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  1. At the interface of school and work.Theodore Lewis - 2005 - Journal of Philosophy of Education 39 (3):421–441.
    The current emphasis that organisations are placing upon knowledge and the corresponding attention that workplace epistemological values are receiving within the educational community has resulted in an interesting convergence of discourses—school-based and work-based. Even as workplaces are tending toward abstraction over practice—based knowing, schools are being nudged into doing the reverse. The result of this ferment is that traditional barriers between these kinds of knowledge are being removed. As can be seen from workplace examples, it is possible for liberal learning (...)
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  • At the Interface of School and Work.Theodore Lewis - 2005 - Journal of Philosophy of Education 39 (3):421-441.
    The current emphasis that organisations are placing upon knowledge and the corresponding attention that workplace epistemological values are receiving within the educational community has resulted in an interesting convergence of discourses—school-based and work-based. Even as workplaces are tending toward abstraction over practice—based knowing, schools are being nudged into doing the reverse. The result of this ferment is that traditional barriers between these kinds of knowledge are being removed. As can be seen from workplace examples, it is possible for liberal learning (...)
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  • The Prospects for E‐Learning Revolution in Education: A philosophical analysis.Samson O. Gunga & Ian W. Ricketts - 2008 - Educational Philosophy and Theory 40 (2):294–314.
    If I lose my key in Canada, for instance, and I search for it in the United Kingdom, how long will I take to find it? This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream (...)
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  • Liberal educational responses to religious diversity: defending the need for a supplemental dimension of citizenship education in liberal democratic societies.Ryan Bevan - unknown
    This dissertation explores the relationship between liberal/secular and religious educations. I begin by tracing what I believe to be the source of tension between liberal/secular and religious educations to two highly influential liberal theories that have affected civic education in particular. I begin with an analysis of John Dewey's naturalistic approach to metaphysics and religion, arguing that Dewey's attitude to religious traditions, when used as a basis for civic education, is insufficient. Specifically, I argue that in Dewey's conception, religious doctrines, (...)
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