Christopher Winch
Datos Biográficos
| ID | 373103 |
|---|---|
| NOMBRE | Christopher Winch |
| NOMBRES | Christopher |
| APELLIDO | Winch |
| FIRMA | WINCH C |
| AFILIACIONES | King's College London |
| ORCID | 0000-0003-0818-5102 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 66 |
| TOTAL DE CITAS | 92 |
| TOTAL COMO AUTOR | 63 |
| TOTAL COMO EDITOR | 3 |
| PRIMER AÑO DE PUBLICACIÓN | 1983 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Climate literacy and labour agency in vocational education and training
How far can climate literacy be embedded into the construction vocational education and training (VET) systems? This is investigated in North America (US and Canada) and six European countries (Belgium, Denmark, Germany, Ireland, Sweden and the UK). Climate literacy entails understanding the impact of climate change on society, the sector and its different occupations. Achieving zero carbon building (ZCB) is shown to involve respecting constructi…
Apprenticeship policy in England since 2010. Change and continuity
Since Ewart Keep published his important article on England’s VET policy failures in 2006 in JVET much has happened, while important aspects of Keep’s critique still hold. In his article entitled “State Control of the English Education and Training System: Playing with the Biggest Train Set in the World”, Keep argued that the state’s continual interventions to promote a market–based VET system led to a cycle of policy failure followed by further …
Learning outcomes
This article describes the origins of learning outcomes-based qualifications in England in the 1980s. It describes the design philosophy and evolution of National Vocational Qualifications (NVQs) which are contrasted with content-led frameworks and qualifications such as the English National Curriculum. The design flaws of the NVQ are noted and some policy implications of the NVQ experience are remarked on. It goes on to consider the adoption of …
Professions and Proficiency
This open access book Professions and Proficiency takes an original view on the social production of knowledge in and across space. Free online access
Subjects, disciplines, and practices
This article attempts to show how Hirst’s earlier work on forms of knowledge, and his later work on education as an inculcation into practices, have close connections, closer than those made explicit in his own writings. In fact, it can be argued that, in some sense, the idea of a practice is fundamental to understanding the ways in which knowledge is organized, and thus to the epistemic claim that knowledge is organized differently according to …
Forming and exercising professional judgement
Any form of professional or occupational practice that requires independent agency has to rely heavily on the judgement of its practitioners. Yet the nature of professional judgement, like the nature of judgement more generally, is poorly understood. Almost as little understood is the nature of agential responsibility. The two are closely connected. A professional is held responsible for his/her actions and negative or positive judgements about t…
Autonomy and expertise in the English workplace
Exercising autonomy in the workplace is a prerequisite for the acquisition of complex perceptual, judgement, and decision making skills widely agreed to be criteria of vocational expertise. It has wide workplace relevance. Despite the importance of autonomy for developing vocational expertise there is virtually nothing on methodologies for measuring autonomy in the British workplace in the literature. This article reports on a new approach using …
The educational task of the German vocational school (1958)
This classic essay by Eduard Spranger (1882–1963) is here published for the first time in English, in a translation by Stephanie Wilde. In this contribution Spranger discusses and advocates the need for a vocational school that addresses the civic and individual needs of students as well as the vocational requirements of the nation. He emphasises personal growth, the need for self-knowledge in making a vocational choice and makes a point about th…
The school workshop as the basis for the continuation school (1908)
This classic essay—Die Schulwerkstatt als Grundlage der Organisation der Fortbildungsschule—by George Kerschensteiner (1854–1932) is here published for the first time in English, in a translation by Stephanie Wilde and Christopher Winch. The essay was highly influential in the formation of the successful economy in modern Germany. It has had a bearing on the development of modern conceptions of the place of work, career and profession in a human …
Vocational guidance and vocational counsellors (1920)
This classic essay—‘Berufsberatung und Berufsberater’ by Aloys Fischer (1880–1937) is here published for the first time in English, in a translation by Christopher Winch. Fischer discusses the vocational situation after the end of the First World War and considers the needs of young people seeking to choose an occupation in difficult circumstances. He emphasises that vocational choice is difficult and requires specialist help. To this end he desc…
Founding German vocational education
This introduction familiarises the readers of this Special Issue with some important information and arguments that set the life and work of Georg Kerschensteiner, Eduard Spranger and Aloys Fischer in context. In addition, it shows their relevance to current debates and policies in vocational education and training (VET) in both Germany and the Anglophone countries. As a first step, some important concepts in German VET that may cause difficulty …
Practical Rationality, Learning and Convention
Comparative VET European research since the 1980s
The article assesses the role comparative research plays from the 1980s in understanding vocational education and training (VET) systems in Europe, driven by political, economic, social and labour market changes. This research has been transformed, moving from national comparisons of VET systems, grounded in institutional theory and engaging with convergence versus divergence debates or human capital theory, to the varieties of capitalism approac…
