17 found
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  1.  59
    Education in Religion and Spirituality.Hanan Alexander & Terence H. McLaughlin - 2003 - In Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Oxford, UK: Blackwell. pp. 356–373.
    This chapter contains sections titled: Religion Spirituality Education.
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  2.  67
    Beyond the reflective teacher.Terence H. McLaughlin - 1999 - Educational Philosophy and Theory 31 (1):9–25.
  3.  35
    Citizenship education in England: The Crick report and beyond.Terence H. Mclaughlin - 2000 - Journal of Philosophy of Education 34 (4):541–570.
    Citizenship education is being formally introduced into schools in England as a matter of national policy for the first time. This article offers a critical evaluation of the report of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools which was chaired by Professor Bernard Crick, and which has been influential in shaping current educational policy in relation to these matters. An assessment is also offered of the challenges and prospects which confront citizenship education in (...)
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  4.  36
    Liberalism, education and the common school.Terence H. McLaughlin - 1995 - Journal of Philosophy of Education 29 (2):239–255.
    Terence H McLaughlin; Liberalism, Education and the Common School, Journal of Philosophy of Education, Volume 29, Issue 2, 30 May 2006, Pages 239–255, https://d.
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  5.  29
    Teaching as a practice and a community of practice: The limits of commonality and the demands of diversity.Terence H. McLaughlin - 2003 - Journal of Philosophy of Education 37 (2):339–352.
    This paper examines some neglected aspects of the conceptualisation of teaching as a ‘practice’ and as involving a ‘community of practice’. The concepts of a ‘practice’ and of a ‘community of practice’ are brought into focus by contrasting the differing senses of the notions employed in the work of Alasdair MacIntyre and Etienne Wenger respectively. Concepts of educational ‘practice’ and ‘communities of practice’ which embody a coherent overall holistic vision of education are contrasted with senses of educational ‘practice’ and ‘communities (...)
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  6.  23
    The Burdens and Dilemmas of Common Schooling.Terence H. McLaughlin - 2003 - In Kevin McDonough & Walter Feinberg (eds.), Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities. Oxford University Press.
    Terence Mclaughlin’s essay addresses the conceptual and practical complexities involved in identifying and evaluating the nature, status, and institutional context of common education in pluralist societies. He explores some of the neglected burdens and dilemmas faced by common schools in pluralist, multicultural, and liberal–democratic societies. The potential weight and complexity of these burdens and dilemmas is reflected in Stephen Macedo’s observation that common schools give rise to questions relating to some of the ‘deepest divisions’ and ‘most intractable conflicts’ characterizing the (...)
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  7.  4
    Beyond the Reflective Teacher.Terence H. McLaughlin - 1999 - Educational Philosophy and Theory 31 (1):9-25.
  8.  71
    The educative importance of ethos.Terence McLaughlin - 2005 - British Journal of Educational Studies 53 (3):306-325.
    This article explores the educative importance of ethos from a broadly philosophical perspective. It is argued that, for a range of reasons, the notion of ethos in the context of education needs to be brought into clearer focus. An analysis is offered of the concept of ethos, with particular reference to the context of classrooms and schools. The educative importance of ethos is explored, with reference to a range of difficulties and challenges which it presents.
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  9.  14
    Wittgenstein, education and religion.Terence H. McLaughlin - 1995 - Studies in Philosophy and Education 14 (2-3):295-311.
    Wittgenstein's approach to religion is an important part of any assessment of the significance of his thought as a whole for educational thinking and practice. As we have seen, although his view of religion is elusive and stands in need of definitive evaluation, it offers a number of insights and challenges.Whilst Wittgenstein's approach conflicts in important respects with the LR view of education in religion, because that view is based on important social and cultural realities which are significant for Wittgensteinian (...)
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  10.  13
    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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  11.  31
    Abelard's rule for religious women.Terence P. McLaughlin - 1956 - Mediaeval Studies 18 (1):241-292.
  12.  46
    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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  13.  16
    The Existentialist TraditionMusic and Communication.Gordon Epperson, Nino Langiulli & Terence McLaughlin - 1972 - Journal of Aesthetics and Art Criticism 30 (3):405.
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  14.  31
    Four philosophical perspectives on school inspection: An introduction.Terence H. Mclaughlin - 2001 - Journal of Philosophy of Education 35 (4):647–654.
    This article offers an introduction to the four philosophical perspectives on school inspection that are presented in the articles which follow. Several aspects of practical contexts relating to school inspection are outlined (with particular reference to England) and major points made in the articles are outlined.
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  15.  36
    Kenneth Strike on Liberalism, Citizenship and the Private Interest in Schooling.Terence H. McLaughlin - 1998 - Studies in Philosophy and Education 17 (4):231-241.
    After indicating a number of points of agreement with the argument 0eveloped by Kenneth Strike in his article ‘Liberalism, Citizenship and the Private Interest in Schooling’, this article identifies and explores a number of queries and criticisms which arise in relation to that argument. These queries and criticisms relate especially to the nature and extent of the ‘expansiveness’ involved in Strike's conception of ‘public’ or common educational influence, and to the implications and justification of the claim that ‘private’ educational interests (...)
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  16. Teaching as a Practice and a Community of Practice: The Limits of Diversity and the Demands of Diversity.Terence H. McLaughlin - 2004 - In Joseph Dunne & Pádraig Hogan (eds.), Education and Practice: Upholding the Integrity of Teaching and Learning. Blackwell.
     
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  17.  23
    The Prohibition of Marriage against Canons in the Early Twelfth Century.Terence Patrick McLaughlin - 1941 - Mediaeval Studies 3 (1):94-100.