Successive UK governments have adopted failure as a strategy in the reform of public education in England: first, to construct crises in order to blame professionals/parents/children for a failing system; and second, to provide rescue solutions that are designed to fail in order to sustain the change imperative. We describe this as policy mortality, or the integration of systemic and organisational ‘death’ within reform design. Our research demonstrates the interplay between the blame for the ‘wrong’ type of school, leader, teacher, (...) pupil, parent, and the claimed ‘solutions’ in the form of new schools (e.g., between 70 and 90 different types in England), organisations (e.g., MATs), professionals (e.g., CEOs), pupils (e.g., branded access to a school place), and parents (e.g., consumer choice). Our research contribution is conceptual through the development of new thinking about policy mortality, whereby the claim is for ‘success’ but the reality is that some professionals, schools, children and parents are required to fail. (shrink)

The study aimed to comprehensively overview the experiences encountered by public school employees during the recruitment, selection, and placement (RSP) process within the DepEd Bohol Division. Employing a qualitative-descriptive research design, the researchers utilized a phenomenological approach to delve deeply into these experiences, shedding light on the nuances and intricacies of the division's RSP process. As Lambert et al. (2013) described, qualitative- descriptive studies aim to provide a comprehensive and detailed summary of specific events experienced by individuals or groups in (...) everyday terms. To achieve this, Colaizzi's (1978) data analysis method was applied, meticulously gathering, transcribing, and analyzing recorded participant responses. The rigorous analysis revealed that an overwhelming 81% of the participants recognized significant challenges within the current RSP system of the division, underscoring the pressing need for a renewed approach to address these identified challenges. This highlighted the necessity for an RSP policy that is responsive and innovative, tailored to meet the evolving needs and expectations of applicants, schools, and the division. By implementing improvements to the RSP process, a more efficient and timely filling of vacated and newly available positions is anticipated, contributing to the seamless functioning of the educational system and ultimately enhancing the prospects of success. (shrink)

This article investigates some of the constraining factors experienced by 16 school-going mothers in the Okalongo circuit, Namibia. This was a qualitative phenomenological study, conducted through in-depth individual interviews, focus group discussions, and reflective journals with 16 school-going mothers between the ages of 17 and 20, purposively selected from three different public rural schools. This qualitative, phenomenological study analyses, through feminist and intersectionality theory, the lived experiences of these young mothers as they encounter the traditional, patriarchal attitudes and practices (...) of the Ovambadja community because these girls fell pregnant before their formal, cultural initiation. The article documents, through the voices of the young women themselves, the numerous constraints they experienced and overcame in their determination to complete their schooling. The findings show that, aside from the deeply held destructive patriarchal beliefs that significantly constrain and harm the mother-learners, the Namibian Learners Pregnancy Policy, which is intended to protect and ensure pregnant learners and motherlearners complete their schooling, is not being properly or effectively implemented. The study recommends an increase in efforts at the national level in Namibia to raise awareness among members of parliament, school administrators and principals, and all policymakers to develop better monitoring systems that will improve policy implementation in schools. (shrink)

Recent publication How Propaganda Works uses flawed ideologies to explain how propaganda works. I introduce the system of miseducation as an alternative, adapted from Carter G. Woodson’s The Mis-Education of the Negro. Miseducation explains instances of propaganda considered in the book but also another kind altogether, which I term Trojan horse propaganda. I consider the possibility that flawed social structures can themselves exert propagandistic effects, independent of any particular pattern of doxastic uptake by the individuals in that society. If so, (...) this would suggest moving from analyses of how propaganda affects individuals’ beliefs and toward analyses of propaganda’s practical effects, and would count in favor of activist approaches that make strategic use of sites of epistemic power. (shrink)

