36 found
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  1. Philosophy of educational research.Richard Pring - 2004 - New York: Continuum.
    Three issues features as the central themes throughout this book: the nature of social science in general; the nature of educational enquiry in particular; and ...
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  2. The common school.Richard Pring - 2007 - Journal of Philosophy of Education 41 (4):503–522.
    The paper is concerned with the conflicting principles revealed respectively by those who argue for the common school and by those who seek to promote a system of schools that, though maintained by the state, might reflect the different religious beliefs within the community. The philosopher, John Dewey, is appealed to in defence of the common school, though similar ideas are reflected in the developing comprehensive ideal in Britain.
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  3. The 'false dualism' of educational research.Richard Pring - 2000 - Journal of Philosophy of Education 34 (2):247–260.
    Educational research is being subject to damaging criticism from both outside and within the research community. The external critics are impatient of research which does not give evidence‐based answers to the questions they ask. The internal critics condemn the very research which seeks to provide those answers. These differences are reflected in the rigid distinction between quantitative and qualitative research. This paper questions the philosophical positions on which such a distinction relies.
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  4.  23
    The ‘False Dualism’ of Educational Research.Richard Pring - 2000 - Journal of Philosophy of Education 34 (2):247-260.
    Educational research is being subject to damaging criticism from both outside and within the research community. The external critics are impatient of research which does not give evidence-based answers to the questions they ask. The internal critics condemn the very research which seeks to provide those answers. These differences are reflected in the rigid distinction between quantitative and qualitative research. This paper questions the philosophical positions on which such a distinction relies.
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  5.  94
    The importance of being thorough: On systematic accumulations of 'what works' in education research.Alis Oancea & Richard Pring - 2008 - Journal of Philosophy of Education 42 (s1):15-39.
    This article outlines and appraises the considerable criticism of educational research, both in the United Kingdom and in North America, and shows how it has pointed to a narrowing of what counts as good or worthwhile research in the policy discourse. In particular, this involved prioritising research that purports to show clearly and unmistakably 'what works', and institutionalising this view of research in a range of centres that receive official approval. The article, though recognising the fruit of such centres, challenges (...)
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  6.  40
    Common sense and education.Richard Pring - 1977 - Journal of Philosophy of Education 11 (1):57–77.
    Richard Pring; Common Sense and Education, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 57–77, https://doi.org/10.1111/j.1467-9752.
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  7.  12
    60 Years on: The Changing Role of Government.Richard Pring - 2012 - British Journal of Educational Studies 60 (1):29-38.
  8.  12
    The philosophy of education and educational practice.Richard Pring - 2010 - In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication. pp. 55--66.
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  9.  17
    Editorial: Educational Research.Richard Pring - 2000 - British Journal of Educational Studies 48 (1):1-9.
  10. Liberal education and vocational preparation.Richard Pring - 1993 - In Paul Heywood Hirst, Robin Barrow & Patricia White (eds.), Beyond Liberal Education: Essays in Honour of Paul H. Hirst. Routledge. pp. 49--78.
  11.  88
    The virtues and vices of an educational researcher.Richard Pring - 2001 - Journal of Philosophy of Education 35 (3):407–421.
    This essay explores the contentious relationship between codes of ethics in research and the range of virtues that characterise ethical researchers in the face of the temptations that they face. I argue that the politics of research transforms our ethical appraisals of character and context. Researchers’ duties towards research sponsors, the research team, and university or school, all ought to be brought to bear in particular judgements of ethically sensitive issues where there is no single or undisputed currency. This re-appraisal (...)
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  12.  29
    The Virtues and Vices of an Educational Researcher.Richard Pring - 2001 - Journal of Philosophy of Education 35 (3):407-421.
    This essay explores the contentious relationship between codes of ethics in research and the range of virtues that characterise ethical researchers in the face of the temptations that they face. I argue that the politics of research transforms our ethical appraisals of character and context. Researchers’ duties towards research sponsors, the research team, and university or school, all ought to be brought to bear in particular judgements of ethically sensitive issues where there is no single or undisputed currency. This re-appraisal (...)
