Epistemic Logic in the Later Middle Ages     

STEPHEN READ 《Philosophical Books》1995,36(2):102-104

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Can ‘Philosophy for Children’ Improve Primary School Attainment?          下载免费PDF全文

STEPHEN GORARD  NADIA SIDDIQUI  BENG HUAT SEE 《Journal of Philosophy of Education》2017,51(1):5-22

There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in‐class intervention called ‘Philosophy for Children’ (P4C), after just over one year of schooling. The intervention aims to help children become more willing and able to question, reason, construct arguments and collaborate with others. A group of 48 volunteer schools were randomised to receive P4C (22 schools) or act as a control for one year (26). This paper reports the CAT results for all pupils in years 4 and 5 initially, and the Key Stage 2 attainment in English and Maths for those starting in year 5. There was no school dropout. Individual attrition from a total of 3,159 pupils was around 11 percent—roughly equal between groups. There were small positive ‘effect’ sizes in favour of the P4C group in progress in reading (+0.12) and maths (+0.10), and even smaller perhaps negligible improvements in CAT scores (+0.07) and writing (+0.03). The results for the most disadvantaged (free school eligible) pupils were larger for attainment (+0.29 in reading, +0.17 writing and +0.20 maths), but not for CATs (–0.02). Observations and interviews suggest that the intervention was generally enjoyable and thought to be beneficial for pupil confidence. Our conclusion is that, for those wishing to improve attainment outcomes in the short term, an emphasis on developing reasoning is promising, especially for the poorest students, but perhaps not the most effective way forward. However, for those who value reasoning for its own sake, this evaluation demonstrates that using curriculum time in this way does not damage attainment (and may well enhance it and reduce the poverty gradient in attainment), and so suggests that something like P4C is an appropriate educational approach.  相似文献   

Design in a Mature Economy     

STEPHEN BAYLEY 《The International Journal of Art & Design Education》1989,8(2):197-205

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BOOK REVIEWS     

Willard B. Spalding  STEPHEN P. HENCLEY 《Educational theory》1965,15(1):66-72

The Politics of Education in the Local Community. Robert S. Cahill and Stephen P. Hencley, Editors.
The Political Power and Educational Decision-Making. By Ralph B. Kimbrough.  相似文献   

Log-Linear Analysis: An Introduction for Researchers in Counseling     

MICHAEL N. MILONE  STEPHEN WOLK 《Counselor Education & Supervision》1980,19(3):162-172

This article serves as an introduction to log-linear analysis, a technique used in the analysis of qualitative data arranged in multidimensional contingency tables. The steps involved in log-linear analysis are presented in the context of an investigation of a personality characteristic of a group of counselor trainees. The references cited and supplemental readings allow interested readers to pursue the topic further.  相似文献   

Disrupted Selves: Resistance and identity work in the managerial arena     

STEPHEN WHITEHEAD 《Gender and education》1998,10(2):199-215

ABSTRACT This article draws on recently completed research undertaken within the UK further education (FE) sector. Theoretically located within (pro)feminist methodological perspectives, the research was concerned with critically investigating the interrelationship between men managers' sense of being male and masculine and the new managerialist discourses of contemporary education. Drawing on three of the research interviews, this article considers the ambiguities within, and points of disruption to, dominant managerial discourse. It is argued that this disruption not only underlines the fragility and multiplicity of (gendered) identity, but also suggests possibilities of subjective resistance by men/managers, to their identification with the dominant masculine/managerial discourse of performativity. Within this examination, attention will be drawn to the particular discursive characteristics of the new work culture in FE, together with the contradictions and tensions which constitute the (managerial) subject at work in the organisational arena.  相似文献   

Equal Opportunity     

SEAN SAYERS 《Philosophical Books》1990,31(3):176-177

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The Pedagogue of the Auratic Medium—Extending the Argument     

STEPHEN DOBSON 《Journal of Philosophy of Education》2008,42(2):325-331

Nick Peim has recently revisited the work of Walter Benjamin; specifically his famous essay on art and mechanical reproduction. In this reply, I too draw upon the inspiration of Benjamin to extend the argument to the question of experience and what might count as knowledge, both in a philosophical sense and also in terms of the curriculum. To exemplify my argument I draw upon the topics of prostitution, gambling and the urban. They were all central to Benjamin's unfinished work ‘The Arcades Project’.  相似文献   

The Syllogism.     

STEPHEN READ 《Philosophical Books》1983,24(1):14-15

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‘You're charging too little for the tea,me duck’: Library Clubs for senior citizens in Leicestershire*     

STEPHEN HOY 《Health information and libraries journal》1984,1(2):99-104

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