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  1.  52
    The Aims of Education Restated.John White - 1983 - British Journal of Educational Studies 31 (1):71-73.
  2.  31
    Exploring Well-Being in Schools: A Guide to Making Children's Lives More Fulfilling.John White - 2011 - Routledge.
    "Despite a dramatic rise in average income in the last 40 years, people are no happier. Since the millennium personal well-being has recently shot up the political and educational agendas, with schools in the UK even including "Personal Well-being" as a curriculum topic in its own right.This book takes teachers, student teachers and parents step by step through the many facets of well-being, pausing at each step to look at the educational implications for teachers and parents trying to make our (...)
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  3.  13
    An Aims-based Curriculum: the significance of human flourishing for schools.Michael Jonathan Reiss & John White - 2013 - Institute of Education Press.
    An Aims-based Curriculum spells out a ground-breaking alternative to the familiar school curriculum constructed around a number of largely academic subjects. Its starting point is not subjects, but what schools should be for. It argues that aims are not to be seen as high-sounding principles that can be easily ignored: they are the lifeblood of everything a school does. -/- The book begins with general aims to do with equipping each learner to lead a personally fulfilling life, and to help (...)
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  4.  63
    Education and the Good Life.John White - 1991 - British Journal of Educational Studies 39 (3):366-367.
  5.  11
    Educational Theory and Its Foundation Disciplines.John White & P. H. Hirst - 1984 - British Journal of Educational Studies 32 (3):265.
  6.  39
    Moral Education and Education in Altruism: Two Replies to Michael Hand.John White - 2016 - Journal of Philosophy of Education 50 (3):448-460.
    This article is a critical discussion of two recent papers by Michael Hand on moral education. The first is his ‘Towards a Theory of Moral Education’, published in the Journal of Philosophy of Education in 2014. The second is a chapter called ‘Beyond Moral Education?’ in an edited book of new perspectives on my own work in philosophy and history of education, published in the same year. His two papers are linked in that he applies the theory outlined in the (...)
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  7.  9
    On Philip Kitcher's The Main Enterprise of the World: Rethinking Education.John White - 2023 - Journal of Philosophy of Education 57 (2):387-399.
    This is a long review of a long book, the longest to my knowledge on what educational aims and the curriculum that flows from them should be. The first half of the review is devoted to a brief summary of each of the eleven chapters. The second half raises some critical points. These cover remarks about R.S. Peters' alleged traditionalism; the salience of climate change considerations among educational aims; the claim that the arts, like the sciences, make progress; seeing the (...)
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  8. Justifying Private Schools.John White - 2016 - Journal of Philosophy of Education 50 (4):496-510.
    The paper looks at arguments for and against private schools, first in general and then, at greater length, in their British form. Here it looks first at defences against the charge that private schooling is unfair, discussing on the way problems with equality as an intrinsic value and with instrumental appeals to greater equality, especially in access to university and better jobs. It turns next to charges of social exclusiveness, before looking in more detail at claims about the dangers private (...)
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  9. Wellbeing and education: Issues of culture and authority.John White - 2007 - Journal of Philosophy of Education 41 (1):17–28.
    The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy-making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that well-being goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally-relative ones, drawing attention to the proliferating (...)
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  10. Why General Education? Peters, Hirst and History.John White - 2009 - Journal of Philosophy of Education 43 (supplement s1):123-141.
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical ends. Does history (...)
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  11.  49
    Indoctrination and Systems: A Reply to Rebecca Taylor.John White - 2017 - Journal of Philosophy of Education 51 (4):760-768.
    This is a reply to Rebecca Taylor's 2017 JOPE article ‘Indoctrination and Social Context: A System-based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators’. It agrees with her in going beyond the indoctrinatory role of the individual teacher to include that of whole educational systems, but differs in emphasizing indoctrinatory intention rather than outcome; and in allowing the possibility of indoctrination without individual teachers being indoctrinators at all.
