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Kevin Williams [56]Kevin R. Williams [1]Kevin W. Williams [1]
  1.  27
    Questioning allegiance: Resituating civic education.Stephen Chatelier, Candyce Reynolds, Kevin Williams & Liz Jackson - 2022 - Educational Philosophy and Theory 54 (1):104-109.
  2.  40
    Philosophy of education in a new key: A ‘Covid Collective’ of the Philosophy of Education Society of Great Britain (PESGB).Janet Orchard, Philip Gaydon, Kevin Williams, Pip Bennett, Laura D’Olimpio, Raşit Çelik, Qasir Shah, Christoph Neusiedl, Judith Suissa, Michael A. Peters & Marek Tesar - 2021 - Educational Philosophy and Theory 53 (12):1215-1228.
    This article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB (Philosophy of Education Society of Great Britain). When asked to reflect on questions concerning the Philosophy of Education in a New Key in May 2020, it was unsurprising that the effects of the coronavirus pandemic on society and on education were foremost in our minds. We wanted to consider important philosophical and educational questions raised by the pandemic, while acknowledging that, first and foremost, it (...)
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  3.  13
    Soundings in the sources of his power: The education of Seamus Heaney.Kevin Williams - 2019 - British Journal of Educational Studies 67 (3):337-354.
  4.  16
    Voices of the establishment or of cultural subversion? The Western canon in the curriculum.Kevin Williams - 2021 - Journal of Philosophy of Education 55 (4-5):864-877.
    Journal of Philosophy of Education, EarlyView.
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  5.  13
    Vision and Elusiveness in Philosophy of Education: R. S. Peters on the Legacy of Michael Oakeshott.Kevin Williams - 2009 - Journal of Philosophy of Education 43 (supplement s1):223-240.
    Despite his elusiveness on important issues, there is much in Michael Oakeshott's educational vision that Richard Peters quite rightly wishes to endorse. The main aim of this essay is, however, to consider Peters' justifiable critique of three features of Oakeshott's work. These are (1) the rigidity of his distinction between vocational and university education, (2) the lack of clarity and accuracy in his philosophy of teaching and learning, especially the under-conceptualisation of the role of example in teaching, (3) the over-emphasis (...)
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  6.  5
    Education and the Voice of Michael Oakeshott.Kevin Williams - 2007 - Imprint Academic.
    The work of Michael Oakeshott has retained a striking currency in philosophical discourse about education. This is hardly surprising in view of his influence on Paul Hirst and Richard Peters, two philosophers whose work had an enormous impact on educational thinking and practice in the English-speaking world. And, although much of the detail in educational debate may change, the fundamental underlying concerns regarding the conception of the person, the nature of knowledge and the moral life and their expression in educational (...)
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  7.  14
    Religious worldviews and the common school: The French dilemma.Kevin Williams - 2007 - Journal of Philosophy of Education 41 (4):675–692.
    This article explores, in the French context, an aspect of what Terence McLaughlin (1991) has described in an unpublished paper as the ‘dilemma of substantiality’ faced by any school system endeavouring to promote neutrality. In France, in order that the public or common school be genuinely open to all students, not only is the wearing of conspicuous religious symbols forbidden but so too is any direct teaching of religion. The cultural consequences resulting from this prohibition have led to the mandating (...)
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  8.  18
    Work, Play and Language Learning: Some Implications for Curriculum Policy of Michael Oakeshott’s Philosophy of Education.Kevin Williams - 2020 - Educational Philosophy and Theory 52 (5):535-548.
    This paper applies Oakeshott’s distinction between work and play to his philosophy of language education. The first part explores his critique of the vocational rationale for learning foreign languages and his affirmation of the intrinsic value or playful character of the activity. The second part of the article endeavours to give practical content to Oakeshott’s vision of studying language for the pleasure of the activity by drawing on sources that reflect the character of the experience in terms of playfulness.
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  9.  10
    ‘How Can We Know the Dancer from the Dance?’ Personal Concern and Sexual Desire in the Educational Relationship.Kevin Williams - 2019 - Journal of Philosophy of Education 53 (3):560-573.
  10.  24
    The gift of an interval: Michael Oakeshott's idea of a university education.Kevin Williams - 1989 - British Journal of Educational Studies 37 (4):384-397.
  11.  58
    Rethinking 'Learning' in Higher Education: Viewing the Student as 'Social Actor'.Kevin Williams - 2012 - Journal of Critical Realism 11 (3):296-323.
    A number of authors from different theoretical perspectives have called for new interdisciplinary ways of considering learning within the higher education context. Peter Jarvis’s lifelong learning perspective offers a viable alternative, but lacks a strong theory of the person as self, agent and actor. In response I propose that Margaret Archer’s realist social theory has a particular utility for bridging ‘common dualisms’ as part of an interdisciplinary enquiry into higher education learning, and offers a strong theory of the person.
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  12.  15
    Epistemology and Curriculum.Andrew Davis & Kevin Williams - 2002 - In Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 253–270.
