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Mark Mason [21]Mark Roger Mason [1]
  1.  46
    Complexity Theory and the Philosophy of Education.Mark Mason (ed.) - 2008 - Malden, MA: Wiley-Blackwell.
    A collection of scholarly essays, __Complexity Theory and the Philosophy of Education__ provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change. Explains the contributions of complexity theory to philosophy of education, curriculum, and educational research Brings together new research by an international team of contributors Debates issues ranging from the culture of curriculum, to the implications of work of key philosophers such as Foucault and John Dewey for educational change Demonstrates (...)
  2.  88
    What is complexity theory and what are its implications for educational change?Mark Mason - 2008 - Educational Philosophy and Theory 40 (1):35–49.
    This paper considers questions of continuity and change in education from the perspective of complexity theory, introducing the field to educationists who might not be familiar with it. Given a significant degree of complexity in a particular environment , new properties and behaviours, which are not necessarily contained in the essence of the constituent elements or able to be predicted from a knowledge of initial conditions, will emerge. These concepts of emergent phenomena from a critical mass, associated with notions of (...)
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  3. Complexity theory and the philosophy of education.Mark Mason - 2008 - Educational Philosophy and Theory 40 (1):4–18.
    This volume provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change.
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  4.  35
    Critical Thinking and Learning.Mark Mason (ed.) - 2008 - Wiley-Blackwell.
    By introducing current debates in the field of critical thinking and posing new questions from contributing scholars, _Critical Thinking and Learning_ examines the received wisdom in the field of critical thinking and learning. Examines the different perspectives in the field of critical thinking and learning Provides insights into critical thinking by posing new questions from contributing authors Introduces cross-cultural viewpoints into the dominant 'western'-based educational viewpoint Highlights differences among a variety of thinkers in the field.
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  5.  50
    Critical Thinking and Learning.Mark Mason - 2007 - Educational Philosophy and Theory 39 (4):339-349.
    This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What is the relationship between critical thinking and learning? In what ways does the moral domain overlap with these largely epistemic and pedagogical issues? The paper concludes by showing how (...)
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  6.  48
    The ethics of integrity: Educational values beyond postmodern ethics.Mark Mason - 2001 - Journal of Philosophy of Education 35 (1):47–69.
    I address the problems of diminished moral responsibility and of moral relativism, typically associated with education in late modern society, by developing, beyond the problematic contemporary formulations of postmodern ethics, an ethics of integrity as a moral resource for education. This ethics is constituted by the principles of respect for the dignity of persons, and the acceptance of responsibility for the consequences of our moral choices. I show how it offers more than the scant resources of postmodern ethics to educators (...)
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  7.  18
    The Ethics of Integrity: Educational Values Beyond Postmodern Ethics.Mark Mason - 2001 - Journal of Philosophy of Education 35 (1):47-69.
    I address the problems of diminished moral responsibility and of moral relativism, typically associated with education in late modern society, by developing, beyond the problematic contemporary formulations of postmodern ethics, an ethics of integrity as a moral resource for education. This ethics is constituted by the principles of respect for the dignity of persons, and the acceptance of responsibility for the consequences of our moral choices. I show how it offers more than the scant resources of postmodern ethics to educators (...)
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  8.  94
    Critical thinking and learning.Mark Mason - 2007 - Educational Philosophy and Theory 39 (4):339–349.
    This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What is the relationship between critical thinking and learning? In what ways does the moral domain overlap with these largely epistemic and pedagogical issues? The paper concludes by showing how (...)
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  9.  4
    What Is Complexity Theory and What Are Its Implications for Educational Change?Mark Mason - 2008 - Educational Philosophy and Theory 40 (1):35-49.
    This paper considers questions of continuity and change in education from the perspective of complexity theory, introducing the field to educationists who might not be familiar with it. Given a significant degree of complexity in a particular environment (or ‘dynamical system’), new properties and behaviours, which are not necessarily contained in the essence of the constituent elements or able to be predicted from a knowledge of initial conditions, will emerge. These concepts of emergent phenomena from a critical mass, associated with (...)
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  10.  5
    Teachers as Critical Mediators of Knowledge.Mark Mason - 2000 - Journal of Philosophy of Education 34 (2):343-342.
    This paper considers the question of the role of teachers with respect to knowledge, an issue that has been reopened as a consequence of the widespread interest in outcomes-based education. Proponents of an outcomes-based education are sometimes guilty of defending a role for teachers that is limited to facilitation. Against this rather passive understanding of the role of teachers, the paper defends a notion of teachers as critical mediators of knowledge. The role of teachers as mediators of knowledge is developed (...)
