23 found
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  1.  25
    Situating skills.Geoffrey Hinchliffe - 2002 - Journal of Philosophy of Education 36 (2):187–205.
    The discourse surrounding skills in education and learning has often been dismissed as mere ‘skill–talk’. This article seeks to reject this criticism by arguing that much of the criticism of skill–talk rests on an unsatisfactory behaviourist view of skills. Another approach towards considering skills is also considered, an approach deriving from the Aristotelian concept of technē, but this is also rejected. It is suggested that the concept of ‘situational understanding’ provides the best way of thinking about skills. This approach firmly (...)
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  2.  32
    Work and human flourishing.Geoffrey Hinchliffe - 2004 - Educational Philosophy and Theory 36 (5):535–547.
  3.  14
    Education or pedagogy?Geoffrey Hinchliffe - 2000 - Journal of Philosophy of Education 35 (1):31–45.
    This paper explores the meaning of education in contrast with ‘pedagogy’. Whereas education can be defined as ‘learning for its own sake’, pedagogy can be defined as learning oriented towards social goals. An attempt to find an adequate conceptualisation is first of all sought in Aristotle, but his concept of education is found to depend on too narrow a concept of rational activity. A more adequate conceptualisation is found in Michael Oakeshott's contrast between morality and enterprise associations. However Oakeshott's definition (...)
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  4.  39
    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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  5.  38
    Capability and Deliberation.Geoffrey Hinchliffe - 2009 - Studies in Philosophy and Education 28 (5):403-413.
    This paper explores the role of deliberation in the context of the capability approach to human well-being from the standpoint of the individual doing the reflecting. The concept of a ‘strong evaluator’ is used develop a concept of the agent of capability. The role of values is discussed in the process of deliberating, particularly the nature of and difference between prudential values and intrinsic values. Some consideration is given to the limits and constraints on deliberation and finally a brief example (...)
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  6.  6
    Liberty and education: a civic republican approach.Geoffrey Hinchliffe - 2015 - New York: Routledge.
    This book takes the thinking of Quentin Skinner, Philip Pettit and J. G. A. Pocock on republican liberty and explores the way in which this idea of liberty can be used to illuminate educational practice. It argues that republican liberty is distinct from both positive and negative liberty, and its emphasis on liberty as non-dependency gives the concept of liberty a particularly critical role in contemporary society. Each chapter formulates and expounds the idea that an empire of liberty requires the (...)
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  7.  7
    Knowledge and the Space of Reasons: The Ideas of John McDowell and Paul Hirst.Geoffrey Hinchliffe - 2014 - Philosophy of Education 70:107-114.
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  8.  12
    Work and Human Flourishing.Geoffrey Hinchliffe - 2004 - Educational Philosophy and Theory 36 (5):535-547.
  9.  8
    Citizenship and the Joy of Work.Geoffrey Hinchliffe - 2022 - Journal of Philosophy of Education 56 (3):479-489.
    Journal of Philosophy of Education, EarlyView.
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  10.  20
    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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  11.  15
    Education, Knowledge and Freedom.Geoffrey Hinchliffe - 2018 - Philosophy 93 (2):211-230.
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  12.  19
    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.  11
    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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  14.  16
    On the idea of intrinsic human worth.Geoffrey Hinchliffe - 2020 - Ethics and Education 15 (3):300-314.
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  15.  27
    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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  16.  9
    Truth and the capability of learning.Geoffrey Hinchliffe - 2007 - Journal of Philosophy of Education 41 (2):221–232.
    This paper examines learning as a capability, taking as its starting point the work of Amartya Sen and Martha Nussbaum. The paper is concerned to highlight the relation between learning and truth, and it does so by examining the idea of a genealogy of truth and also Donald Davidson’s coherence theory. Thus the notion of truth is understood to be not only built into the capability of learning but also translated across into other capabilities.
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  17.  8
    The Cambridge Companion to Nineteenth-Century Thought: edited by Gregory Claeys, Cambridge, Cambridge University Press, 2019, 280 pp., £18.99.Geoffrey Hinchliffe - 2021 - The European Legacy 27 (1):96-98.
    At a mere 245 pages plus a bibliography this book comes as something of a relief. Had it been a compendium, it could have stretched to several times that amount. As it is, the editor, Gregory Claey...
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  18.  43
    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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  19.  8
    What is an Academic Judgement?Geoffrey Hinchliffe - 2020 - Journal of Philosophy of Education 54 (5):1206-1219.
    This paper considers the nature of academic judgement. It also suggests that academic judgement is not the special preserve of academics as such and is something with which students can be imbued. It is further suggested that academic judgement is best considered in the context of critical learning which is contrasted with demonstrative learning. The paper then proceeds with an analysis of judgement by considering the ideas of Peter Geach on this particular subject. It then moves to considering judgement in (...)
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  20.  20
    Education or Pedagogy?Geoffrey Hinchliffe - 2000 - Journal of Philosophy of Education 35 (1):31-45.
    This paper explores the meaning of education in contrast with ‘pedagogy’. Whereas education can be defined as ‘learning for its own sake’, pedagogy can be defined as learning oriented towards social goals. An attempt to find an adequate conceptualisation is first of all sought in Aristotle, but his concept of education is found to depend on too narrow a concept of rational activity. A more adequate conceptualisation is found in Michael Oakeshott's contrast between morality and enterprise associations. However Oakeshott's definition (...)
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  21.  21
    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.
    I happened to be reading Andrew Peterson’s Civic Republicanism and Civic Education: The Education of Citizens in England on the weekend that the Queen’s Diamond.
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  22.  8
    The Cambridge Companion to Nineteenth-Century Thought: edited by Gregory Claeys, Cambridge, Cambridge University Press, 2019, 280 pp., £18.99 (paper). [REVIEW]Geoffrey Hinchliffe - 2022 - The European Legacy 27 (1):96-98.
    At a mere 245 pages plus a bibliography this book comes as something of a relief. Had it been a compendium, it could have stretched to several times that amount. As it is, the editor, Gregory Claey...
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  23.  12
    The Stubborn System of Moral Responsibility. [REVIEW]Geoffrey Hinchliffe - 2018 - The European Legacy 23 (4):454-457.
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