8 found
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  1.  6
    Interpreting Children's Ideas: Creative Thought or Factual Belief? A New Look at Piaget's Theory of Childhood Artificialism as Related to Religious Education.Elizabeth Ashton - 1993 - British Journal of Educational Studies 41 (2):164-173.
  2.  19
    Values Education: A Fresh Look at Procedural Neutrality.Elizabeth Ashton & Brenda Watson[1] - 1998 - Educational Studies 24 (2):183-193.
    Summary The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion. Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students? own involvement. We point out many of the insights of Stenhouse's approach, but also some of (...)
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  3.  12
    Values Education: A Fresh Look at Procedural Neutrality.Elizabeth Ashton & Brenda Watson - 1998 - Educational Studies 24 (2):183-193.
    The need for education in moral values is increasingly being recognised today, but how is it to be conducted in schools? In particular we consider the appropriateness or otherwise of a teacher assuming the role of a neutral chairperson in discussion.Advocacy of such a stance is especially associated with Lawrence Stenhouse who saw neutrality as a procedural device in order to empower students’ own involvement. We point out many of the insights of Stenhouse's approach, but also some of its disadvantages (...)
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  4.  29
    Extending the Scope of Metaphor: An Examination of Definitions Old and New and Their Significance for Education.Elizabeth Ashton - 1997 - Educational Studies 23 (2):195-208.
    This article provides an analysis of theories of metaphor, tracing how far those which have dominated Western thought until the past few decades are reflective of the definitions within which writers from Classical Greece were working. It is shown how, during the Middle Ages and beyond, in particular since the seventeenth century, definitions of metaphor which emphasised ‘literal’ and ‘figurative’ levels of meaning have led to serious misconceptions concerning its nature and function in the attempts of human beings to conceptualise (...)
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  5.  26
    Metaphor in Context: An Examination of the Significance of Metaphor for Reflection and Communication.Elizabeth Ashton - 1994 - Educational Studies 20 (3):357-366.
    This article shows how metaphor is basic to language structure. It is illustrated with practical examples of how metaphor is found within different social and cultural contexts, irrespective of historical time. Numerous examples are given of how metaphor works in efforts to communicate meaning. From an early age, young children are initiated into the use of metaphor. This appears to be understood intuitively, and examples of words games and riddles are given to show how children become familiar with the symbolic (...)
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  6.  7
    Interpreting Images: An Investigation of the Problem of Literalism in Language Use and Religious Thinking.Elizabeth Ashton - 1993 - British Journal of Educational Studies 41 (4):381-392.
    This article discusses the use of metaphor in human attempts to communicate religious experience and insight. In particular, it argues that, all too often, metaphors are misunderstood because they are interpreted literally. Examples of primary school children's writing are provided to illustrate the problem of literalism in religious understanding. The article concludes by recommending the extensive teaching of metaphor throughout education.
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  7.  6
    Education, Assumptions and Values.David Carr, Brenda Watson & Elizabeth Ashton - 1995 - British Journal of Educational Studies 43 (4):466.
  8.  15
    Interpreting Children's Ideas: Creative Thought or Factual Belief? A New Look at Piaget's Theory of Childhood Artificialism as Related to Religious Education.Elizabeth Ashton - 1993 - British Journal of Educational Studies 41 (2):164-173.
    . Interpreting children 's ideas: Creative thought or factual belief? A new look at Piaget's theory of childhood artificialism as related to religious education. British Journal of Educational Studies: Vol. 41, No. 2, pp. 164-173.
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