Arabic literacy skills are essential for Muslim learners to comprehend religious texts; however, when trying to improve these skills, students face numerous obstacles that require immediate attention. This study aims to develop and evaluate an Arabic learning model designed to enhance the capability of students in Indonesian boarding schools to read religious books. The research follows a three-stage approach: introductory study, model development, and model validation. The study takes place in Al-Jawami and Al-Falah boarding schools in West Java (...) Province, Indonesia. These schools were selected due to the emphasis they place on the Arabic reading skills needed for comprehending religious scriptures. The research employs the research and development (R&D) method, involving 80 students. A three-time experimental test compared the learning outcomes of students in the experiment group (EG) using the new model with those in the control group (CG) using the existing model. Data analysis utilized both qualitative and quantitative approaches, employing t-test statistics. Results indicated significantly higher effectiveness in the treatment group, demonstrating that the Arabic learning model utilized in this study effectively enhances the reading capacity of students. Additionally, student perspectives on the developed model were sought, revealing a highly positive response. The majority of students expressed satisfaction with the model's impact on their reading skills and demonstrated enthusiasm for self-directed Arabic learning. Overall, the research contributes valuable insights into effective Arabic language education strategies, with the developed model proving to be a successful approach in enhancing students' reading proficiency in religious texts. (shrink)

After a decade of educational reforms, The Challenge to Care in Schools is even more relevant now than when it was first published. In her new Introduction, Nel Noddings revisits her seminal book and places care as central to current debates on standardization, accountability, privatization, and the continuous struggle between traditional and progressive methods of education. Rather then forcing one side to yield to the other, this book advocates an alternative, "responsive system" that will allow the best ideas to (...) flourish. In the Second Edition, Noddings once again envisions a school system built on the idea that different people have different strengths, and that these strengths should be cultivated in an environment of caring, not of competition. She suggests that if we make the responsiveness characteristic of caring more basic than accountability, we can accommodate both traditional and progressive preferences in one school system to the benefit of all... especially the children. Chapters address the practical and theoretical questions involved in organizing traditional and nontraditional areas of study around themes of care. Introductory chapters focus on caring in general and on the problems of liberal education, while the final chapter offers sound advice for implementing a caring curriculum in our schools. (shrink)

This scarce antiquarian book is a facsimile reprint of the original. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment for protecting, preserving, and promoting the world's literature in affordable, high quality, modern editions that are true to the original work.

This is a work of normative political philosophy that seeks to identify the legitimate goals of public education policy in liberal democratic states and the implications of those goals for arguments about public funding and regulation of religious schools. ;The thesis of the first section is that the inferiority of certain types of religious school as instruments of civic education in a pluralist state would not suffice to justify liberal states in a general refusal to fund such schools. (...) States with no position on the value of autonomy for the good life would have to balance civic concerns against the preferences of religious parents who want to send their children to narrowly religious schools to shield them from exposure to ethical diversity. But, I argue, the principles of liberal democracy actually presuppose the value of autonomy. ;In the second section, I develop a conception of ethical autonomy and argue for its adoption as a public value. Autonomy, understood to entail distinctively rational reflection that must nonetheless inevitably be situated within an unchosen cultural context, can be publicly justified as having instrumental value to all persons in their quest to live a good life. And I defend the legitimacy of adopting autonomy as a goal of public education policy against a series of objections, most notably those grounded in claims about parental rights and fairness to traditional cultures. ;In the third section, I explore the implications of the autonomy goal for religious schools. After defending secular public schools from several prominent criticisms, I consider the argument that religious secondary schools are unsuitable to deliver education for autonomy because they provide children with inadequate exposure to and rational engagement with ethical diversity: I conclude that states cannot justify prohibiting or even presumptively denying public funding to all religious secondary schools, but that there is need for extensive public regulation. Finally, I argue that religious primary schools should be treated differently because of the particular developmental needs and capacities of pre-adolescents. Religious primary schools whose pedagogy is non-authoritarian are specially suitable to lay the foundations for autonomy in young children from religious families. (shrink)

