15 found
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  1.  15
    Is There Spirituality? Can It Be Part of Education?Colin Wringe - 2002 - Journal of Philosophy of Education 36 (2):157–170.
  2.  29
    Family Values and the Value of the Family.Colin Wringe - 1994 - Journal of Philosophy of Education 28 (1):77–88.
  3.  6
    Understanding Educational Aims.Colin Wringe - 1988 - Allen & Unwin.
  4.  13
    Reasons, Values and Community in Moral Education.Colin Wringe - 1998 - 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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  5.  15
    The Ambiguities of Education for Active Citizenship.Colin Wringe - 1992 - Journal of Philosophy of Education 26 (1):29–38.
  6.  27
    The Human Right to Education.Colin Wringe - 1986 - Educational Philosophy and Theory 18 (2):23–33.
  7.  78
    Beyond Useful Knowledge: Developing the Subjective Self.Colin Wringe - 2015 - Journal of Philosophy of Education 49 (1):32-44.
    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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  8.  6
    Being Good and Living Well: Three Attempts to Resolve an Ambiguity.Colin Wringe - 1999 - Journal of Philosophy of Education 33 (2):287–293.
    The dichotomy between virtue and self‐interest or pleasure is held to face modern moral educators with a conflict between the interest of society and that of their pupils, as well as presenting obvious motivational difficulties. Three possibilities for mitigating this conflict are offered. First, it is argued that virtue is an essential constituent of our well‐being insofar as even undetected wickedness isolates us from others. Second, young people, alienated by the negative nature of conventional morality, may respond positively to certain (...)
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  9.  23
    Two Challenges to the Notion of Rational Autonomy and Their Educational Implications.Colin Wringe - 1995 - Educational Philosophy and Theory 27 (2):49–63.
  10.  11
    May We Transform the Other?Colin Wringe - 2013 - 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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  11.  8
    Beyond Liberal Education: Essays in Honour of Paul H. Hirst.Colin Wringe, Robin Barrow & Patricia White - 1994 - British Journal of Educational Studies 42 (3):326.
  12.  13
    The Diversity of Moral Education.Colin Wringe - 2000 - Journal of Philosophy of Education 34 (4):659–672.
  13.  7
    Teaching, Monitoring and Examining.Colin Wringe - 1980 - Educational Philosophy and Theory 12 (2):37–49.
  14.  8
    Rational Autonomy, Morality and Education.L. E. E. Jee-hun & Colin Wringe - 1993 - Journal of Philosophy of Education 27 (1):69–78.
  15.  8
    Educational Rights in Multicultural Democracies.Colin Wringe - 1995 - Journal of Philosophy of Education 29 (2):285–292.