    This chapter contains sections titled: I II.
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  13.  23
    Education and Human Diversity: The Ethics of Separate Schooling Revisited.Kevin Williams - 1998 - British Journal of Educational Studies 46 (1):26 - 39.
    This article reviews the arguments in the separate schools debate in an attempt to present a view of the matter which would be acceptable in a liberal democracy. Although the case for common or inclusive schools is treated sympathetically, the burden of the argument is that public sponsorship of separate schools can be defended once certain conditions are met.
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  14.  10
    Education and Conversation: Exploring Oakeshott's Legacy.Kevin Williams - 2017 - Educational Theory 67 (3):327-335.
  15.  23
    Education and the Catholic Tradition.Kevin Williams - 2010 - In Richard Bailey (ed.), The SAGE handbook of philosophy of education. Thousand Oaks, CA: SAGE Publication. pp. 167.
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  16.  28
    In defence of compulsory education.Kevin Williams - 1990 - Journal of Philosophy of Education 24 (2):285–295.
    Kevin Williams; In Defence of Compulsory Education, Journal of Philosophy of Education, Volume 24, Issue 2, 30 May 2006, Pages 285–294, https://doi.org/10.1111/.
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  17.  26
    Modern languages in the school curriculum: A philosophical view.Kevin Williams - 1991 - Journal of Philosophy of Education 25 (2):247–258.
    This article is based on an analysis of two types of argument, called utilitarian and educational respectively, which are commonly used to justify the teaching of modern/foreign languages in schools. Serious flaws are identified in the utilitarian arguments often employed to defend the teaching of modern languages and different educational arguments which might be offered as justification for their inclusion in the school curriculum are distinguished and appraised. The paper concludes with a consideration of the implications of the foregoing analysis (...)
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  18.  18
    The Religious Dimension of Cultural Initiation.Kevin Williams - 2004 - Ethical Perspectives 11 (4):228-237.
    This article considers the role of religion in general cultural initiation. The thrust of the argument pursued here is that, even in secular environments, schooling should offer some level of initiation into religious sensibility. Without this initiation, young people will not be in a position to engage with the religious dimension of general culture.
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  19.  8
    5 Education as conversation.Kevin Williams - 2012 - In Efraim Podoksik (ed.), The Cambridge companion to Oakeshott. Cambridge: Cambridge University Press. pp. 107.
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  20. Something more important than truth: ethical issues in war reporting.Kevin Williams - 1992 - In Andrew Belsey & Ruth F. Chadwick (eds.), Ethical issues in journalism and the media. New York: Routledge. pp. 159--162.
     
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  21.  16
    Are we too defensive about the place of the arts in education?Kevin Williams - 1995 - Journal of Philosophy of Education 29 (1):149–154.
    Kevin Williams; Are We Too Defensive about the Place of the Arts in Education?, Journal of Philosophy of Education, Volume 29, Issue 1, 30 May 2006, Pages 149–1.
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  22.  4
    Booknotes.Kevin Williams - 2003 - Journal of Philosophy of Education 37 (3):547–550.
    In the sonnet Epic by Patrick Kavanagh, the poet wonders if it is justifiable to write about a quarrel in rural Ireland instead of about the Second World War. H.
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  23.  10
    Booknotes.Kevin Williams - 2005 - Journal of Philosophy of Education 39 (3):571–576.
    It is no more than a platitude to say that philosophy has tended to be pursued in different ways in France and in the English-speaking world. I have to confess that I do not resonate to some of the French texts (the work of Foucault and Lyotard, for example) referred to by colleagues in philosophy of education. Much of this seems to me to be reprising the case about the relationship between power and exploitation that entered into popular discourse following (...)
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  24.  8
    Cognitive gain and the close reading of literature.Kevin Williams - 2022 - Journal of Philosophy of Education 56 (2):371-376.
    Journal of Philosophy of Education, EarlyView.
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  25.  14
    Critical pedagogy and foreign language education.Kevin Williams - 2004 - Journal of Philosophy of Education 38 (1):143–148.
    Critical Citizens for an Intercultural World: Foreign language education as cultural politics Manuela Guilherme, 2002, Clevedon, Multilingual Matters. Pp. 296.
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  26.  20
    Education and the hegemony of the rich.Kevin Williams - 2018 - Educational Philosophy and Theory 50 (14):1310-1311.
  27.  26
    Education for European citizenship: a philosophical critique.Kevin Williams - 1996 - Studies in Philosophy and Education 15 (1):209-219.
    The European dimension of civic education can allow educators to promote many positive elements of internationalism. These include the promotion of general respect for the rule of law and for human rights and of commitment to democratic and egalitarian principles. This paper accepts these aspects of the European dimension in civic education. What it objects to is the attempt, through education, to change the focus of the political allegiance of young people by promoting the notion of ‘European citizenship’. Support for (...)