We can find the origins of the notion of void in the Kalām tradition’s recognition of atomism. However, the main debates on the subject appeared after the Greek philosophical heritage transitioned to the Islamic world in the 3 rd century of Hijra. The literature of Kalām, just as in the metaphysical tradition, has two main types for this void being discussed. The first one is the external void (extracosmic) in which the cosmos floats. In the sources of Kalām, the question (...) of whether such a type of void exists is debated around the questions of whether anyone who might look beyond the cosmos can see anything or whether someone who stretches their hand outside the cosmos can move it. The second type of void, which occupies more of the mutakallimūn (Muslim theologians) agenda, is the internal void (intercosmic), assumed to be within the cosmos and between the body-forming atoms. This kind of void is discussed around the question of “Whether separating the two atoms is possible so that a third one can be inserted between them?” An ongoing discussion on the intercosmic void is found between the Baṣran and Baghdād Schools of Mu’tazila. Ibn Mattawayh and al-Nīsābūrī narrated the evidence presented in these discussions in their original form. The current essay discusses the debates between the two Schools and assesses the theoretical and experimental arguments both Schools present to justify their viewpoints, considering their philosophical origins. (shrink)

This article echoes those voices that demand new approaches and ‹senses’ for management education and business programs. Much of the article is focused on showing that the polemic about the educative model of business schools has moral and epistemological foundations and opens up the debate over the type of knowledge that practitioners need to possess in order to manage organizations, and how this knowledge can be taught in management programs. The article attempts to highlight the moral dimension of management (...) through a reinterpretation of the Aristotelian concept of practical wisdom. I defend the ideas that management is never morally neutral and that Aristotelian practical wisdom allows the recovery of moral considerations in management practice. I analyze the impact and implications that the introduction of practical wisdom in business schools entails for the conception and objectives of management education. This view reconfigures management education in terms of attention to values, virtues and context. Therefore, management programmes should prepare students to critically evaluate what they hear and to make decisions coherent with their values and virtues. In the final section, I reflect on the pedagogical implications of this approach. I point out that an integrated model of ethics and practical wisdom promotes education of cognition and education of affect as well. I provide an example to illustrate my perspective and to support my conclusions. (shrink)

This research tackled the challenges public secondary schools in Sagbayan District, Bohol, faced regarding records management. The study employed a mixed research design, combining both descriptive-qualitative and descriptive- quantitative methods. The qualitative phase involved conducting in-depth interviews and focus group discussions with relevant stakeholders involved in records management. On the other hand, the quantitative phase utilized survey questionnaires to gather data from relevant stakeholders to determine the acceptability of the proposed MIS among end-users. The first phase findings revealed various (...) challenges in records management faced by the schools, such as inefficient manual record-keeping systems, difficulties in data retrieval, and the risk of data loss due to inadequate backup procedures. These challenges highlighted the need for a comprehensive, technology-driven solution to streamline records management processes and ensure data security. The evaluation results in the second phase showed that the developed Management Information System (MIS) was well-accepted among the end users. The absence of any significant difference in the level of acceptability among the participants further validated the system's suitability for addressing their specific needs. The successful implementation of the MIS proved to be an effective solution to the records management challenges faced by the public secondary schools in Sagbayan District, Bohol. (shrink)

A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through the (...) practice of specific skills such as open and curious questioning, clarifying, and categorizing, and evaluating the merits of each contribution toward the problem or question under consideration. Reasonableness comes about as a joint commitment between the individual and the group to be honest in their views, to take care of those views, and for everyone to recognize that each member is a partial bearer of truth. Secondly, we discuss the pedagogies that cultivate reasonableness. The Philosophical Community of Inquiry is a natural pedagogy for this purpose. This can be supplemented with the thinking tools approach of Cam’s Twenty Thinking Tools or Harvard Project Zero’s Thinking Routines. In addition, we introduce our own two skill-building exercises, the Reasoning Game and the Argument Game. Thirdly, we show how this approach can be applied not just in Philosophy classes, but in the Humanities and Social Sciences. We argue that our approach brings these subjects to life, it develops understanding and reasonableness, and it bumps up student engagement. Fourthly, we discuss the assessment of reasonableness. In this type of learning environment, the way students perform in the philosophical community of inquiry is the focus of assessment. The desirable qualities of being reasonable become the assessment criteria for an on-balanced judgment about the student. (shrink)

