23 found
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  1.  39
    Beyond Domination: An Essay in the Political Philosophy of Education.David Bridges & Patricia White - 1985 - British Journal of Educational Studies 33 (1):99.
  2.  47
    Non-paternalistic arguments in support of parents' rights.David Bridges - 1984 - Journal of Philosophy of Education 18 (1):55–61.
    David Bridges; Non-paternalistic Arguments in Support of Parents’ Rights, Journal of Philosophy of Education, Volume 18, Issue 1, 30 May 2006, Pages 55–61, http.
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  3.  59
    Adaptive preference, justice and identity in the context of widening participation in higher education.David Bridges - 2006 - Ethics and Education 1 (1):15-28.
    Cultures of low aspirations, and more particularly young people's adaptation to them, are often presented as the major obstacle to an economic development agenda which requires more higher-level skills and a social agenda which is about enabling people from ‘non-traditional’ backgrounds to go to university. The article analyses and discusses some of the different sorts of constraints on the choices which we make and which may become unconsciously internalised and so constitute our adaptive preference. It argues, however, that all choice (...)
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  4.  29
    Education and the Market.David Bridges & Ruth Jonathan - 2002 - In Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 126–145.
    This chapter contains sections titled: Introduction I II.
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  5.  59
    Educational research and policy: Epistemological considerations.David Bridges & Michael Watts - 2008 - Journal of Philosophy of Education 42 (s1):41-62.
    This article is centrally concerned with the sort of knowledge that can and should inform educational policy—and it treats this as an epistemological question. It distinguishes this question from the more extensively explored question of what sort of knowledge in what form policy-makers do in fact commonly take into account. The article examines the logical and rhetorical character of policy and the components of policy decisions and argues that policy demands a much wider range of information than research typically provides. (...)
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  6. Philosophy, methodology and educational research: Introduction.David Bridges & Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):131–135.
    This book evaluates the increasingly wide variety of intellectual resources for research methods and methodologies and investigates what constitutes good educational research. Written by a distinguished international group of philosophers of education Questions what sorts of research can usefully inform policy and practice, and what inferences can be drawn from different kinds of research Demonstrates the critical engagement of philosophers of education with the wider educational research community and illustrates the benefits that can accrue from such engagement.
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  7.  35
    Enterprise and liberal education.David Bridges - 1992 - Journal of Philosophy of Education 26 (1):91–98.
    Recent initiatives from the Employment Department in the UK have promoted ‘enterprise education’. This paper discusses the relationship of enterprise education to the more established notion of a liberal education. It is argued that enterprise education should be understood not as replacing the aspirations of a liberal education, but rather as supporting or extending them. It does this (i) by helping pupils to understand what is arguably a significant form of life; (ii) by developing understanding of the economic conditions of (...)
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  8.  15
    Philosophy, methodology and educational research.David Bridges & Richard Smith (eds.) - 2007 - Malden, MA: Blackwell.
    This book evaluates the increasingly wide variety of intellectual resources for research methods and methodologies and investigates what constitutes good educational research. Written by a distinguished international group of philosophers of education Questions what sorts of research can usefully inform policy and practice, and what inferences can be drawn from different kinds of research Demonstrates the critical engagement of philosophers of education with the wider educational research community and illustrates the benefits that can accrue from such engagement.
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  9.  32
    The ethics and politics of the international transfer of educational policy and practice.David Bridges - 2014 - Ethics and Education 9 (1):84-96.
    The focus of this paper is on a variety of practices associated with the transfer of educational policy and practice from one national education system to another – practices sometimes referred to as ‘policy borrowing’. Its concern is with the ethical and political issues raised by these practices. In particular, it discusses concerns that these practices might be practically inappropriate, that they might be culturally insensitive or inappropriate, and that they might be impositional, exploitative perhaps or even oppressive. Such concerns (...)
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  10.  42
    The ethics of outsider research.David Bridges - 2001 - Journal of Philosophy of Education 35 (3):371–386.
    This chapter examines criticisms made by or on behalf of ‘disempowered’ groups against outsider research into their experience: that outsiders cannot properly understand and represent their experience and are exploitative and disrespectful, and that having outsiders articulate your views for you is intrinsically disempowering. I argue that ‘outsider research’ can contribute to the better understanding of the researcher, of the community engaged in the research and of the wider community. Nevertheless the claim ‘nothing about us without us’ expresses an ethical (...)
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  11.  63
    Educational research and the practical judgement of policy makers.David Bridges, Paul Smeyers & Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):5-14.
