Michael Fielding
Datos Biográficos
| ID | 305335 |
|---|---|
| NOMBRE | Michael Fielding |
| NOMBRES | Michael |
| APELLIDO | Fielding |
| FIRMA | FIELDING M |
| AFILIACIONES | University of London |
| VERIFICADO | No |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 146 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1941 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2022 |
| ÍNDICE H | 6 |
Pointing the way’
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 w…
Feels Like Dancing
This paper describes a system for delivering movement information from a dance performance using a multisensory approach that includes visual, sonic and haptic information. The work builds on previous research into interpreting dance as haptic information for blind, deaf-blind and vision-impaired audience members. This current work is aimed at a general audience, with haptic information being one of a number of sensory experiences of the dance. A…
Afterword. Anarchism, texts and children
In appreciating and responding to the three symposium papers on “Anarchism, Texts and Children”, a case is made for what John Berger has called “the honour of an alternative”, for affirmation as well as for refusal. Not only should we respond positively and imaginatively to Colin Ward’s call for “counter-history” of our own making, we should also extend our advocacy of alternatives through the adventure of more creative historical methodologies. …
Whole School Meetings and the Development of Radical Democratic Community
Response to Eduardo M. Duarte’s Review of Radical Education and the Common School
Radical Education and the Common School
What is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions? Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality a…
On the Necessity of Radical State Education
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 aspirati…
The human cost and intellectual poverty of high performance schooling
In order to address some of the key underlying issues currently distorting dominant approaches to schooling it is necessary to acknowledge and engage with our broad intellectual and cultural responsibilities currently shunned by contemporary policy. Philosophy has a key role to play here, in terms of both deconstruction and recommendation. Drawing on the Scottish philosopher John Macmurray, this article argues for the need to situate our work wit…
"Beyond "Voice
The immediate roots of this Special Issue of Discourse lie in a seminar series funded by the Economic & Social Research Council (ESRC) in England that took place between 2004 and 2006 and involved Manchester Metropolitan, Nottingham and Sussex Universities and the National College for School Leadership. The title of the seminar series, "Engaging Critically with Pupil Voice: Children and young people as partners in school and community change" [RE…
Student voice and the perils of popularity
In this article we suggest that the current popularity of student voice can lead to surface compliance—to a quick response that focuses on ‘how to do it’ rather than a reflective review of ‘why we might want to do it’. We look at the links between student consultation and participation and the legacy of the progressive democratic tradition in our schools and we look also at the difference between teaching about democracy as an investment for the …
Transformative approaches to student voice
This article explores some of the theoretical underpinnings of radical approaches to student voice and examines a number of practical issues we need to address if we wish to move towards a more transformative future. The framework within which the notion of voice is explored and critiqued falls primarily into two categories. The first, Deconstructing the presumptions of the present, explores the largely ignored problematic of much student voice w…
New Wave' Student Voice and the Renewal of Civic Society
The re-emerging field of 'student voice' has the potential to offer an important contribution to education for civic society. An exploration of what 'student voice' aspires to and what it actually does suggests quite different sets of possibilities for educational and civic renewal. A new intellectual framework is offered in the hope that it might contribute further to democratic aspirations and emergent realities
Students as Radical Agents of Change
OFSTED, Inspection and the Betrayal of Democracy
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 robus…
Education policy and the challenge of living philosophy
Community, philosophy and education policy
Contemporary education policy is dominated by a seriously flawed intellectual framework (school effectiveness) which will inevitably fail as a means of educating persons for the 21st century or, indeed, any other. Drawing on the work of the Scottish philosopher, John Macmurray, the paper sets out not only to understand why this is so, but also to offer a positive alternative in its place, namely, transformative or person-centred education. Centra…
Empowerment
For some time now it has been possible to argue that the notion of empowerment has reached a critical stage in its semantic development; simultaneously bedecked in the sequins of market glitterspeak or the vibrant patchwork of postmodern socialisms its semantic fabric is inclined to fall apart at the touch. Whilst it is true that its burgeoning use has gone hand in hand with its increasingly elusive meaning, paradoxically the significance of empo…
Against Competition
The Modern Method of Birth Control
Transformative approaches to student voice
This article explores some of the theoretical underpinnings of radical approaches to student voice and examines a number of practical issues we need to address if we wish to move towards a more transformative future. The framework within which the notion of voice is explored and critiqued falls primarily into two categories. The first, Deconstructing the presumptions of the present, explores the largely ignored problematic of much student voice w…
New Wave' Student Voice and the Renewal of Civic Society
The re-emerging field of 'student voice' has the potential to offer an important contribution to education for civic society. An exploration of what 'student voice' aspires to and what it actually does suggests quite different sets of possibilities for educational and civic renewal. A new intellectual framework is offered in the hope that it might contribute further to democratic aspirations and emergent realities
"Beyond "Voice
The immediate roots of this Special Issue of Discourse lie in a seminar series funded by the Economic & Social Research Council (ESRC) in England that took place between 2004 and 2006 and involved Manchester Metropolitan, Nottingham and Sussex Universities and the National College for School Leadership. The title of the seminar series, "Engaging Critically with Pupil Voice: Children and young people as partners in school and community change" [RE…
Radical Education and the Common School
What is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions? Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality a…
The human cost and intellectual poverty of high performance schooling