The paper aims to analyze the scope of female leadership (deanship) at public and non-public law faculties in selected countries from the region of Central and Eastern Europe: Poland, Hungary, Czechia, Slovakia, Lithuania, Latvia, Estonia, Bulgaria, Romania, Slovenia, Croatia, Serbia, Kosovo, Bosnia and Hercegovina, Montenegro. The paper will explore the engagement of women in the administration of law schools operating within public (and non-public) schools (universities) across the region in the latest years. The paper aims to show the (...) number of female deanships at law faculties in the analyzed states. This analysis will be based on statistical data obtained from the available public sources (including national databases as well as the European Union resources) providing the number of female deans and vice-deans appointed or elected by the academia at all higher education institutions within the country. The initial hypothesis states that gender inequality has been present in the deanship of analyzed law schools and reflects general trends in gender equality in Europe. Comprehensive analysis of the central and eastern European states will allow formulating the key conclusions and answering the following research questions concerning the differences in the numbers of women on the key positions within the law faculties in terms of public versus non-public institutions and in the light of the general gender equality trends in the continent. The research methods used for the analysis include a dogmatic method, statistical method as well as comparative method. (shrink)

This paper accepts as given that business students want to get ahead. It criticizes business schools for their failure to reduce the incongruence between doing what is right and doing what it takes to get ahead. Because of this failure business school graduates carry negative ideas, attitudes and behaviors vis-à-vis social responsibility from business schools into the business world. Recommendations are made for increasing the social responsibility of business schools.

Academic integrity is a vital pedagogical responsibility that educational institutions should explicitly address. One of the best ways to uphold academic integrity is to create a culture of academic integrity throughout the school. This is especially imperative at high schools where students develop their moral identity because students who act dishonestly at high school will likely behave accordingly in post-secondary education and ultimately be dishonest in familial and professional settings. Creating a culture of academic integrity is a challenging, long (...) and multifaceted journey. In this respect, this exploratory case study set out to create a culture of academic integrity at a high school in Türkiye and explore what facilitates and impedes the process. We followed Stephens’ (2016) Multilevel Intervention Model and implemented a School-Wide Education program to guide us through the process. We conducted various activities throughout one academic year, from seminars to competitions. At the end of the term, we conducted individual and focus group interviews with the members of the school community and analyzed the interview data to identify facilitators and barriers of the process. The analysis yielded five facilitators (1) creating buy-in, (2) administrative embracement and support, (3) activities that promote student involvement, (4) external expert and school collaboration as praxis, and (5) policy as the blueprint and five barriers (1) deficiencies in responding academic misconduct, (2) prioritization of academic success over academic integrity, (3) teacher resistance against change, (4) exam-based assessment design, and (5) timing of the activities. Each theme was discussed in detail, and recommendations were made for high schools which set out on a journey of creating academic integrity culture. (shrink)

In this review article we describe the current scope, methods, and contents of medical ethics education in medical schools in Western English speaking countries (mainly the United Kingdom, the United States, and Australia). We assess the strengths and weaknesses of current medical ethics curricula, and students’ levels of satisfaction with different teaching approaches and their reported difficulties in learning medical ethics concepts and applying them in clinical practice. We identify three main challenges for medical ethics education: counteracting the bad (...) effects of the “hidden curriculum,” teaching students how to apply ethical knowledge and critical thinking to real cases in clinical practice, and shaping future doctors’ right character through ethics education. We suggest ways in which these challenges could be addressed. On the basis of this analysis, we propose practical guidelines for designing, implementing, teaching, and assessing a medical ethics program within a four-year medical course. (shrink)