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  11.  48
    A Justification, after the Postmodern Turn, of Universal Ethical Principles and Educational Ideals1.Mark Mason - 2005 - Educational Philosophy and Theory 37 (6):799-815.
    The implementation of education programmes in different cultures invites the question whether we are justified in doing so in cultures that may reject the programmes’ underlying principles. Are there indeed ethical principles and educational ideals that can be justified as applicable to all cultures? After a consideration of Zygmunt Bauman's postmodern rejection of the possibility of universal ethics, Ι cite and extend Harvey Siegel's defence of multiculturalism as a transcultural ethical ideal. I conclude the paper with a justification of the (...)
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  12.  37
    Teachers as critical mediators of knowledge.Mark Mason - 2000 - Journal of Philosophy of Education 34 (2):343–342.
    This paper considers the question of the role of teachers with respect to knowledge, an issue that has been reopened as a consequence of the widespread interest in outcomes-based education. Proponents of an outcomes-based education are sometimes guilty of defending a role for teachers that is limited to facilitation. Against this rather passive understanding of the role of teachers, the paper defends a notion of teachers as critical mediators of knowledge. The role of teachers as mediators of knowledge is developed (...)
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  13.  26
    Complexity theory and the enhancement of learning in higher education: The case of the University of Cape Town.Mark Mason - 2024 - Educational Philosophy and Theory 56 (5):469-478.
    In the post-Apartheid era South Africa’s universities have faced serious questions about the quality of their student learning in the face of near impossible challenges. The University of Cape Town, widely seen as the country’s leading higher education institution, has shown remarkable resilience, however, in the range of initiatives it has launched to support and enhance student learning. These initiatives, designed with a common purpose, are of course intended to work together so that their effects might be compounded and realized (...)
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  14.  33
    After postmodernism, a renewed critical realism—and the implications for education.Mark Mason - 2018 - Educational Philosophy and Theory 50 (14):1344-1345.
  15.  3
    Critical Thinking and Learning.Mark Mason - 2008 - In Critical Thinking and Learning. Wiley-Blackwell. pp. 1–11.
    This chapter contains sections titled: What is Critical Thinking? Critical Thinking and Learning Note References.
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  16.  8
    Complexity Theory and the Philosophy of Education.Mark Mason - 2008 - In Complexity Theory and the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 1–15.
    This chapter contains sections titled: Complexity Theory and the Philosophy of Education Complexity Theory and Educational Research Complexity Theory and the Curriculum Concluding, and Simultaneously Introductory, Remarks References.
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  17.  7
    What is Complexity Theory and What are Its Implications for Educational Change?Mark Mason - 2008 - In Complexity Theory and the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 32–45.
    This chapter contains sections titled: Introduction Complexity Theory Complexity Theory and Educational Change Conclusion: The ‘Conditions of Emergence’ References.
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  18.  20
    Mortality and important events: Another look.William V. Rago, Mark Mason & Charles C. Cleland - 1981 - Bulletin of the Psychonomic Society 17 (2):76-78.
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  19.  30
    The long read: On the global relevance of the US elections.Fazal Rizvi, Michael A. Peters, Michalinos Zembylas, Shivali Tukdeo, Mark Mason, Lynn Mario T. M. de Souza, Wang Chengbing, Crain Soudien, Bob Lingard, Paul Tarc, Aparna Tarc, Conrad Hughes, Annette Bamberger, Lew Zipin & A. G. Rud - 2022 - Educational Philosophy and Theory 54 (14):2389-2408.
    At almost every election, Americans are inclined to say that this is the most consequential election in American history. 2020 is no exception. However, what is particularly remarkable about the No...
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  20.  31
    The long read: On the global relevance of the US elections.Paul Tarc, Fazal Rizvi, Michael A. Peters, Michalinos Zembylas, Shivali Tukdeo, Mark Mason, Lynn Mario T. M. de Souza, Wang Chengbing, Crain Soudien, Bob Lingard, Aprana Tarc, Conrad Hughes, Annette Bamberger, Lew Zipin & A. G. Rud - 2022 - Educational Philosophy and Theory 54 (14):2389-2408.
    At almost every election, Americans are inclined to say that this is the most consequential election in American history. 2020 is no exception. However, what is particularly remarkable about the No...
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