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  1.  25
    Radical education and the common school: a democratic alternative.Michael Fielding - 2011 - New York: Routledge. Edited by Peter Moss.
    The book concludes by examining how we might bring such transformation about.Written by two of the leading experts in the fields of early childhood and ...
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  2.  29
    On the necessity of radical state education: Democracy and the common school.Michael Fielding - 2007 - Journal of Philosophy of Education 41 (4):539–557.
    There needs to be a tighter connection than is often the case between contested theories of democracy and debates about the viability and desirability of the common school. Because radical traditions of state education take that connection much more seriously, in both theory and practice, than most dominant accounts, it is to those alternative traditions that we might usefully look for guidance in the furtherance of explicitly democratic aspirations. In arguing for the importance of prefigurative practice, this paper proposes seven (...)
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  3.  36
    OFSTED, inspection and the betrayal of democracy.Michael Fielding - 2001 - Journal of Philosophy of Education 35 (4):695–709.
    Drawing briefly on the quite different discourses of schooling-as-performance and education-as-exploration, the paper opens by exploring some of the consequences of the distinction between schooling and education for any system of school inspection. The second section of the paper examines the conceptual and practical inadequacy of ‘accountability’ as an agent of reciprocal public engagement in a participatory democracy. In its stead a more robust, more open notion of ‘reciprocal responsibility’ is offered as a more fitting means of professional and communal (...)
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  4.  46
    Whole School Meetings and the Development of Radical Democratic Community.Michael Fielding - 2010 - Studies in Philosophy and Education 32 (2):123-140.
    Serious re-examination of participatory traditions of democracy is long overdue. Iconically central to such traditions of democratic education is the practice of whole School Meetings. More usually associated with radical work within the private sector, School Meetings are here explored in detail through two examples from publicly funded education, Epping House School, a mixed residential primary/elementary school for students with severe emotional, social and behavioural difficulties and secondary/high schools within the Just Community School movement in the USA. In addition to (...)
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  5.  29
    Against competition. In praise of a malleable analysis and the subversiveness of philosophy.Michael Fielding - 1976 - Journal of Philosophy of Education 10 (1):124–146.
    Michael Fielding; Against Competition, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 124–146, https://doi.org/10.1111/j.1467-9752.1.
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  6.  18
    OFSTED, Inspection and the Betrayal of Democracy.Michael Fielding - 2001 - Journal of Philosophy of Education 35 (4):695-709.
    Drawing briefly on the quite different discourses of schooling-as-performance and education-as-exploration, the paper opens by exploring some of the consequences of the distinction between schooling and education for any system of school inspection. The second section of the paper examines the conceptual and practical inadequacy of ‘accountability’ as an agent of reciprocal public engagement in a participatory democracy. In its stead a more robust, more open notion of ‘reciprocal responsibility’ is offered as a more fitting means of professional and communal (...)
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  7.  18
    Against Competition.Michael Fielding - 1976 - Journal of Philosophy of Education 10 (1):124-146.
    Michael Fielding; Against Competition, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 124–146, https://doi.org/10.1111/j.1467-9752.1.
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  8.  18
    Democracia radical y la voz del alumnado en escuelas de secundaria.Michael Fielding - forthcoming - Voces de la Educación:28-42.
    El artículo destaca la importancia de la educación como elemento esencial en la creación y renovación de la democracia. Cuestiona la noción de la voz del alumnado, para significarla desde una reciprocidad profunda entre profesorado y alumnado. Desarrolla dos marcos de acción “Patrones de colaboración” y “Escuelas para la democracia y finalmente reflexiona sobre acciones para mantener el compromiso con la educación en y para una democracia participativa.
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  9.  3
    Fruits of philosophy.Michael Fielding - 1937 - The Eugenics Review 29 (2):142.
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  10.  11
    Half-Caste.Michael Fielding - 1937 - The Eugenics Review 29 (2):141.
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  11.  10
    Human sex anatomy: a topographical hand atlas.Michael Fielding - 1934 - The Eugenics Review 26 (2):153.
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  12.  33
    Learning Organisation or Learning Community? A Critique of Senge.Michael Fielding - 2001 - Philosophy of Management 1 (2):17-29.
    This paper takes a close look at a central aspect of the work of Peter Senge,1 namely his advocacy of the learning organisation and the ‘Communities of Commitment’ that he suggests are its central dynamic. Echoing strands of the liberal-communitarian debate, Senge argues for ‘the primacy of the whole’ and ‘the community nature of the self ’ as two of the three Galilean shifts2 which have the potential to enable business to accomplish fundamental changes in our ways of thinking and (...)
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  13.  4
    On the Necessity of Radical State Education: Democracy and the Common School.Michael Fielding - 2008-10-10 - In Mark Halstead & Graham Haydon (eds.), The Common School and the Comprehensive Ideal. Wiley‐Blackwell. pp. 38–56.
    This chapter contains sections titled: Democracy and the Common School Radical Traditions of State Education Prefigurative Practice Prefigurative Practice and the Common School LibertÉ, ÉGalitÉ, FraternitÉ—Ou La Mort Notes References.
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  14.  21
    Planned parenthood: a guide to birth control.Michael Fielding - 1935 - The Eugenics Review 27 (1):59.
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  15.  16
    Pointing the way’: Alex Bloom and A.S. Neill on the enduring necessity and enacted possibility of radical democratic education as ‘a method of life.Michael Fielding - 2022 - Journal of Philosophy of Education 56 (6):970-984.
    Prompted by the centenary of the founding of Summerhill, in my contribution to this JOPE Suite on Democratic Education, I briefly explore both the admiring reciprocity and the subsidiary but significant differences of praxis between A.S. Neill and Alex Bloom, two remarkable pioneers of education in and for participatory democracy as a way of life. Because A.S. Neill's work is internationally renowned and Alex Bloom's has yet to re-establish the worldwide recognition it had in his own lifetime, my emphasis is (...)
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  16.  49
    Response to Eduardo M. Duarte’s Review of Radical Education and the Common School.Michael Fielding & Peter Moss - 2012 - Studies in Philosophy and Education 31 (5):501-504.
  17.  25
    Sex ethics: the principles and practice of contraception, abortion and sterilization.Michael Fielding - 1935 - The Eugenics Review 27 (3):240.
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  18.  5
    The practice of contraception.Michael Fielding - 1932 - The Eugenics Review 24 (3):221.
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  19. Why and how schools might live democracy as 'an inclusive human order'.Michael Fielding - 2016 - In Steve Higgins & Frank Coffield (eds.), John Dewey's Democracy and education: a British tribute. London: UCL Institute of Education Press.
     
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