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  12. Education and a Meaningful Life.John White - 2009 - Oxford Review of Education 35 (4):423-435.
    Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one on which this paper focuses. Meaningfulness in this non-religious sense is a necessary condition of a life of well-being, having to do with the nesting of one’s reasons for action within increasingly pervasive structures of activity and attachment. Sometimes a life can seem (...)
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  13.  12
    The Birth and Rebirth of Pictorial Space.John White - 1958 - Journal of Aesthetics and Art Criticism 17 (1):130-131.
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  14. What schools are for and why.John White - 2007 - Philosophy of Education Society of Great Britain IMPACT pamphlet No 14.
    In England and Wales we have had a National Curriculum since 1988. How can it have survived so long without aims to guide it? This IMPACT pamphlet argues that curriculum planning should begin not with a boxed set of academic subjects of a familiar sort, but with wider considerations of what schools should be for. We first work out a defensible set of wider aims backed by a well-argued rationale. From these we develop sub-aims constituting an aims-based curriculum. Further detail (...)
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  15.  80
    The dishwasher's child: Education and the end of egalitarianism.John White - 1994 - Journal of Philosophy of Education 28 (2):173–182.
    This paper argues that egalitarianism, in itself and as a basis for educational policy, is unacceptable. Three recent defences of it are examined and rejected. Three anti-egalitarian positions, however, all of which stress sufficiency rather than equality, pass muster. Educational implications are followed through, with reference to mixed ability grouping, selection, equal opportunities in education and conflicting views about the minimum content of a common school curriculum.
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  16.  19
    The Dishwasher’s Child: education and the end of egalitarianism.John White - 1994 - Journal of Philosophy of Education 28 (2):173-182.
    This paper argues that egalitarianism, in itself and as a basis for educational policy, is unacceptable. Three recent defences of it are examined and rejected. Three anti-egalitarian positions, however, all of which stress sufficiency rather than equality, pass muster. Educational implications are followed through, with reference to mixed ability grouping, selection, equal opportunities in education and conflicting views about the minimum content of a common school curriculum.
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  17.  43
    Education and the End of Work: A New Philosophy of Work and Learning.John White - 1997 - Cassell.
    This book engages with widespread current anxieties about the future of work and its place in a fulfilled human life.
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  18.  24
    Wellbeing and Education: Issues of Culture and Authority.John White - 2007 - Journal of Philosophy of Education 41 (1):17-28.
    The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy-making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that wellbeing goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally-relative ones, drawing attention to the proliferating (...)
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  19.  73
    Autonomy, human flourishing and the curriculum.John White - 2006 - Journal of Philosophy of Education 40 (3):381–390.
    This is a book in the ‘Thinking in Action’ series, which ‘takes philosophy to the public’. The review outlines the argument in the two halves of the book: on educational aims; and on controversial policy issues. In its assessment of the arguments it focuses on the following topics: problems in the relationships between happiness, flourishing, and personal autonomy; the justification of the traditional subject‐centred curriculum; the role of conjecture in the argument for state‐funded faith‐based schools; and a defence of education (...)
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  20.  59
    Five Critical Stances Towards Liberal Philosophy of Education in Britain.John White - 2003 - Journal of Philosophy of Education 37 (1):147-184.
    In this paper John White argues that there has been a decline in interest in and support for liberalism in British philosophy of education. He provides examples of work by leading figures in the field that demonstrates scepticism about the key liberal value of autonomy and offers an analysis of new influences in the field that have contributed to this decline. In particular he notes the increase of work from a religious perspective. Doubts are expressed about the practical relevance to (...)
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  21.  26
    Education, the Market and the Nature of Personal Well–Being.John White - 2002 - British Journal of Educational Studies 50 (4):442 - 456.
