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 (...) of acquired beliefs and convictions and the crucial role played by conversation in cultivating the intellectual and moral openness in order to do so. At the heart of Montaigne’s writing on education is what can be called a pedagogy of conversation. (shrink)
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.
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.
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.
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 the rigidity of his distinction between vocational and university education, the lack of clarity and accuracy in his philosophy of teaching and learning, especially the under-conceptualisation of the role of example in teaching, the over-emphasis on tradition in (...) moral and civic learning. (shrink)
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 (...) institutions and activities remain subject of disagreement. In the light of this continuing interest and of Oakeshott’s extensive writing on so many aspects of education, it is timely that a book be published on his thinking on the subject. (shrink)
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.
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, (...) for support, as well as on more general arguments concerning moral sentiment, professional ethics, public expectation, and respect for human rights. (shrink)
The Educational Legacy of Michael Oakeshott.Kevin Williams & Pádraig Hogan - 2018 - In 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.), International Handbook of Philosophy of Education. Springer Verlag. pp. 325-335.details
This contribution appraises key aspects of Michael Oakeshott’s legacy to the philosophy of education. It begins with an examination of Oakeshott’s famous conversation metaphor and goes on to review in a number of ways its promise for an adequate understanding of educational thought and educational action. Tracing the influence of Oakeshott’s original thinking in the works of other philosophers, some criticisms of Oakeshott’s educational arguments are also considered.The originality and abiding relevance of Oakeshott’s educational insights are investigated in the later (...) part of the chapter. Complementing the constructive emphasis of the earlier part of the chapter the emphasis here is more critical. Particular attention is given to exploring the resources offered by Oakeshott’s arguments in defending education against forms of bureaucratic control, especially those forms that have become quite common internationally in recent decades. (shrink)
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.