15 found
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  1.  3
    Situating Skills.Geoffrey Hinchliffe - 2002 - Journal of Philosophy of Education 36 (2):187–205.
  2.  18
    Sartre’s Analysis of Anti-Semitism and its Relevance for Today.Geoffrey Hinchliffe - 2018 - Educational Philosophy and Theory 51 (1):97-106.
    In the second half of 1944, Jean-Paul Sartre wrote an essay entitled ‘Anti-Semite and Jew’. He analyses what might be termed the moral pathology of the anti-Semite. Such a person, Sartre suggests, has chosen to enact a passion, a passion of hatred. The motive is the desire for ‘impenetrability’ – a disavowal of reasoned argument – and a pleasure taken in the assertion and re-assertion of what is known to be false. Sartre’s essay was written hurriedly and looking back over (...)
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  3.  17
    Work and Human Flourishing.Geoffrey Hinchliffe - 2004 - Educational Philosophy and Theory 36 (5):535–547.
  4.  12
    Civic Republicanism and Civic Education: The Education of Citizens by Andrew Peterson. Basingstoke, Palgrave MacMillan, 2011. Pp. 200. Hb. £58.00. [REVIEW]Geoffrey Hinchliffe - 2013 - Journal of Philosophy of Education 47 (1):147-150.
  5. Education or Pedagogy?Geoffrey Hinchliffe - 2001 - Journal of the Philosophy of Education 35 (1):31-45.
  6.  7
    Education or Pedagogy?Geoffrey Hinchliffe - 2000 - Journal of Philosophy of Education 35 (1):31–45.
  7.  22
    Capability and Deliberation.Geoffrey Hinchliffe - 2009 - Studies in Philosophy and Education 28 (5):403-413.
  8.  7
    Education, Knowledge and Freedom.Geoffrey Hinchliffe - 2018 - Philosophy 93 (2):211-230.
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  9.  6
    Epistemic Freedom and Education.Geoffrey Hinchliffe - 2018 - Ethics and Education 13 (2):191-207.
    First of all, I define the concept of epistemic freedom in the light of the changing nature of educational practice that prioritise over-prescriptive conceptions of learning. I defend the ‘reality’ of this freedom against possible determinist-related criticisms. I do this by stressing the concept of agency as characterised by ‘becoming’. I also discuss briefly some of the technical literature on the subject. I then move on to discuss Gramsci’s concept of hegemony and Foucault’s idea of ‘productive power’: I argue for (...)
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  10.  4
    The Stubborn System of Moral Responsibility. [REVIEW]Geoffrey Hinchliffe - 2018 - The European Legacy 23 (4):454-457.
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  11.  22
    What is a Significant Educational Experience?Geoffrey Hinchliffe - 2011 - Journal of Philosophy of Education 45 (3):417-431.
    This article analyses the nature of an educational experience by taking as its starting point Dewey's Art as Experience in order to identify what it is that counts as a significant or worthwhile experience. Dewey suggests that an experience needs to have an integral character in which the different phases of the experience are related and which tends towards a conclusion. Furthermore, an experience also needs to have the character of what Dewey calls an ‘undergoing’, an engagement with content which (...)
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  12.  6
    Education, Learning and Freedom.Geoffrey Hinchliffe - 2016 - Journal of Philosophy of Education 50 (4).
    This paper takes as its starting point Kant's analysis of freedom in the Critique of Pure Reason. From this analysis, two different types of freedom are discerned, formative and instrumental freedom. The paper suggests that much of what passes for the pedagogy of learning in UK universities takes the form of an instrumental freedom. This, however, involves the neglect of formative freedom—the power to put learning to question. An emancipatory concept of education requires that formative freedom lies at the heart (...)
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  13.  12
    Plato and the Love of Learning.Geoffrey Hinchliffe - 2006 - Ethics and Education 1 (2):117-131.
    This paper explores the relation between love, learning and knowledge as found in three dialogues of Plato, Symposium, Phaedrus and Republic. It argues that the account of the ascent from carnal desire to the love of beauty, as set out in the Symposium, is best seen in terms of a genealogy of love in which the object of love is transformed into an object of knowledge. The Phaedrus shows us how affection and love between two individuals can help motivate a (...)
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  14.  3
    Education, Learning and Freedom.Geoffrey Hinchliffe - 2017 - Journal of Philosophy of Education 51 (2):430-442.
    This paper takes as its starting point Kant's analysis of freedom in the Critique of Pure Reason. From this analysis, two different types of freedom are discerned, formative and instrumental freedom. The paper suggests that much of what passes for the pedagogy of learning in UK universities takes the form of an instrumental freedom. This, however, involves the neglect of formative freedom—the power to put learning to question. An emancipatory concept of education requires that formative freedom lies at the heart (...)
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  15.  4
    Truth and the Capability of Learning.Geoffrey Hinchliffe - 2007 - Journal of Philosophy of Education 41 (2):221–232.