Overcoming diverse approaches to vocational education and training to combat climate change
Vocational education and training (VET) can play a transformative role in reducing CO2 emissions and improving the energy efficiency of buildings across Europe. Nearly zero energy building (NZEB) requires an energy literate workforce, with broader and deeper theoretical knowledge, higher technical and precision skills, interdisciplinary understanding, and a wide range of transversal competences. Through an investigation into VET for low energy co…
Transforming vocational education and training for nearly zero-energy building
Nearly zero-energy building (NZEB) requires the training of millions of construction workers and significant upgrading of vocational education and training (VET) systems across the European Union. This paper shows how an approach to VET based only on learning outcomes and targeting specific skills is too narrow and lacking in depth to allow for the systematic application of theoretical low-energy construction (LEC) knowledge to practice and devel…
Education and Expertise
Wittgenstein on training
The view of Wittgenstein as a ‘tragic’ philosopher of education is examined. Friesen’s claim rests on an interpretation of the way in which Wittgenstein uses the German term ‘Abrichtung’. This involves the claim that Wittgenstein saw training activities closely analogous to the breaking of an animal’s will. Close examination of various of the later texts of Wittgenstein and comparison of the original German with the English translation does not b…
Education and Expertise
Professional Knowledge, Expertise and Perceptual Ability
This article addresses the role of perceptual knowledge (knowledge by acquaintance) in the development of expertise in professional contexts. It seeks to answer the question of how, if at all, does heightened knowledge by acquaintance inform a high level of professional know‐how? In many professional contexts, successful action requires the articulation of various epistemic capacities: to draw on relevant systematic knowledge, to understand the n…
Knowing ‘Wh’ and Knowing How
Much of the debate on the nature of knowing how has been concerned with whether it is to be conceived of as an ability (know-how or KH) or as the possession of propositional knowledge (KT), perhaps in a practical form. Comparatively little has been written about knowing wh (KWh) constructions and the ways in which they do or do not fit into this debate. Do such debates have any bearing on the practical concerns of the educators of professionals? …
The contribution of educational research to teachers’ professional learning
In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge and practice. We discuss two popular conceptions of good teaching, which conceive of the teacher as craft worker and as executive technician, and suggest that, while each of these aspects of knowing reflects something of the qualities that good teachers need, any one on its own is insufficient. In c…
Governance in der Lehrerausbildung: Analysen aus England und Deutschland
Governance in der Lehrerausbildung
Innatism, Concept Formation, Concept Mastery and Formal Education
This article will consider the claim that the possession of concepts is innate rather than learned. Innatism about concept learning is explained through consideration of the work of Fodor and Chomsky. First, an account of concept formation is developed. Second the argument against the claim that concepts are learned through the construction of a learning paradox developed by Fodor is considered. It is argued that, despite initial plausibility, th…
Assessing Professional Know-How
This article considers how professional knowledge should be assessed. It is maintained that the assessment of professional know-how raises distinctive issues from the assessment of know-how more generally. Intellectualist arguments which suggest that someone's giving an account of how to F should suffice for attributing to them knowledge of how to F are set out. The arguments fail to show that there is no necessary distinction between two kinds o…
Curriculum Design and Epistemic Ascent
Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know-how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or un…
An Inspector Calls? Regulation and Accountability in Three Public Services
The article examines various forms of inspection and regulation of public services. It presents a review of such mechanisms in three areas of public service provision and analyses patterns of both convergence and divergence in the regulation of different public service providers. It offers an overview of the different regimes of inspection/regulation that have emerged in school teaching, policing and medicine. The article examines in a comparativ…
The Economic Aims of Education
This article explains and defends the idea that economic aims of education are as legitimate as any other, particularly liberal, aims. A particular conception of education is developed, which involves a significant vocational aspect, with two aims: individual fulfilment through employment and social well-being through economic prosperity. This account is to be contrasted both with training, which may be an essential component of education but whi…
Trade-based skills versus occupational capacity
This article shows why qualifications built on occupational capacity rather than on trade-based skills have more potential to accommodate the aims of the European Qualifications Framework (EQF) and changes in the labour process, going together with the development of occupational labour markets. The article challenges the distinct Anglo-Saxon notion of ‘skill’ attached to a trade-based system of vocational education and training (VET), where qual…
