UK alone. By far the greatest proportion of this expenditure is on research which is thought to have practical relevance to educational problems and the vast majority of this is spent on empirical educational research, that is educational research which examines and seeks explanations for actual or proposed educational practices or the kinds of activities, institutions or policies that prepare young people for life (Pring, 2015, p. 27). Invariably, (...)
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  49.  62
    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.
  50.  40
    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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