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  28.  50
    Faith and the Nation: Education and Religious Identity in the Republic of Ireland.Kevin Williams - 1999 - British Journal of Educational Studies 47 (4):317 - 331.
    Through an examination of selected documents, this article explores the role which the Irish state attributed to education in promoting the Christian, specifically Catholic, identity of its young citizens. The essay also examines the evidence of a desire to distance the state from a direct role in reinforcing the religious dimensions of cultural identity and of an endeavour to reconcile respect for the nation's Christian heritage with respect for other versions of human self-understanding.
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  29. Medical Samaritans: Is There A Duty To Treat?Kevin Williams - 2001 - Oxford Journal of Legal Studies 21 (3):393-413.
    This article argues that doctors and other health care professionals should be obliged to provide emergency treatment to those in immediate and nearby need regardless of the absence of any prior professional relationship between the parties. It concludes that the common law should accordingly recognize a specific duty of ‘medical rescue’. It examines some of the conventional objections to affirmative duties, finding them unconvincing in this particular context. It draws on two recent appellate decisions, one Australian and the other English, (...)
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  30.  23
    National sentiment in civic education.Kevin Williams - 1995 - Journal of Philosophy of Education 29 (3):433–440.
    Kevin Williams; National Sentiment in Civic Education, Journal of Philosophy of Education, Volume 29, Issue 3, 30 May 2006, Pages 433–440, https://doi.org/10.11.
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  31.  4
    Religious Worldviews and the Common School: The French Dilemma.Kevin Williams - 2008-10-10 - In Mark Halstead & Graham Haydon (eds.), The Common School and the Comprehensive Ideal. Wiley‐Blackwell. pp. 171–188.
    This chapter contains sections titled: The Common School in France and Britain LAïCITÉ: Some Matters of Definition Understanding the Context Faith, Culture and the School The Role of the School The Epistemological Status of Religious Studies Religious Illiteracy: The Policy Response Religion, Neutrality and the Logic of LAïCITÉ Religious Worldviews and the Teaching of Literature Notes References.
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  32.  18
    Subsets of real world knowledge.Kevin W. Williams & Francis T. Durso - 1986 - Bulletin of the Psychonomic Society 24 (6):401-403.
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  33.  38
    The dilemma of Michael Oakeshott: Oakeshott's treatment of equality of opportunity in education and his political philosophy.Kevin Williams - 1989 - Journal of Philosophy of Education 23 (2):223–240.
    Kevin Williams; The Dilemma of Michael Oakeshott: Oakeshott's treatment of equality of opportunity in education and his political philosophy, Journal of Philoso.
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  34.  6
    The rationale for the teaching of literature: soundings in Paul Hirst's epistemology.Kevin Williams & Patrick A. Williams - 2023 - Journal of Philosophy of Education 57 (1):276-292.
    Paul Hirst’s reconceptualization of his epistemology provides a basis for this exploration of the various aspects of the rationale for teaching literature. The article reflects the close analysis of knowledge and the curriculum in his early work and develops insights in his later work. This leads to the identification of five strands that form the rationale for the role of literature within the curriculum. The first strand refers to the knowledge of context, cultural background, or information necessary to engage with (...)
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  35.  4
    Vision and Elusiveness in Philosophy of Education: R. S. Peters on the Legacy of Michael Oakeshott.Kevin Williams - 2011-09-16 - In Stefaan E. Cuypers & Christopher Martin (eds.), Reading R. S. Peters Today. Wiley‐Blackwell. pp. 219–236.
    This chapter contains sections titled: Oakeshott's Educational Vision The Three Criticisms Conclusion Notes References.
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  36.  42
    Vocationalism and liberal education: Exploring the tensions.Kevin Williams - 1994 - Journal of Philosophy of Education 28 (1):89–100.
    Vocationalism is distinguished from vocational education and distinctions are drawn between the various senses in which vocationalism or the pursuit of vocational ‘relevance’ can be understood. The burden of the argument of the essay is that vocationalism, understood as teaching skills in virtue of their putative vocational usefulness or relevance, is misguided both on prudential and educational grounds. A basis for some reconciliation between liberal and vocational learning is found in the fact that learning for its own sake and learning (...)
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  37.  15
    Lessons from a master: Montaigne’s pedagogy of conversation.Kevin Williams & Patrick Williams - 2017 - Educational Philosophy and Theory 49 (3):253-263.
    There remains much to be learned from searching exploration of the great authors who have meditated on education. Montaigne is one such thinker and this essay endeavors to draw together the strands of his pedagogy and to demonstrate how they gain purchase in the business of teaching and learning. The article also proposes to supplement his vision with practical examples from fiction and autobiography. Perhaps the most striking theme is the need to be able to decentre from the comfort zone (...)
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  38.  14
    Questioning allegiance: Resituating civic education : by Liz Jackson: A review symposium. [REVIEW]Liz Jackson, Kevin Williams, Candyce Reynolds & Stephen Chatelier - 2022 - Educational Philosophy and Theory 54 (1):104-109.
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