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John Peter White
University College London
  1. Why General Education? Peters, Hirst and History.John White - 2009 - Philosophy of Education 43 (Supplement s1):123-141.
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical ends. Does history (...)
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  2. Illusory Intelligences?John White - 2008 - Journal of Philosophy of Education 42 (3-4):611-630.
    Howard Gardner's theory of Multiple Intelligences has had a huge influence on school education. But its credentials lack justification, as the first section of this paper shows via a detailed philosophical analysis of how the intelligences are identified. If we want to make sense of the theory, we need to turn from a philosophical to a historical perspective. This is provided in the second section, which explores how the theory came to take shape in the course of Gardner's intellectual development. (...)
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  3. Exploring Well-Being in Schools: A Guide to Making Children's Lives More Fulfilling.John White - 2011 - Routledge.
  4.  34
    Indoctrination and Systems: A Reply to Rebecca Taylor.John White - 2017 - Journal of Philosophy of Education 51 (4):760-768.
    This is a reply to Rebecca Taylor's 2017 JOPE article ‘Indoctrination and Social Context: A System-based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators’. It agrees with her in going beyond the indoctrinatory role of the individual teacher to include that of whole educational systems, but differs in emphasizing indoctrinatory intention rather than outcome; and in allowing the possibility of indoctrination without individual teachers being indoctrinators at all.
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  5. An Aims-Based Curriculum: The Significance of Human Flourishing for Schools.Michael Reiss & John White - 2013 - Institute of Education Press.
    An Aims-based Curriculum spells out a ground-breaking alternative to the familiar school curriculum constructed around a number of largely academic subjects. Its starting point is not subjects, but what schools should be for. It argues that aims are not to be seen as high-sounding principles that can be easily ignored: they are the lifeblood of everything a school does. -/- The book begins with general aims to do with equipping each learner to lead a personally fulfilling life, and to help (...)
     
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  6.  26
    The Aims of Education Restated.John White - 1983 - British Journal of Educational Studies 31 (1):71-73.
  7.  33
    Education and the Good Life.John White - 1991 - British Journal of Educational Studies 39 (3):366-367.
  8.  20
    Moral Education and Education in Altruism: Two Replies to Michael Hand.John White - 2016 - Journal of Philosophy of Education 50 (3):448-460.
    This article is a critical discussion of two recent papers by Michael Hand on moral education. The first is his ‘Towards a Theory of Moral Education’, published in the Journal of Philosophy of Education in 2014. The second is a chapter called ‘Beyond Moral Education?’ in an edited book of new perspectives on my own work in philosophy and history of education, published in the same year. His two papers are linked in that he applies the theory outlined in the (...)
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  9.  14
    Humans Use Directed and Random Exploration to Solve the Explore–Exploit Dilemma.Robert C. Wilson, Andra Geana, John M. White, Elliot A. Ludvig & Jonathan D. Cohen - 2014 - Journal of Experimental Psychology: General 143 (6):2074-2081.
  10. Education and a Meaningful Life.John White - 2009 - Oxford Review of Education 35 (4):423-435.
    Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one on which this paper focuses. Meaningfulness in this non-religious sense is a necessary condition of a life of well-being, having to do with the nesting of one’s reasons for action within increasingly pervasive structures of activity and attachment. Sometimes a life can seem (...)
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  11. Wellbeing and Education: Issues of Culture and Authority.John White - 2007 - Journal of Philosophy of Education 41 (1):17–28.
    The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy-making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that well-being goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally-relative ones, drawing attention to the proliferating (...)
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  12.  46
    Justifying Private Schools.John White - 2016 - Journal of Philosophy of Education 50 (4):496-510.
    The paper looks at arguments for and against private schools, first in general and then, at greater length, in their British form. Here it looks first at defences against the charge that private schooling is unfair, discussing on the way problems with equality as an intrinsic value and with instrumental appeals to greater equality, especially in access to university and better jobs. It turns next to charges of social exclusiveness, before looking in more detail at claims about the dangers private (...)
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  13. What Schools Are for and Why.John White - 2007 - Philosophy of Education Society of Great Britain IMPACT pamphlet No 14.
    In England and Wales we have had a National Curriculum since 1988. How can it have survived so long without aims to guide it? This IMPACT pamphlet argues that curriculum planning should begin not with a boxed set of academic subjects of a familiar sort, but with wider considerations of what schools should be for. We first work out a defensible set of wider aims backed by a well-argued rationale. From these we develop sub-aims constituting an aims-based curriculum. Further detail (...)
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  14.  44
    Autonomy, Human Flourishing and the Curriculum.John White - 2006 - Journal of Philosophy of Education 40 (3):381–390.
    This is a book in the ‘Thinking in Action’ series, which ‘takes philosophy to the public’. The review outlines the argument in the two halves of the book: on educational aims; and on controversial policy issues. In its assessment of the arguments it focuses on the following topics: problems in the relationships between happiness, flourishing, and personal autonomy; the justification of the traditional subject‐centred curriculum; the role of conjecture in the argument for state‐funded faith‐based schools; and a defence of education (...)