Objectives To investigate high school cheating experiences and attitudes towards academic misconduct of freshmen at all four medical schools in Croatia, as a post-communist country in transition, with intention of raising awareness of academic (dis)honesty. Design and method Students were given an anonymous questionnaire containing 22 questions on the atmosphere of integrity at their high school, self-reported educational dishonesty, their evaluation of cheating behaviour, and on their expectations about the atmosphere of integrity at their university. Setting All schools (...) of medicine of Croatian universities (Zagreb, Rijeka, Split and Osijek). Main measures Descriptive statistics and differences in students' self-reported educational dishonesty, perception of cheating behaviour, and perception of the high school integrity atmosphere. Results Of the 761 freshmen attending the four medical schools, 508 (67%) completed the questionnaire: 481 Croatian and 27 international students. Of the Croatian respondents, almost all (>99%) self-reported engaging in at least one behaviour of educational dishonesty, and 78% of respondents admitted to having frequently cheated in at least one form of assessed academic misconduct. Only three students admitted to having reported another student for cheating. For most of the questions, there was no significant difference in the responses among Croatian students. However, significant differences were found in most responses between Croatian students and their international counterparts, who were significantly less likely to engage in dishonest behaviours. No individual factor was found to correlate with the incidence of self-admitted dishonest behaviour. Frequent cheaters evaluated academic dishonesty significantly more leniently than those who did not cheat. Conclusion Academic dishonesty of university students does not begin in higher education; students come to medical schools ready to cheat. (shrink)

Plurality implies a public sphere in which different worldviews (e.g. Secular Humanist, Christian, Jewish, Muslim and others) coexist respecting each other. Banning the presence of one or several of them from the public sphere is questionable in principle, and divisive in practice.

Globally, the COVID-19 pandemic is triggering a public health emergency and crisis on a large scale, with far-reaching effects and severe damage to all aspects of politics, economy, cultural and social life, and health. Consecutive outbreaks over the past nearly 2 years of “living with COVID-19” have forced most schools to physically close, resulting in the largest educational disruption in human history. In turbulent times of the COVID-19 crisis, school leaders are facing numerous major challenges germane to school governance (...) and leadership. The key objective of the study is to fully explore the prospective challenges principals are encountering in public schools in times of COVID-19. To fulfill the research purpose, a systematic literature review was carried out to investigate the leadership challenges. As a result, a total of 24 challenges were explored through SLR approach. Frequency analysis approach was initially applied to figure out the most significant challenges. Accordingly, seven challenges were found statistically significant as showing frequency ≥ 50 each. Irrevocably, the study works as a contribution to K-12 school leadership by providing guidance for current and future leaders in crisis based on practical investigation, experiences, and recommendations. Policy makers can leverage these findings to make necessary adjustments to school policy to better prepare school leaders for crisis. Additionally, the findings of the current study are believed to have profound implications for future research. These findings expand our current understanding on school leadership in time of crisis that needs further investigation. Subsequent studies can quantitatively and/or qualitatively validate these leadership challenges findings regarding a particular school context. (shrink)

The authors present a materialist analysis of the effects of neoliberalism in education. Specifically, they contend that neoliberalism is a form of cultural invasion that begets necrophilia. Neoliberalism is necrophilous in promoting a cultural desire to fix fluid systems and processes. Such desire manufactures both individuals known and culturally felt experiences of alienation which are, it is argued, symptomatic of an imperialist nostalgia that permeates educational policy and practice. The authors point to ‘unschooling in schools’ as a mechanism for (...) resisting the necrophilous tendencies of contemporary formations of education. (shrink)

Since 1984, the philosophy for children (p4c) Hawai‘i movement, a partnership between the University of Hawai‘i at Mānoa (UHM) and Hawai‘i’s public schools, has experienced success in creating a more philosophical schooling experience. UHM’s Uehiro Academy for Philosophy and Ethics in Education supports this movement by offering a ‘Philosopher in Residence’ who aids teachers in bringing philosophical inquiry into practice (Lukey 2013). Philosophers in Residence continue to support p4c Hawai‘i at Kailua High School, Waimānalo Intermediate and Elementary School, and (...) Waikīkī, Ka‘elepulu, and Sunset Beach Elementary Schools. As the movement grows, we continually ask, how can we support teachers in making p4c a ‘living and reliable educational option’ (Lipman 1988, p. vii) with limited resources? One solution is the philoSURFER Internship Project, where pre-college students intern with university Philosophers in Residence and assist kindergarten through to ninth grade teachers in ‘doing’ philosophy with students. Kailua High School started their first philoSURFERS cohort in the fall of 2015, and Sunset Beach Elementary School adapted the model and had their first cohort of philoSURFERS in the fall of 2021. Since 2015, 151 philoSURFERS have supported over 65 teachers and thousands of students at eight schools to engage in philosophical inquiry. The aim of this academic reflection is to share the lessons the five authors and project coordinators have learned over the last eight years of this school-university partnership for other organisations interested in utilising pre-collegiate students as catalysts for making philosophy an integral aspect of our schools. (shrink)