Apprenticeship and Applied Theoretical Knowledge
(2004). Apprenticeship and Applied Theoretical Knowledge. Educational Philosophy and Theory: Vol. 36, No. 5, pp. 509-521
The Role of Critique in Philosophy of Education
The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussio…
Education and Broad Concepts of Agency
Drawing on recent debates about the relationship between propositional and practical knowledge, this article is concerned with broad concepts of agency. Specifically, it is concerned with agency that involves the forming and putting into effect of intentions over relatively extended periods, particularly in work contexts (called, for want of a better term, ‘project management’). The main focus of interest is thus not on ‘know-how’ in the sense of…
What Do Teachers Need to Know About Teaching? A Critical Examination of the Occupational Knowledge of Teachers
Various attempts to specify the nature of professions in general and of teaching in particular in relation to the knowledge that is needed for practice are considered. It is argued that there is no epistemic or moral criterion of professionalism that will sustain the claim of teaching to be a profession. The nature of teachers’ knowledge is examined and the relationship between theory and application is seen to be both crucial to and problematic …
Accountability and Relevance in Educational Research
Journal Article Accountability and Relevance in Educational Research Get access Christopher Winch Christopher Winch Correspondence: Christopher Winch, University College of Northampton, Northants., UK. E-mail: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 35, Issue 3, August 2001, Pages 443–459, https://doi.org/10.1111/1467-9752.00237 Publish…
Markets, Educational Opportunities and Education
James Tooley argues that educational institutions offer educational opportunities rather than provide education. On this basis he claims that education can be offered without state intervention. It is argued here that education is not about the provision of opportunities but about preparation for life, and preparation for life is not an option among others. The consequences of this view are drawn out and it is argued that universal education can …
The school workshop as the basis for the continuation school (1908)
This classic essay—Die Schulwerkstatt als Grundlage der Organisation der Fortbildungsschule—by George Kerschensteiner (1854–1932) is here published for the first time in English, in a translation by Stephanie Wilde and Christopher Winch. The essay was highly influential in the formation of the successful economy in modern Germany. It has had a bearing on the development of modern conceptions of the place of work, career and profession in a human …
Vocational guidance and vocational counsellors (1920)
This classic essay—‘Berufsberatung und Berufsberater’ by Aloys Fischer (1880–1937) is here published for the first time in English, in a translation by Christopher Winch. Fischer discusses the vocational situation after the end of the First World War and considers the needs of young people seeking to choose an occupation in difficult circumstances. He emphasises that vocational choice is difficult and requires specialist help. To this end he desc…
Three Different Conceptions of Know-How and their Relevance to Professional and Vocational Education
This article discusses three related aspects of know-how: skill, transversal abilities and project management abilities, which are often not distinguished within either the educational or the philosophical literature. Skill or the ability to perform tasks is distinguished from possession of technique which is a necessary but not sufficient condition for possession of a skill. The exercise of skill, contrary to much opinion, usually involves chara…
Vocational Education, Knowing How and Intelligence Concepts
Debates about the nature of practical knowledge and its relationship with declarative knowledge have, over the last ten years, been lively. Relatively little has, however, been written about the educational implications of these debates, particularly about the educational implications of the two broad families of positions known respectively as ‘Intellectualism’ and ‘Anti-intellectualism’. Neither has much appeared in the literature about what Ry…
Le cadre européen des certifications
La coordination européenne des politiques de formation professionnelle s’affirme progressivement. Qu’il s’agisse des indicateurs d’objectifs partagés et comparés, des « crédits européens de formation professionnelle », de la mise en place d’un Cadre européen des certifications, ces outils de politique publique européenne interpellent les systèmes nationaux de certification. L’examen, dans quatre pays, de la structure des certifications et des con…
Educational Assessment
Assessment is at the heart of teaching as it provides a necessary condition for judging success or failure. It is also necessary to ensure that providers of education are accountable to users and providers of resources. Inferential hazard is an inescapable part of any assessment procedure but cannot be an argument against assessment as such. Rich knowledge may be the aim of education but it does not follow that it is the aim of every stage of edu…
Subjects, disciplines, and practices
This article attempts to show how Hirst’s earlier work on forms of knowledge, and his later work on education as an inculcation into practices, have close connections, closer than those made explicit in his own writings. In fact, it can be argued that, in some sense, the idea of a practice is fundamental to understanding the ways in which knowledge is organized, and thus to the epistemic claim that knowledge is organized differently according to …
The educational task of the German vocational school (1958)
