According to Alasdair MacIntyre's influential account of practices, ‘teaching itself is not a practice, but a set of skills and habits put to the service of a variety of practices’ (MacIntyre and Dunne, 2002, p. 5). Various philosophers of education have responded to and critiqued MacIntyre's position, most notably in a Special Issue of the Journal of Philosophy of Education (Vol. 37.2, 2003). However, both in that Special Issue and since, this debate remains inconclusive. Much of this earlier discussion seems (...) to accept that teaching is a unique case in being a putative practice that does not fit readily into MacIntyre's account. In fact many supposed practices, including some nominated by MacIntyre himself, do not fit his account. A constructive critique of this account leads to a refurbished, broadly MacIntyrean account of practice. This will clarify the issue of whether teaching and a range of other activities are, indeed, practices. (shrink)

This Special Issue addresses a range of educational issues linked to main themes from our 2019 book The Emergence of Complexity: Rethinking Education as a Social Science. This book elaborated two major theses that raise fundamental questions for philosophy of education. First, that learning by groups is typically a distinctive kind of learning that is not reducible to learning by individuals. Second, that a degree of holism, as against a focus on individuals, is essential for achieving a convincing understanding of (...) this distinctive type of group learning. These two theses are of direct interest to philosophy of education since they challenges the resources of received theories of learning. Yet this kind of group learning characterises the vast bulk of human learning situations that occur outside of formal education systems. In this Special Issue introductory article we, firstly, introduce some basic principles of complexity theory, and demonstrate that, together with the concept of a ‘co-present group’ (between 2 and about 12 individuals), these ideas offer develop novel understandings of the distinctive learning that occurs within such groups. Secondly, we outline and illustrate with further examples the main features of co-present groups. Thirdly, we consolidate our conceptual work by showing five ways in which our account of group learning serves to refurbish the concept of ‘learning’. (shrink)

In workplace situations of all kinds novices are transformed by experience of practice into highly proficient practitioners. How are we to understand this change which appears to be as much a qualitative one as it is a quantitative one? This paper argues that the available resources for understanding the informal learning that occurs during the course of successful workplace practice are somewhat limited. Theories about know‐how are criticised for shedding little light on this topic. The notion of tacit knowledge is (...) also rejected as unhelpful. The development of judgement is proposed as a more promising way to understand the phenomenon. A consideration of four main dimensions of contextuality is used as a lead into an account of eleven key features of workplace practical judgement. (shrink)

There is an influential story about learning that retains a grip on the public mind. Main elements of this story include: the best learning resides in individual minds not bodies; it centres on propositions (true, false; more certain, less certain); such learning is transparent to the mind that has acquired it; so the acquisition of the best learning alters minds not bodies. Implications of these basic ideas include: the best learning can be expressed verbally and written down in books, etc.; (...) the process and product of learning can be sharply distinguished; and, though residing in minds and books, the best learning can be applied, via bodies, to alter the external world. The pervasive influence of this story is apparent in many writings about learning, including philosophical writings. A number of basic assumptions about learning underpin this story. The central purpose of this paper is to further delineate and then challenge each of these basic assumptions. The main implication of challenging these basic assumptions is that a somewhat different philosophical understanding of learning emerges. This different understanding of learning may offer fresh insights on current educational issues. (shrink)

In workplace situations of all kinds novices are transformed by experience of practice into highly proficient practitioners. How are we to understand this change which appears to be as much a qualitative one as it is a quantitative one? This paper argues that the available resources for understanding the informal learning that occurs during the course of successful workplace practice are somewhat limited. Theories about know-how are criticised for shedding little light on this topic. The notion of tacit knowledge is (...) also rejected as unhelpful. The development of judgement is proposed as a more promising way to understand the phenomenon. A consideration of four main dimensions of contextuality is used as a lead into an account of eleven key features of workplace practical judgement. (shrink)

There is an influential story about learning that retains a grip on the public mind. Main elements of this story include: the best learning resides in individual minds not bodies; it centres on propositions ; such learning is transparent to the mind that has acquired it; so the acquisition of the best learning alters minds not bodies. Implications of these basic ideas include: the best learning can be expressed verbally and written down in books, etc.; the process and product of (...) learning can be sharply distinguished; and, though residing in minds and books, the best learning can be applied, via bodies, to alter the external world. The pervasive influence of this story is apparent in many writings about learning, including philosophical writings. A number of basic assumptions about learning underpin this story. The central purpose of this paper is to further delineate and then challenge each of these basic assumptions. The main implication of challenging these basic assumptions is that a somewhat different philosophical understanding of learning emerges. This different understanding of learning may offer fresh insights on current educational issues. (shrink)

This chapter contains sections titled: The Early Decades of Analytical Philosophy Analytic Philosophy of Education Criticism Contemporary Practice.

In workplace situations of all kinds novices are transformed by experience of practice into highly proficient practitioners. How are we to understand this change which appears to be as much a qualitative one as it is a quantitative one? This paper argues that the available resources for understanding the informal learning that occurs during the course of successful workplace practice are somewhat limited. Theories about know-how are criticised for shedding little light on this topic. The notion of tacit knowledge is (...) also rejected as unhelpful. The development of judgement is proposed as a more promising way to understand the phenomenon. A consideration of four main dimensions of contextuality is used as a lead into an account of eleven key features of workplace practical judgement. (shrink)

This chapter contains sections titled: Introduction Vocational‐Academic Distinctions Criticisms of the Vocational Education/General Education Dichotomy The Front‐end Model and its Increasing Problems Vocational Education and Training: Developments and Strategies Conclusion: Enhancing Vocational Studies.

This Special Issue of Educational Philosophy and Theory originated from a suggestion by the late Professor Jim Walker that the main themes of our 2019 book were ripe for further exploration, not on...

Although learning has always been a central topic for philosophy of education, little attention has been paid to the notion of group learning. This article outlines and discusses some plausible examples of group learning. Drawing on these examples, various principles and issues that surround the notion of group learning are identified and discussed. These principles and issues are then further elaborated in the context of a detailed discussion of practice theory and its relevance for thinking about group learning and group (...) practice. (shrink)

The eminent British philosopher Bertrand Arthur William Russell (born 18 May 1872, died 2 February 1970) studied philosophy and mathematics at Trinity College, Cambridge, and subsequently held posts at Cambridge and various other major universities, interspersed with periods devoted to political, educational, and literary pursuits. He was author of numerous influential books and papers on philosophy, politics, and education. Few philosophers of science have had as strong a scientific background as Russell. His mathematical training at Cambridge was almost entirely in (...) applied mathematics which was largely physics. (shrink)

The concept of lifelong education received wide criticism and rejection in many educational circles in the 1970s. Recent developments in educational research and the increasing influence of postmodernist thought, the paper argues, are major factors in the return to favour of lifelong education. While a postmodern society is one characterised more by conflict than by consensus, the paper suggests that consensus on the importance of lifelong education might be one precondition for such a society.