    This publication arises in a context in which policy makers and educational researchers are increasingly vocal in their demands that educational policy and prac.
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  12.  43
    Education, autonomy, and democratic citizenship: philosophy in a changing world.David Bridges (ed.) - 1997 - New York: Routledge.
    This international collection forms a response from 22 educators to our changing political environment and to the reassessment they provoke of the principles shaping educational thought and practice. The philosophical discussion, however, remains clearly rooted in the world of educational practice and its political content.
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  13.  44
    The disciplines and discipline of educational research.David Bridges - 2006 - Journal of Philosophy of Education 40 (2):259–272.
    This paper starts from the point in the early 1970s at which educational theory and research was temporarily structured under the ‘foundation’ disciplines of psychology, sociology, philosophy and history of education. It observes the way the intellectual resources of educational research have become enlarged and enriched and these disciplines themselves fragmented and hybridised to a degree that prompts talk not just of interdisciplinarity but of ‘postdisciplinarity’. The paper argues, however, that without discipline, in the sense of a shared language, a (...)
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  14.  42
    Competence-based education and training: Progress or villainy?David Bridges - 1996 - Journal of Philosophy of Education 30 (3):361–376.
    This paper notes the critical response that the ‘competence movement’ has received from writers in philosophy of education and argues for a more positive assessment of what it offers in relation to: (i) the place of practical competence in a liberal education, (ii) the meritocratic principles underlying the competence movement, (iii) the ‘transparency’ of expectations in assessment, and even (iv) the element of practical competence in moral performance. It emphasises, however, that not all versions of ‘competence’ can be defended in (...)
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  15.  55
    Education and the possibility of outsider understanding.David Bridges - 2009 - Ethics and Education 4 (2):105-123.
    In education issues to do with insider and outsider understanding arise in debates about religious education and about certain areas of research, and in argument about education for international understanding. Here I challenge the dichotomy between insider and outsider, arguing that a more collectivist view of human identity combined with elements of 'the self which we share with our fellows' means that we always stand in part as an insider and in part as an outsider in relation to others. I (...)
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  16. Ethics and the law: Conducting case studies of policing.David Bridges - 1989 - In Robert G. Burgess (ed.), The Ethics of educational research. New York: Falmer Press. pp. 141--159.
     
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  17.  16
    (1 other version)Introduction.David Bridges & Richard Smith - 2006 - Journal of Philosophy of Education 40 (4):417–419.
    This is the second of two Special Issues, the first of which appeared as Volume 40, Issue 2 of this year. In the first Issue, our contributors were particularly inclined to question two assumptions that colour thinking about educational research. The first is that educational research is essentially a ‘scientific’ exercise, reaching its apogee in randomised control trials, as if medical research were the ideal to which all other kinds of research should attempt to measure up, and as if education (...)
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  18.  9
    On the (Re)presentation of Educational Research Through the Medium of the Creative Arts.David Bridges - 2020 - Journal of Philosophy of Education 54 (5):1398-1418.
    Journal of Philosophy of Education, EarlyView.
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  19.  10
    Records of Pupil Achievement: Some Philosophical Issues.David Bridges - 1992 - Paideusis: Journal of the Canadian Philosophy of Education Society 5 (2):15-24.
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  20.  32
    Some reasons why curriculum planning should not be'left to the experts'.David Bridges - 1979 - Journal of Philosophy of Education 13 (1):159–164.
    David Bridges; Some Reasons why Curriculum Planning should not be‘Left to the Experts’, Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pag.
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  21.  25
    What's the use of meetings?David Bridges - 1975 - Journal of Philosophy of Education 9 (1):7–25.
    David Bridges; What’s the use of Meetings?, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 7–25, https://doi.org/10.1111/j.1467-9752.
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  22.  25
    Working without shame in international educational development? From consequentialism to casuistry.David Bridges - 2015 - Ethics and Education 10 (3):271-283.
    The central question addressed in this paper is about the ethics of engaging with educational development in countries perceived as undemocratic or as failing to respect human rights. More particularly, it examines the nature of the arguments that are brought to bear on this issue. It suggests that these are essentially consequentialist in character and hence fall prey to many of the limitations of such consequentialism, including the unpredictability of what will unfold, the indeterminacy of the consequences and the complex (...)
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  23.  9
    Moral Piety, nationalism and democratic education.Ching-Tien Tsai & David Bridges - 1997 - In David Bridges (ed.), Education, autonomy, and democratic citizenship: philosophy in a changing world. New York: Routledge. pp. 2--36.