Philosophy of Education, theory, common sense and research by Richard Pring

By Richard Pring

This ebook for the 1st time brings jointly Professor Prings innovations at the philosophy of schooling and is his first international therapy of the topic. His writings replicate a consistency of considered academic idea and academic goals and the end result of either for the character and perform of academic learn. Professor Pring attracts jointly different subject matters, offering a distinctively philosophical point of view on academic thought and perform. this angle demanding situations the various rules, which underpin govt coverage, impoverish academic perform and weaken academic examine in a fashion unacknowledged even by means of the researchs so much ardent critics.

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And the secret would seem to be the fostering of a community, in which the continuum of experience between home and society, on the one hand, and formal learning, on the other, is promoted, respect for diversity of background and experience is cherished rather than regretted, enquiry is preferred (but not exclusively) to instruction, and the social life of the group (carefully nurtured) becomes the focus of each person's striving 'to make sense of that which is thought important - for, as Stenhouse (1975) argued, 'the fundamental process of learning by taking our part in the social life of groups remains the most potent influence in our lives'.

Published in Pring, R. and Walford, G. (eds) Affirming the Comprehensive Ideal, London: Palmer, (1997) 83-96 Introduction In the Foreword to a collection of essays entitled Authority, Education and Emancipation Lawrence Stenhouse wrote As a pupil at Manchester Grammar School I had been fortunate in my sixth form experience to meet three teachers ... who had opened ideas to me in a way that emancipated me by enhancing my sense of my own powers. When I came to teach I discovered that, though the school system valued achievement narrowly defined, it did not for the most part value the emancipation of pupils through knowledge.

What is distinctive of being a person is this capacity for being serious about life, a capacity requiring the application of intelligence, of moral judgement, of reflection and of sensitivity, which is often fostered by teachers even when much in the commercial environment militates against it. Such an emphasis is not foreign to teachers. As I have shown, there have been, apart from the individual efforts of teachers, the exciting innovations in geography, history, social studies and the humanities where teachers attempted to mediate the best within these different humane and intellectual traditions to the real and important questions that young people were asking.

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