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  15.  3
    Educational Theory and Its Foundation Disciplines.John White & P. H. Hirst - 1984 - British Journal of Educational Studies 32 (3):265.
  16. Elusive Rivalry? Conceptions of the Philosophy of Education.John White - 2010 - Ethics and Education 5 (2):135-145.
    What is analytical philosophy of education (APE)? And what has been its place in the history of the subject over the last fifty years? In a recent essay in Ethics and Education (Vol 2, No 2 October 2007) on ‘Rival conceptions of the philosophy of education’, Paul Standish described a number of features of APE. Relying on both historical and philosophical argument, the present paper critically assesses these eight points, as well as another five points delineating APE in the Introduction (...)
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  17.  28
    Education and the End of Work: A New Philosophy of Work and Learning.John White - 1997 - Cassell.
    This book engages with widespread current anxieties about the future of work and its place in a fulfilled human life.
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  18.  23
    Five Critical Stances Towards Liberal Philosophy of Education in Britain.John White - 2003 - Journal of Philosophy of Education 37 (1):147-184.
  19.  12
    Autonomy, Human Flourishing and the Curriculum.John White - 2006 - Philosophy of Education 40 (3):381-390.
    This is a book in the ‘Thinking in Action’ series, which ‘takes philosophy to the public’. The review outlines the argument in the two halves of the book: on educational aims; and on controversial policy issues. In its assessment of the arguments it focuses on the following topics: problems in the relationships between happiness, flourishing, and personal autonomy; the justification of the traditional subject‐centred curriculum; the role of conjecture in the argument for state‐funded faith‐based schools; and a defence of education (...)
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  20.  12
    Intelligence, Destiny and Education. The Ideological Roots of Intelligence Testing.John White - 2008 - Journal of the History of Biology 41 (1):167-183.
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  21.  29
    The Role of Policy in Philosophy of Education: An Argument and an Illustration.John White - 2012 - Journal of Philosophy of Education 46 (4):503-515.
    The article consists of a general section looking at changes since the 1960s in the links between philosophy of education and policy-making, followed by a specific section engaging in topical policy critique. The historical argument claims that policy involvement was far more widespread in our subject before the mid-1980s than it has been since then, and discusses various reasons for this change. The second section is a close examination of the Expert Panel's December 2011 recommendations on the future of the (...)
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  22.  30
    Philosophy in Primary Schools?John White - 2012 - Journal of Philosophy of Education 46 (3):449-460.
    The article is a critical discussion of the aims behind the teaching of philosophy in British primary schools. It begins by reviewing the recent Special Issue of the Journal of Philosophy of Education Vol 45 Issue 2 2011 on ‘Philosophy for Children in Transition’, so as to see what light this might throw on the topic just mentioned. The result is patchy; many, but not all, of the papers in the Special Issue deal with issues far removed from the classroom. (...)
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  23.  18
    Elizabeth Anderson Interviewed by John White.Elizabeth Anderson & John White - 2019 - Journal of Philosophy of Education 53 (1):5-20.
  24.  11
    Wellbeing and Education: Issues of Culture and Authority.John White - 2007 - Philosophy of Education 41 (1):17-28.
    The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy‐making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that wellbeing goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally‐relative ones, drawing attention to the proliferating (...)
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  25.  15
    Education, the Market and the Nature of Personal Well–Being.John White - 2002 - British Journal of Educational Studies 50 (4):442 - 456.
    A central aim of education has to do with the promotion of the pupil's and other people's well-being. Recent work by John O'Neill locates the strongest justification of the market in an individualistic preference-satisfaction notion of well-being. His own preference for an objective theory of well-being allows us to make a clear separation of educational values from those of the market. Problems in O'Neill's account suggest a third notion of well-being which better supports the separation mentioned.
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  26. What Does It Mean to Be Well-Educated?John White - 2011 - Think (28):9-16.
    A brief account of educational aims, focussing on preparation for a life of autonomous well-being.
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  27. Do Howard Gardner's Multiple Intelligences Add Up?John White - 2000 - British Journal of Educational Studies 48 (1):107-108.
     
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  28.  12
    Patriotism Without Obligation.John White - 2001 - Journal of Philosophy of Education 35 (1):141-151.
  29.  28
    Patriotism Without Obligation.John White - 2001 - Journal of Philosophy of Education 35 (1):141–151.
  30.  57
    The Dishwasher's Child: Education and the End of Egalitarianism.John White - 1994 - Journal of Philosophy of Education 28 (2):173–182.
  31. Who Needs Examinations? A Story of Climbing Ladders and Dodging Snakes.John White - 2014 - Institute of Education Press.
    This short book is an interdisciplinary critique of conventional school examinations for older secondary students. -/- Chapter 1 is about their multiple shortcomings. -/- Chapter 2 asks why they have existed for so long, given that their deficiencies have been well-known for a century and more. It suggests that one factor in the UK has been their value to upper echelons of society as stepping stones to interesting careers; and documents attempts since 1900 to prevent other parts of society from (...)
     
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  32.  3
    Intelligence, Destiny and Education: The Ideological Roots of Intelligence Testing.John White - 2006 - British Journal of Educational Studies 54 (4):483-484.