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  13.  14
    Return to the crossroads: Maritain fifty years on.David Carr, John Haldane, Terence McLaughlin & Richard Pring - 1995 - British Journal of Educational Studies 43 (2):162-178.
    Writing a little over a decade ago of developments in educational philosophy, R. F. Dearden remarked on the dearth of alternative approaches to that of conceptual analysis which predominated, at least in Anglophone cultures, at that time. One possible avenue of enquiry which he identified as conspicuously absent in this respect was the development of a distinctively Catholic approach to problems of educational philosophy, observing that a work of the mid-war years, Maritain's Education at the Crossroads, appeared to be well (...)
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  14.  66
    Curriculum integration.Richard Pring - 1971 - Journal of Philosophy of Education 5 (2):170–200.
    Richard Pring; Curriculum Integration, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 170–200, https://doi.org/10.1111/j.1467-9752.19.
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  15.  14
    Standards and quality in education.Richard Pring - 1992 - British Journal of Educational Studies 40 (1):4-22.
  16.  6
    The community of educated people.Richard Pring - 1995 - British Journal of Educational Studies 43 (2):125-145.
    Abstract:The article draws upon the work of two people, Lawrence Stenhouse and Derek Morrell, who in the 1960s offered a vision of education based upon, first, the moral conviction that a liberal and humane education was essential for all and for society, second, the belief in a curriculum agenda in which such moral conviction might be reconciled with moral uncertainty, and, third, the recognition of the indispensability of a democratic approach to making that reconciliation possible. The article shows how that (...)
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  17.  19
    Editorial: 2012 Special Edition.James Arthur & Richard Pring - 2012 - British Journal of Educational Studies 60 (1):1-2.
  18.  13
    Personal and Social Education in the Curriculum.Les Burwood & Richard Pring - 1985 - British Journal of Educational Studies 33 (2):187.
  19.  3
    Liberalism, Education and Schooling: Essays by T.M. Mclaughlin.David Carr, Mark Halstead & Richard Pring (eds.) - 2008 - Imprint Academic.
    Terry McLaughlin's sudden death in 2006 deprived the academic world of a leading British philosopher of education, and the author himself of the opportunity to publish a planned synthesis of his work. This volume brings together a collection of his essays from a variety of leading journals. They have been selected by former colleagues well-acquainted with his thinking to celebrate his work and make it available in a convenient and accessible form.
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  20.  48
    Return to the Crossroads: Maritain Fifty Years on.David Carr, John Haldane, Terence McLaughlin & Richard Pring - 1995 - British Journal of Educational Studies 43 (2):162 - 178.
    Writing a little over a decade ago of developments in educational philosophy, R. F. Dearden remarked on the dearth of alternative approaches to that of conceptual analysis which predominated, at least in Anglophone cultures, at that time. One possible avenue of enquiry which he identified as conspicuously absent in this respect was the development of a distinctively Catholic approach to problems of educational philosophy, observing that a work of the mid-war years, Maritain's Education at the Crossroads (1943), appeared to be (...)
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  21.  6
    Personal, Social and Moral Education in a Changing World.John Thacker, Richard Pring & David Evans - 1987 - Nfer-Nelson.
  22. Epilogue.Richard Pring - 2015 - In Michael Hand & Richard Davies (eds.), Education, Ethics and Experience: Essays in Honour of Richard Pring. Routledge.
     
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  23. Education and Business.Richard Pring - 1998 - In Roger Crisp & Christopher Cowton (eds.), Business ethics: perspectives on the practice of theory. New York: Oxford University Press. pp. 159.
     
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  24.  10
    Education, leadership and Islam: theories discourses and practices from an Islamic perspective. By Saeeda Shah.Richard Pring - 2016 - British Journal of Educational Studies 64 (2):269-271.