    A central aim of education has to do with the promotion of the pupil's and other people's well-being. Recent work by John O'Neill locates the strongest justification of the market in an individualistic preference-satisfaction notion of well-being. His own preference for an objective theory of well-being allows us to make a clear separation of educational values from those of the market. Problems in O'Neill's account suggest a third notion of well-being which better supports the separation mentioned.
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  22.  20
    Autonomy, Human Flourishing and the Curriculum.John White - 2006 - Journal of Philosophy of Education 40 (3):381-390.
    This is a book in the ‘Thinking in Action’ series, which ‘takes philosophy to the public’. The review outlines the argument in the two halves of the book: on educational aims; and on controversial policy issues. In its assessment of the arguments it focuses on the following topics: problems in the relationships between happiness, flourishing, and personal autonomy; the justification of the traditional subject-centred curriculum; the role of conjecture in the argument for state-funded faith-based schools; and a defence of education (...)
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  23.  31
    Education and nationality.John White - 1996 - Journal of Philosophy of Education 30 (3):327–343.
    The paper argues that nationality and national sentiment have been, until fairly recently, neglected topics in liberal, as distinct from conservative, political and educational philosophy. It claims that the promotion of national sentiment as an educational aim is not incompatible with liberalism, and may indeed be desirable for reasons of personal and cultural identity as well as for redistributive reasons. It then explores a remodelled conception of British nationality in particular; and finally looks at curricular implications.
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  24.  45
    Patriotism without obligation.John White - 2001 - Journal of Philosophy of Education 35 (1):141–151.
    Should we educate for patriotism? The issue has exercised many political philosophers and philosophers of education over the last few years and produced radical divisions among them. This paper comments on two recent contributions to the debate, by David Stevens and David Archard. While both these essays oppose education for patriotism, the present paper supports it. It argues that David Stevens's essay wrongly assumes that patriotic sentiment must be based on obligations to one's fellow-nationals, while David Archard's misgivings about education (...)
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  25.  12
    The medical condition of philosophy of education.John White - 1987 - Journal of Philosophy of Education 21 (2):155–162.
    John White; The Medical Condition of Philosophy of Education, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 155–162, https://doi.or.
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  26.  28
    Patriotism without Obligation.John White - 2001 - Journal of Philosophy of Education 35 (1):141-151.
    Should we educate for patriotism? The issue has exercised many political philosophers and philosophers of education over the last few years and produced radical divisions among them. This paper comments on two recent contributions to the debate, by David Stevens and David Archard. While both these essays oppose education for patriotism, the present paper supports it. It argues that David Stevens's essay wrongly assumes that patriotic sentiment must be based on obligations to one's fellow-nationals, while David Archard's misgivings about education (...)
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  27.  14
    The Medical Condition of Philosophy of Education.John White - 1987 - Journal of Philosophy of Education 21 (2):155-162.
    A reply to David Hamlyn's critique of current philosophy of education.
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  28.  56
    Philosophy in Primary Schools?John White - 2012 - Journal of Philosophy of Education 46 (3):449-460.
    The article is a critical discussion of the aims behind the teaching of philosophy in British primary schools. It begins by reviewing the recent Special Issue of the Journal of Philosophy of Education Vol 45 Issue 2 2011 on ‘Philosophy for Children in Transition’, so as to see what light this might throw on the topic just mentioned. The result is patchy; many, but not all, of the papers in the Special Issue deal with issues far removed from the classroom. (...)
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  29.  8
    The Aims of Education Restated.John White - 1982 - Psychology Press.
    John White's study is the most substantial work on what the aims of education should be since Whitehead's Aims of Education of 1929. It draws on material not only from schools and colleges, but also from the broader educative or miseducative nature of the 'ethos' of society and some of its major institutions. Sifting the different views about aims which are now prevalent and circulating in the world of education, he integrates the more defensible of them into an articulated set (...)
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  30.  15
    Education and Nationality.John White - 1996 - Journal of Philosophy of Education 30 (3):327-343.