  33.  8
    New Light on Personal Well–Being.John White - 2002 - Journal of the Philosophy of Education 36 (4):661–669.
  34.  17
    Education and Nationality.John White - 1996 - Journal of Philosophy of Education 30 (3):327–343.
    The paper argues that nationality and national sentiment have been, until fairly recently, neglected topics in liberal, as distinct from conservative, political and educational philosophy. It claims that the promotion of national sentiment as an educational aim is not incompatible with liberalism, and may indeed be desirable for reasons of personal and cultural identity as well as for redistributive reasons. It then explores a remodelled conception of British nationality in particular; and finally looks at curricular implications.
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  35.  2
    Between Hope and Despair: Teacher Education in the Age of Trump.Carolyne Ali-Khan & John Wesley White - forthcoming - Educational Philosophy and Theory:1-9.
    We are teacher educators trying to recalibrate to the world of Trump. As we search to find our new bearings, we recognize that the markers of meaning that we relied on (such as civility and...
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  36.  6
    The Dishwasher's Child: Education and the End of Egalitarianism.John White - 1994 - Philosophy of Education 28 (2):173-182.
    This paper argues that egalitarianism, in itself and as a basis for educational policy, is unacceptable. Three recent defences of it are examined and rejected. Three anti-egalitarian positions, however, all of which stress sufficiency rather than equality, pass muster. Educational implications are followed through, with reference to mixed ability grouping, selection, equal opportunities in education and conflicting views about the minimum content of a common school curriculum.
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  37. The Reliefs on the Façade of the Duomo at Orvieto.John White - 1959 - Journal of the Warburg and Courtauld Institutes 22 (3/4):254-302.
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  38.  55
    White, From Page One.John A. White - 1992 - Inquiry: Critical Thinking Across the Disciplines 9 (2):18-23.
  39.  34
    Education, Work and Well‐Being.John White - 1997 - Journal of Philosophy of Education 31 (2):233–247.
    The paper explores relationships between work and education. It begins with the meaning of 'work' and critically examines the claim in Richard Norman and Sean Sayers that work is a basic human need. After a section on the place of autonomous and heteronomous work in personal well-being, the paper finishes with comments on education and the future of work.
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  40.  6
    Education and Nationality.John White - 1996 - Philosophy of Education 30 (3):327-343.
    The paper argues that nationality and national sentiment have been, until recently, neglected concepts in liberal, as distinct from conservative, political and educational philosophy, It claims that, appropriately detachedfrom nationalistic ideas associated with the political right, the promotion of national sentiment as an educational aim is not incompatible with liberalism and, more strongly, may be desirablefor reasons of personal and cultural identity as well asfor redistributive reasons. The paper then explores issues to do with British nationality inparticular, arguingfor a remodelled (...)
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  41.  5
    New Light on Personal Well–Being.John White - 2002 - Philosophy of Education 36 (4):661-669.
    Books reviewed in this article: Roger Crisp and Brad Hooker (eds), Well–being and Morality: essays in honour of James Griffin James Griffin, Value Judgement John O’Neill, The Market: ethics, knowledge and politics E. F. Paul, F. D. Miller and J. Paul (eds), Human Flourishing Joseph Raz, Engaging Reason L. W. Sumner, Welfare, Happiness and Ethics.
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  42.  5
    New Light on Personal Well–Being.John White - 2002 - Journal of Philosophy of Education 36 (4):661-669.
  43.  5
    Education, Work and Well-Being.John White - 1997 - Journal of the Philosophy of Education 31 (2):233-247.
  44.  62
    Diversity in the Mechanisms of Gene Regulation by Estrogen Receptors.Rocio Sanchez, Denis Nguyen, Walter Rocha, John H. White & Sylvie Mader - 2002 - Bioessays 24 (3):244-254.
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  45.  12
    Pursuit of Bodily Excellence: Paul Weiss’s Platonic Imagination of Sports.John Bentley White - 2013 - Sport, Ethics and Philosophy 7 (4):391-411.
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  46.  4
    The Medical Condition of Philosophy of Education.John White - 1987 - Journal of Philosophy of Education 21 (2):155–162.
  47.  29
    The Value of Education: A Reply to Andrew Reid.John White - 2000 - Journal of Philosophy of Education 34 (4):697–707.
  48. Philosophers as Educational Reformers : The Influence of Idealism on British Educational Thought.Peter Gordon & John White - 2010 - Routledge.
    This volume assesses how far the ideas and achievements of the 19th century British Idealist philosophical reformers are still important for us today when considering fundamental questions about the structure and objectives of the education system in England and Wales. Part 1 examines those ideas of the Idealists, especially T. H. Green, which had most bearing on the educational reforms carried out between 1870 and the 1920s and traces their connection with the philosophy and educational theory of Hegel and other (...)
     
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  49.  4
    The Medical Condition of Philosophy of Education.John White - 1987 - Philosophy of Education 21 (2):155-162.
    A reply to David Hamlyn's critique of current philosophy of education.
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  50. Cavallini and the Lost Frescoes in S. Paolo.John White - 1956 - Journal of the Warburg and Courtauld Institutes 19 (1/2):84-95.
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