  25.  17
    Fiction written under oath? Essays in philosophy and educational research.Richard Pring - 2006 - Journal of Philosophy of Education 40 (1):125–126.
    The first chapter of this book is entitled ‘A “biographical positioning”’. It gives an account of philosophical seminars held at the Institute of Education nearly forty years ago, where Professor Bridges first developed his interest in, and talent for, philosophy of education. These were indeed seminal, guided by Richard Peters, Paul Hirst, Robert Dearden, John and Patricia White, and Ray Elliot, and influencing a generation of philosophers of education who were strategically employed in university departments and (then) colleges of education. (...)
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  26. In defense of pragmatism : the teacher as researcher.Richard Pring - 2016 - In Peter Cunningham & Ruth Heilbronn (eds.), Dewey in our time: learning from John Dewey for transcultural practice. London: UCL Institute of Education Press, University College London.
     
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  27.  5
    Means and Ends in Education.Richard Pring & Brenda Cohen - 1984 - British Journal of Educational Studies 32 (1):93.
  28. Neglected educational aims: moral seriousness and social commitment.Richard Pring - 1999 - In Roger Marples (ed.), The aims of education. New York: Routledge. pp. 157--172.
     
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  29.  26
    Philosophy of education and educational practice. Reply to Keith Thompson.Richard Pring - 1970 - Journal of Philosophy of Education 4 (1):61–75.
    Richard Pring; Philosophy of Education and Educational Practice, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 61–75, https://doi.or.
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  30.  47
    Subject‐centred Versus Child‐centred Education—a false dualism [1].Richard Pring - 2008 - Journal of Applied Philosophy 6 (2):181-194.
    ABSTRACT Changing fashions in how the school curriculum is organised are sometimes seen as a regular shift from child‐centred to subject‐centred education, and back again. At the present moment, the British Government is enforcing ‘subject‐centredness’, partly as a reaction to criticism of declining standards attributed to less rigorous child‐centred approaches. On the other hand, other Government initiatives hark back to child‐centred principles. This apparent paradox is partly resolved through a closer analysis of one particular tradition of ‘child‐centred’ education, and of (...)
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  31.  6
    The Common School.Richard Pring - 2008-10-10 - In Mark Halstead & Graham Haydon (eds.), The Common School and the Comprehensive Ideal. Wiley‐Blackwell. pp. 1–19.
    This chapter contains sections titled: Introduction The Common School Community Culture The Common School Revisited Educational Aims Revisited Fostering Difference–Against the Common School Common School or Common School System? Note References.
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  32.  2
    Thinking philosophically about education: selected works of Richard Pring.Richard Pring - 2019 - New York, NY: Routledge, Taylor & Francis Group.
    Highlighting key writings from Professor Richard Pring's international career in education, the texts in this book provide a historical perspective in relation to current debates about philosophy of education in the UK and internationally, drawing attention to issues of current concern. The text explores key themes such as critical realism, teachers as researchers and a way forward for policy through carefully selected examples from Richard Pring's writings. A short introduction is provided for each chapter to help readers to understand the (...)
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  33.  3
    50 years on1.Richard Pring - 1989 - British Journal of Educational Studies 37 (1):17-29.
  34.  21
    Philosophy of Education and Educational Practice.Richard Pring - 1970 - Journal of Philosophy of Education 4 (1):61-75.
    Richard Pring; Philosophy of Education and Educational Practice, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 61–75, https://doi.or.
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  35.  25
    Curriculum: An IntroductionDesigning the CurriculumChanging the CurriculumCurriculum EvaluationKnowledge and Schooling.W. G. A. Rudd, David Jenkins, M. D. Shipman, Hugh Sockett, Barry MacDonald, R. Walker, David Hamilton & Richard Pring - 1977 - British Journal of Educational Studies 25 (3):286.
  36.  13
    New perspectives on young children’s moral education: developing character through a virtue ethics approach. By Tony Eaude. [REVIEW]Richard Pring - 2017 - British Journal of Educational Studies 65 (1):135-136.