    The paper argues that nationality and national sentiment have been, until recently, neglected concepts in liberal, as distinct from conservative, political and educational philosophy, It claims that, appropriately detachedfrom nationalistic ideas associated with the political right, the promotion of national sentiment as an educational aim is not incompatible with liberalism and, more strongly, may be desirablefor reasons of personal and cultural identity as well asfor redistributive reasons. The paper then explores issues to do with British nationality inparticular, arguingfor a remodelled (...)
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  31.  63
    Education, Work and Well‐being.John White - 1997 - Journal of Philosophy of Education 31 (2):233–247.
    The paper explores relationships between work and education. It begins with the meaning of 'work' and critically examines the claim in Richard Norman and Sean Sayers that work is a basic human need. After a section on the place of autonomous and heteronomous work in personal well-being, the paper finishes with comments on education and the future of work.
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  32.  38
    The Roots of Philosophy.John White - 1992 - Royal Institute of Philosophy Supplement 33:73-88.
    Some people think that the impulse to philosophise begins in early childhood: Gareth Matthews, for instance, in his Philosophy and the Young Child . His book begins ‘TIM , while busily engaged in licking a pot, asked, “Papa, how can we be sure that everything is not a dream?’” ‘Tim's puzzle,’ he tells us, ‘is quintessentially philosophical. Tim has framed a question that calls into doubt a very ordinary notion in such a way as to make us wonder whether we (...)
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  33.  52
    Philosophers as Educational Reformers : The Influence of Idealism on British Educational Thought.Peter Gordon & John White - 1979 - Routledge.
    This volume assesses how far the ideas and achievements of the 19th century British Idealist philosophical reformers are still important for us today when considering fundamental questions about the structure and objectives of the education system in England and Wales. Part 1 examines those ideas of the Idealists, especially T. H. Green, which had most bearing on the educational reforms carried out between 1870 and the 1920s and traces their connection with the philosophy and educational theory of Hegel and other (...)
  34.  12
    Education, Work and Well-being.John White - 1997 - Journal of Philosophy of Education 31 (2):233-247.
    The current crisis in the ‘work-society’ has implications for future educational policy. This paper explores some of the philosophical issues of relevance here. It starts with the meaning of ‘work’ and the claim that work should be central to our lives. It then examines the arguments that Richard Norman and Sean Sayers have provided for work as a basic human need, concluding that the case has not been made out. A section on the place of both autonomous and heteronomous work (...)
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  35.  18
    New light on personal well–being.John White - 2002 - Journal of the Philosophy of Education 36 (4):661–669.
    Books reviewed in this article:Roger Crisp and Brad Hooker (eds), Well–being and Morality: essays in honour of James GriffinJames Griffin, Value JudgementJohn O’Neill, The Market: ethics, knowledge and politicsE. F. Paul, F. D. Miller and J. Paul (eds), Human FlourishingJoseph Raz, Engaging ReasonL. W. Sumner, Welfare, Happiness and Ethics.
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  36.  11
    New Light on Personal Well–Being.John White - 2002 - Journal of Philosophy of Education 36 (4):661-669.
    Books reviewed in this article:Roger Crisp and Brad Hooker (eds), Well–being and Morality: essays in honour of James GriffinJames Griffin, Value JudgementJohn O’Neill, The Market: ethics, knowledge and politicsE. F. Paul, F. D. Miller and J. Paul (eds), Human FlourishingJoseph Raz, Engaging ReasonL. W. Sumner, Welfare, Happiness and Ethics.
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  37.  11
    New Light on Personal Well–Being.John White - 2002 - Journal of Philosophy of Education 36 (4):661-669.
    Books reviewed in this article:Roger Crisp and Brad Hooker (eds), Well–being and Morality: essays in honour of James GriffinJames Griffin, Value JudgementJohn O’Neill, The Market: ethics, knowledge and politicsE. F. Paul, F. D. Miller and J. Paul (eds), Human FlourishingJoseph Raz, Engaging ReasonL. W. Sumner, Welfare, Happiness and Ethics.