In order to address some of the key underlying issues currently distorting dominant approaches to schooling it is necessary to acknowledge and engage with our broad intellectual and cultural responsibilities currently shunned by contemporary policy. Philosophy has a key role to play here, in terms of both deconstruction and recommendation. Drawing on the Scottish philosopher John Macmurray, this article argues for the need to situate our work wit…
OFSTED, Inspection and the Betrayal of Democracy
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 robus…
On the Necessity of Radical State Education
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 aspirati…
Community, philosophy and education policy
Contemporary education policy is dominated by a seriously flawed intellectual framework (school effectiveness) which will inevitably fail as a means of educating persons for the 21st century or, indeed, any other. Drawing on the work of the Scottish philosopher, John Macmurray, the paper sets out not only to understand why this is so, but also to offer a positive alternative in its place, namely, transformative or person-centred education. Centra…
Against Competition
Education policy and the challenge of living philosophy
Empowerment
For some time now it has been possible to argue that the notion of empowerment has reached a critical stage in its semantic development; simultaneously bedecked in the sequins of market glitterspeak or the vibrant patchwork of postmodern socialisms its semantic fabric is inclined to fall apart at the touch. Whilst it is true that its burgeoning use has gone hand in hand with its increasingly elusive meaning, paradoxically the significance of empo…
Afterword. Anarchism, texts and children
In appreciating and responding to the three symposium papers on “Anarchism, Texts and Children”, a case is made for what John Berger has called “the honour of an alternative”, for affirmation as well as for refusal. Not only should we respond positively and imaginatively to Colin Ward’s call for “counter-history” of our own making, we should also extend our advocacy of alternatives through the adventure of more creative historical methodologies. …
Whole School Meetings and the Development of Radical Democratic Community
The Modern Method of Birth Control
Against Competition
Empowerment
For some time now it has been possible to argue that the notion of empowerment has reached a critical stage in its semantic development; simultaneously bedecked in the sequins of market glitterspeak or the vibrant patchwork of postmodern socialisms its semantic fabric is inclined to fall apart at the touch. Whilst it is true that its burgeoning use has gone hand in hand with its increasingly elusive meaning, paradoxically the significance of empo…
Education policy and the challenge of living philosophy
Community, philosophy and education policy
Contemporary education policy is dominated by a seriously flawed intellectual framework (school effectiveness) which will inevitably fail as a means of educating persons for the 21st century or, indeed, any other. Drawing on the work of the Scottish philosopher, John Macmurray, the paper sets out not only to understand why this is so, but also to offer a positive alternative in its place, namely, transformative or person-centred education. Centra…
Students as Radical Agents of Change
OFSTED, Inspection and the Betrayal of Democracy
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 robus…
Transformative approaches to student voice
This article explores some of the theoretical underpinnings of radical approaches to student voice and examines a number of practical issues we need to address if we wish to move towards a more transformative future. The framework within which the notion of voice is explored and critiqued falls primarily into two categories. The first, Deconstructing the presumptions of the present, explores the largely ignored problematic of much student voice w…
New Wave' Student Voice and the Renewal of Civic Society
The re-emerging field of 'student voice' has the potential to offer an important contribution to education for civic society. An exploration of what 'student voice' aspires to and what it actually does suggests quite different sets of possibilities for educational and civic renewal. A new intellectual framework is offered in the hope that it might contribute further to democratic aspirations and emergent realities
Student voice and the perils of popularity
In this article we suggest that the current popularity of student voice can lead to surface compliance—to a quick response that focuses on ‘how to do it’ rather than a reflective review of ‘why we might want to do it’. We look at the links between student consultation and participation and the legacy of the progressive democratic tradition in our schools and we look also at the difference between teaching about democracy as an investment for the …
On the Necessity of Radical State Education
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 aspirati…
The human cost and intellectual poverty of high performance schooling
In order to address some of the key underlying issues currently distorting dominant approaches to schooling it is necessary to acknowledge and engage with our broad intellectual and cultural responsibilities currently shunned by contemporary policy. Philosophy has a key role to play here, in terms of both deconstruction and recommendation. Drawing on the Scottish philosopher John Macmurray, this article argues for the need to situate our work wit…
"Beyond "Voice
The immediate roots of this Special Issue of Discourse lie in a seminar series funded by the Economic & Social Research Council (ESRC) in England that took place between 2004 and 2006 and involved Manchester Metropolitan, Nottingham and Sussex Universities and the National College for School Leadership. The title of the seminar series, "Engaging Critically with Pupil Voice: Children and young people as partners in school and community change" [RE…
Radical Education and the Common School
What is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions? Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality a…
Response to Eduardo M. Duarte’s Review of Radical Education and the Common School
Whole School Meetings and the Development of Radical Democratic Community
Afterword. Anarchism, texts and children
In appreciating and responding to the three symposium papers on “Anarchism, Texts and Children”, a case is made for what John Berger has called “the honour of an alternative”, for affirmation as well as for refusal. Not only should we respond positively and imaginatively to Colin Ward’s call for “counter-history” of our own making, we should also extend our advocacy of alternatives through the adventure of more creative historical methodologies. …
Feels Like Dancing
This paper describes a system for delivering movement information from a dance performance using a multisensory approach that includes visual, sonic and haptic information. The work builds on previous research into interpreting dance as haptic information for blind, deaf-blind and vision-impaired audience members. This current work is aimed at a general audience, with haptic information being one of a number of sensory experiences of the dance. A…
Pointing the way’
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 w…
Sociology (15 obras) · Political science (12 obras) · Law (10 obras) · Law (10 obras) · Pedagogy (8 obras) · Epistemology (7 obras) · Higher education (7 obras) · Philosophy (7 obras) · Politics (7 obras) · Computer Science (6 obras)