This classic essay by Eduard Spranger (1882–1963) is here published for the first time in English, in a translation by Stephanie Wilde. In this contribution Spranger discusses and advocates the need for a vocational school that addresses the civic and individual needs of students as well as the vocational requirements of the nation. He emphasises personal growth, the need for self-knowledge in making a vocational choice and makes a point about th…
Professional Knowledge, Expertise and Perceptual Ability
This article addresses the role of perceptual knowledge (knowledge by acquaintance) in the development of expertise in professional contexts. It seeks to answer the question of how, if at all, does heightened knowledge by acquaintance inform a high level of professional know‐how? In many professional contexts, successful action requires the articulation of various epistemic capacities: to draw on relevant systematic knowledge, to understand the n…
Knowing ‘Wh’ and Knowing How
Much of the debate on the nature of knowing how has been concerned with whether it is to be conceived of as an ability (know-how or KH) or as the possession of propositional knowledge (KT), perhaps in a practical form. Comparatively little has been written about knowing wh (KWh) constructions and the ways in which they do or do not fit into this debate. Do such debates have any bearing on the practical concerns of the educators of professionals? …
Assessing Professional Know-How
This article considers how professional knowledge should be assessed. It is maintained that the assessment of professional know-how raises distinctive issues from the assessment of know-how more generally. Intellectualist arguments which suggest that someone's giving an account of how to F should suffice for attributing to them knowledge of how to F are set out. The arguments fail to show that there is no necessary distinction between two kinds o…
Learning at Work and in the Workplace
Sound initial vocational education is an important precondition for subsequent episodes of vocational education or professional development. The presence of strong occupational identities and labour markets is argued to be a precondition for high-quality initial vocational education and training (IVET) and continuing vocational education and training (CVET) in many countries. The question of whether occupational identity and boundaries are in dec…
Le cadre européen des certifications
La coordination européenne des politiques de formation professionnelle s’affirme progressivement. Qu’il s’agisse des indicateurs d’objectifs partagés et comparés, des « crédits européens de formation professionnelle », de la mise en place d’un Cadre européen des certifications, ces outils de politique publique européenne interpellent les systèmes nationaux de certification. L’examen, dans quatre pays, de la structure des certifications et des con…
Developing Critical Rationality as a Pedagogical Aim
The development of a conception of critical pedagogy is itself an aspect of the development of critical rationality within late modern societies, closely connected with the role of education in developing critical rationality. The role of critique pervades all aspects of life: for people as citizens, workers and self-determining private individuals. Late modern societies depend on a critically minded population for their viability, for the democr…
Reading and the Process of Reading
Journal Article Reading and the Process of Reading Get access Christopher Winch Christopher Winch Correspondence: Dr C. A. Winch, Faculty of Education and Social Science, Nene College, Boughton Green Road, Northampton NN2 7AL, United Kingdom. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 23, Issue 2, December 1989, Pages 303–315, https://doi.org/10.1111/j.1467-9752.1989.tb00215…
Education, Literacy and the Development of Rationality
Journal Article Education, Literacy and the Development of Rationality Get access C A Winch C A Winch Correspondence: C. A. Winch, 15 Ash Grove, Leeds 6, West Yorkshire, England. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 17, Issue 2, December 1983, Pages 187–200, https://doi.org/10.1111/j.1467-9752.1983.tb00029.x Published: 30 May 2006
Women, Reason and Education
Ability, Intelligence and Practical Education
Journal Article Ability, Intelligence and Practical Education Get access Christopher Winch Christopher Winch Correspondence: Christopher Winch, Faculty of Education and Social Science, Nene College, Northampton, United Kingdom. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 22, Issue 1, July 1988, Pages 35–45, https://doi.org/10.1111/j.1467-9752.1988.tb00175.x Published: 30 May …
Reading and the Process of Reading
Journal Article Reading and the Process of Reading Get access Christopher Winch Christopher Winch Correspondence: Dr C. A. Winch, Faculty of Education and Social Science, Nene College, Boughton Green Road, Northampton NN2 7AL, United Kingdom. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 23, Issue 2, December 1989, Pages 303–315, https://doi.org/10.1111/j.1467-9752.1989.tb00215…
Moral Education, Rules and Particular Cases
Journal Article Moral Education, Rules and Particular Cases Get access Christopher Winch Christopher Winch Correspondence: Christopher Winch, Nene College, Boughton Green Road, Northampton NN2 7AL, United Kingdom Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 25, Issue 1, July 1991, Pages 129–134, https://doi.org/10.1111/j.1467-9752.1991.tb00255.x Published: 30 May 2006
Equal opportunities and the use of language
The proliferation of equal opportunities policies in institutions of higher education in recent years has resulted in a number of institutions introducing policies which aim to regulate the use of language. Our aim, in this paper, is to explore the philosophical foundations of such policies, and to pose the question of whether they can be justified on the grounds that they promote equality of opportunity. In the first part of the paper, we examin…
Vocational education ? A liberal interpretation
The Quality of Student Writing in Higher Education
Christopher Winch and Peter Wells, Nene College, