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White, John – London Review of Education, 2019
This is a response to two discussions of my article 'The Weakness of "Powerful Knowledge"' featuring in 2018 in the "London Review of Education" 16 (2), the first by Johan Muller and Michael Young and the second by Jim Hordern. It also makes brief comments on pieces on powerful knowledge in the "London Review of…
Descriptors: Epistemology, Definitions, Concept Formation, Educational Philosophy
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White, John – London Review of Education, 2018
This article offers a philosophical critique of Michael Young's notion of 'powerful knowledge', as found largely in his own but also in others' writings since 2009. The first part of the article focuses on the definitional connection that Young makes between 'powerful knowledge' and systematic relationships between concepts. It argues that most of…
Descriptors: Educational Philosophy, Epistemology, Knowledge Level, Curriculum Development
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Seery, Aidan – London Review of Education, 2010
Education has long been considered as playing a part in the construction or formation of self and identity. The processes of education and formation, being historically and culturally shaped, display the concerns and features of time and place. One of the distinguishing and influential features of contemporary western societies is communication…
Descriptors: Social Networks, Social Environment, Self Concept, Role of Education
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Bayne, Sian – London Review of Education, 2010
This paper explores the possibility of an uncanny digital pedagogy. Drawing on theories of the uncanny from psychoanalysis, cultural studies and educational philosophy, it considers how being online defamiliarises teaching, asking us to question and consider anew established academic practices and conventions. It touches on recent thinking on…
Descriptors: Electronic Learning, Educational Philosophy, Psychiatry, Cultural Context
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Savin-Baden, Maggi – London Review of Education, 2010
This paper presents a study that used narrative inquiry to explore staff experiences of learning and teaching in immersive worlds. The findings introduced issues relating to identity play, the relationship between pedagogy and play and the ways in which learning, play and fun were managed (or not). At the same time there was a sense of imposed or…
Descriptors: Play, Teacher Attitudes, Self Concept, Values
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Saltmarsh, Sue; Sutherland-Smith, Wendy – London Review of Education, 2010
Australian higher education increasingly relies on flexible modes of delivery as a means of attracting and retaining students in a highly competitive global education market. While education is among those disciplines that have been most actively involved in the shift from face-to-face to online learning and teaching, the transition for many…
Descriptors: Electronic Learning, Online Courses, Teacher Attitudes, Teacher Educators
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Parton, Graham; Bailey, Richard – London Review of Education, 2008
Although problem-based learning is being adopted by many institutions around the world as an effective model of learning in higher education, there is a surprising lack of critique in the problem-based learning literature in relation to its philosophical characteristics. This paper explores epistemology as a starting point for investigating the…
Descriptors: Higher Education, Educational Benefits, Problem Based Learning, Epistemology