The current paradigm of educational theory as‘emergent in practice’ might sooner have provoked, and here does provoke, an analysis of the distinctive profile of educational practice. This practice is shown to be (inter alia) ‘philosophical’ by virtue of its integral quest for a coherent view of life. A theory that is adequate to this practice will be a‘cluster’ of four interconnected ‘discourses’ (each already in use within mature practice itselfl, not only deliberative and evaluative discourses but also utopian and scientific (...) ones. The curriculum of teacher education, too, should extend to all of these discourses. (shrink)

ABSTRACT The current paradigm of educational theory as‘emergent in practice’ might sooner have provoked, and here does provoke, an analysis of the distinctive profile of educational practice. This practice is shown to be (inter alia) ‘philosophical’ by virtue of its integral quest for a coherent view of life. A theory that is adequate to this practice will be a‘cluster’ of four interconnected ‘discourses’ (each already in use within mature practice itselfl, not only deliberative and evaluative discourses but also utopian and (...) scientific ones. The curriculum of teacher education, too, should extend to all of these discourses. (shrink)

Is philosophy the pursuit of knowledge, as first year students with a dictionary sometimes write? With an aim to inspire and encourage philosophical inquiry, offering an invitation to participate in a process of discovery? Or are philosophers charged with teaching the history of such pursuits – who argued, proved, disproved what? On the first account, philosophy is a subject that resists information-transmission, and requires exploration, creativity, discussion and dialogue. On the second, teaching centres on information-transmission, etching old ideas into the (...) minds of budding scholars, in short time slots. Though there need not be a division, there is a need to recognise where approaches differ. In this way, we can ensure sufficient time and space for the sometimes unquantifiable: imaginative, creative pursuits in philosophy, with space for independent, original thinking. This paper explores these ideas alongside approaches to teaching, and offers a paradigm for incorporating dialogue in the learning an... (shrink)