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  38.  23
    Philosophers on education.John White - 1999 - Journal of Philosophy of Education 33 (3):485–500.
    John White; Philosophers on Education, Journal of Philosophy of Education, Volume 33, Issue 3, 16 December 2002, Pages 485–500, https://doi.org/10.1111/1467-975.
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  39.  8
    Philosophers on Education.John White - 1999 - Journal of Philosophy of Education 33 (3):485-500.
    John White; Philosophers on Education, Journal of Philosophy of Education, Volume 33, Issue 3, 16 December 2002, Pages 485–500, https://doi.org/10.1111/1467-975.
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  40.  11
    Two National curricula ‐ baker's and Stalin's. towards a liberal alternative.John White - 1988 - British Journal of Educational Studies 36 (3):218-231.
  41.  39
    The Role of Policy in Philosophy of Education: An Argument and an Illustration.John White - 2012 - Journal of Philosophy of Education 46 (4):503-515.
    The article consists of a general section looking at changes since the 1960s in the links between philosophy of education and policy-making, followed by a specific section engaging in topical policy critique. The historical argument claims that policy involvement was far more widespread in our subject before the mid-1980s than it has been since then, and discusses various reasons for this change. The second section is a close examination of the Expert Panel's December 2011 recommendations on the future of the (...)
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  42.  19
    Philosophers as Educational Reformers: The Influence of Idealism on British Educational Thought and Practice.H. M. Knox, Peter Gordon & John White - 1980 - British Journal of Educational Studies 28 (3):241.
  43.  24
    David Cooper's illusions.Pat White & John White - 1980 - Journal of Philosophy of Education 14 (2):239–248.
    Pat White, John White; David Cooper's Illusions, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 239–248, https://doi.org/10.1111/j.1.
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  44.  16
    David Cooper's Illusions.Pat White & John White - 1980 - Journal of Philosophy of Education 14 (2):239-248.
    A defence of egalitarianism in education against David Cooper's critique of this.
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  45.  42
    The education of the emotions.John White - 1984 - Journal of Philosophy of Education 18 (2):233–244.
    A critical discussion of R S Peters' account of emotions and their place in education.
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  46.  28
    William Harvey and the primacy of the blood.John S. White - 1986 - Annals of Science 43 (3):239-255.
    William Harvey's theoretical commitment to the primacy of the blood developed from his study of the chick in the hen's egg. Harvey's original contribution, that the blood was the first material embodiment of the soul, is shown to be a crucial departure that enabled him to conceive of the general circulation of the blood.
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  47.  7
    What is philosophy of education? Overlaps and contrasts between different conceptions.John White - forthcoming - Journal of Philosophy of Education.
    Various conceptions of philosophy of education have been mooted over the last sixty years. The paper looks at five of these, associated particularly with R. S. Peters, D. W. Hamlyn, David Bakhurst, Philip Kitcher, and Harvey Siegel. It shows differences and sometimes overlaps among these, to do with whether or not philosophy of education should be seen as a branch of philosophy, as central to philosophy as a whole, or as a form of applied philosophy. The paper puts most weight (...)
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  48. Illusory intelligences?John White - 2008 - Journal of Philosophy of Education 42 (3-4):611-630.
    Howard Gardner's theory of Multiple Intelligences has had a huge influence on school education. But its credentials lack justification, as the first section of this paper shows via a detailed philosophical analysis of how the intelligences are identified. If we want to make sense of the theory, we need to turn from a philosophical to a historical perspective. This is provided in the second section, which explores how the theory came to take shape in the course of Gardner's intellectual development. (...)
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  49.  31
    A Special Issue on Sport and Spirituality.Scott Kretchmar & John White - 2018 - Sport, Ethics and Philosophy 12 (1):1-3.
  50. Do Howard Gardner's Multiple Intelligences Add up?John White - 2000 - British Journal of Educational Studies 48 (1):107-108.
     
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