27 found
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  1.  8
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
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  2.  39
    Adaptive Preference, Justice and Identity in the Context of Widening Participation in Higher Education.David Bridges - 2006 - Ethics and Education 1 (1):15-28.
    Cultures of low aspirations, and more particularly young people's adaptation to them, are often presented as the major obstacle to an economic development agenda which requires more higher-level skills and a social agenda which is about enabling people from ‘non-traditional’ backgrounds to go to university. The article analyses and discusses some of the different sorts of constraints on the choices which we make and which may become unconsciously internalised and so constitute our adaptive preference. It argues, however, that all choice (...)
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  3.  37
    Educational Research and Policy: Epistemological Considerations.David Bridges & Michael Watts - 2008 - Journal of Philosophy of Education 42 (s1):41-62.
    This article is centrally concerned with the sort of knowledge that can and should inform educational policy—and it treats this as an epistemological question. It distinguishes this question from the more extensively explored question of what sort of knowledge in what form policy-makers do in fact commonly take into account. The article examines the logical and rhetorical character of policy and the components of policy decisions and argues that policy demands a much wider range of information than research typically provides. (...)
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  4.  11
    Education and the Market.David Bridges & Ruth Jonathan - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 126--145.
  5.  83
    Philosophy, Methodology and Educational Research: Introduction.David Bridges & Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):131–135.
    This book evaluates the increasingly wide variety of intellectual resources for research methods and methodologies and investigates what constitutes good educational research. Written by a distinguished international group of philosophers of education Questions what sorts of research can usefully inform policy and practice, and what inferences can be drawn from different kinds of research Demonstrates the critical engagement of philosophers of education with the wider educational research community and illustrates the benefits that can accrue from such engagement.
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  6.  19
    The Ethics and Politics of the International Transfer of Educational Policy and Practice.David Bridges - 2014 - Ethics and Education 9 (1):84-96.
    The focus of this paper is on a variety of practices associated with the transfer of educational policy and practice from one national education system to another – practices sometimes referred to as ‘policy borrowing’. Its concern is with the ethical and political issues raised by these practices. In particular, it discusses concerns that these practices might be practically inappropriate, that they might be culturally insensitive or inappropriate, and that they might be impositional, exploitative perhaps or even oppressive. Such concerns (...)
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  7. Ethics and the Law: Conducting Case Studies of Policing.David Bridges - 1989 - In Robert G. Burgess (ed.), The Ethics of Educational Research. Falmer Press. pp. 141--159.
     
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  8.  23
    Non-Paternalistic Arguments in Support of Parents' Rights.David Bridges - 1984 - Journal of Philosophy of Education 18 (1):55–61.
  9.  11
    Beyond Domination: An Essay in the Political Philosophy of Education.David Bridges & Patricia White - 1985 - British Journal of Educational Studies 33 (1):99.
  10.  29
    The Ethics of Outsider Research.David Bridges - 2001 - Journal of Philosophy of Education 35 (3):371–386.
  11.  6
    Philosophy, Methodology and Educational Research: Introduction.David Bridges & Richard Smith - 2006 - Philosophy of Education 40 (2):131-135.
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  12.  39
    Education and the Possibility of Outsider Understanding.David Bridges - 2009 - Ethics and Education 4 (2):105-123.
    In education issues to do with insider and outsider understanding arise in debates about religious education and about certain areas of research, and in argument about education for international understanding. Here I challenge the dichotomy between insider and outsider, arguing that a more collectivist view of human identity combined with elements of 'the self which we share with our fellows' means that we always stand in part as an insider and in part as an outsider in relation to others. I (...)
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  13.  32
    Education, Autonomy, and Democratic Citizenship: Philosophy in a Changing World.David Bridges (ed.) - 1997 - Routledge.
    This international collection forms a response from 22 educators to our changing political environment and to the reassessment they provoke of the principles shaping educational thought and practice. The philosophical discussion, however, remains clearly rooted in the world of educational practice and its political content.
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  14.  39
    Educational Research and the Practical Judgement of Policy Makers.David Bridges, Paul Smeyers & Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):5-14.
  15.  16
    Enterprise and Liberal Education.David Bridges - 1992 - Journal of Philosophy of Education 26 (1):91–98.
  16.  15
    The Disciplines and Discipline of Educational Research.David Bridges - 2006 - Journal of Philosophy of Education 40 (2):259–272.
  17.  16
    Competence-Based Education and Training: Progress or Villainy?David Bridges - 1996 - Journal of Philosophy of Education 30 (3):361–376.
  18.  37
    Educationalization: On the Appropriateness of Asking Educational Institutions to Solve Social and Economic Problems.David Bridges - 2008 - Educational Theory 58 (4):461-474.
    Educationalization is a term most frequently used to indicate that government has inappropriately imposed on educational institutions responsibility for providing the solution to some social or economic problem. In this essay David Bridges illustrates, however, the way in which educational institutions collude in this process, where they see doing so as in their interests. He also points to the way idealistically educators might seek to contribute to the wider social agenda of their age. Indeed it is arguable that there is (...)
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  19. Philosophy, Methodology and Educational Research.David Bridges & Richard Smith (eds.) - 2007 - Blackwell.
     
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  20.  12
    The Practice of Higher Education: In Pursuit of Excellence and of Equity.David Bridges - 2006 - Educational Theory 56 (4):371-386.
    In this essay, David Bridges explores the notion of practice with particular application to the practice of higher education. He considers whether some of the changes in practices linked to the massification of higher education have in fact resulted in the breakdown of higher education as a practice, at least on Alasdair MacIntyre’s definition of the term. Specifically, Bridges examines whether higher education has lost its sense of the forms of human excellence around which its life is constructed. Finally, he (...)
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  21.  3
    Introduction.David Bridges & Richard Smith - 2006 - Journal of Philosophy of Education 40 (4):417–419.
  22.  14
    Working Without Shame in International Educational Development? From Consequentialism to Casuistry.David Bridges - 2015 - Ethics and Education 10 (3):271-283.
    The central question addressed in this paper is about the ethics of engaging with educational development in countries perceived as undemocratic or as failing to respect human rights. More particularly, it examines the nature of the arguments that are brought to bear on this issue. It suggests that these are essentially consequentialist in character and hence fall prey to many of the limitations of such consequentialism, including the unpredictability of what will unfold, the indeterminacy of the consequences and the complex (...)
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  23.  11
    What's the Use of Meetings?David Bridges - 1975 - Journal of Philosophy of Education 9 (1):7–25.
  24.  11
    Some Reasons Why Curriculum Planning Should Not Be'left to the Experts'.David Bridges - 1979 - Journal of Philosophy of Education 13 (1):159–164.
  25.  3
    Educational Research and the Practical Judgement of Policy Makers.David Bridges, Paul Smeyers & Richard Smith - 2008 - Philosophy of Education 42 (Supplement s1):5-14.
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  26.  3
    Moral Piety, Nationalism and Democratic Education.Ching-Tien Tsai & David Bridges - 1997 - In David Bridges (ed.), Education, Autonomy, and Democratic Citizenship: Philosophy in a Changing World. Routledge. pp. 2--36.
  27. On the (Re)Presentation of Educational Research Through the Medium of the Creative Arts.David Bridges - forthcoming - Journal of Philosophy of Education.
    Journal of Philosophy of Education, EarlyView.
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