Andrée-Anne Cormier and Harry Brighouse explore the question of whether there are good reasons for schools to try and produce citizens disposed to use, and practiced in, civil discourse and behavior, and if so, what this implies for schools. First, the authors propose an account of the value (and disvalue) of civility, drawing on Cheshire Calhoun’s conception. They argue that civility is good in many circumstances, but not always. In some circumstances, it is neither beneficial nor morally required. (...) Second, they elucidate the reasons for teaching civility in schools and what they think that doing so would involve, what demands it would make on teachers, and how the aim of promoting civility would shape the structure of schools. Finally, they identify some reasons for pessimism that schools can be very successful in promoting civility. They do not think that these are conclusive reasons against teaching civility in schools, but they suggest that civility can only be taught well if educators are clear-eyed about the hurdles they will have to overcome. (shrink)

The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority officers in South Wales, UK, to the initial training programme in Philosophy for Children carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teachers. Interviews and qualitative (...) questionnaires were used to explore perceptions of and attitudes towards the dialogic practice of P4C and the related challenges for school leaders. The results provide an insight into how head teachers planned to embed the new practice of P4C in their schools. Results from the interviews and questionnaires have been subject to iterative analysis and categories derived under which to discuss the findings. There are many similarities in the ways in which different head teachers go about planning change n their schools as well as differences. The results provide insight into the role of initial continuing professional development in school development and the processes by which individual heads plan to embed change in practice across the whole school. (shrink)

In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed (...) under two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short-term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently-available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long-term policy. (shrink)

In the face of rising concerns about citizenship, national identity, diversity and belonging in Britain today, politicians from all sides of the political spectrum have looked to schools to inspire and invigorate a strong, modern sense of patriotism and common purpose, which is capable of binding people together and motivating citizens to fulfil their obligations to each other and to the state.In this timely and astute analysis, Michael Hand unpacks the claims made on both sides of the debate to (...) assess whether love of country is a defensible aim of education. Remarking on the curious failure of engagement between defenders and opponents of patriotic education, he looks beyond the usual arguments for and against, to offer original insight into whether teaching patriotic attachment can be defended on rational grounds. Rather than looking merely to the practical difficulties of cultivating common bonds without misrepresenting or distorting the country's history, Hand's tightly argued conclusion is that reasonable disagreement about the desirability of loving one's country rules out the explicit teaching of Patriotism in schools, and therefore, it should not be actively promoted but rather taught as a controversial issue in the classroom.Breaking new ground in the intellectual debates around teaching citizenship and promoting common patriotic purpose, Patriotism in Schools is an illuminating treatment of a pressing contemporary issue, which will animate and provoke debate amongst parents, teachers, students, academics, politicians and policy-makers alike. (shrink)

_Teaching in a democracy is challenging and filled with dilemmas that have no easy answers._ For example, how do educators meet their responsibilities of teaching civic norms and dispositions while remaining nonpartisan? _Democratic Discord in Schools_ features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each of the cases also features a set of six commentaries written (...) by a diverse array of scholars, educators, policy makers, students, and activists with a range of political views to spark reflection and conversation. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education (HGSE), _Democratic Discord in Schools_ provides the tools that allow educators and others to practice the deliberative skills they need in order to find reasonable solutions to common ethical dilemmas in politically fraught times. (shrink)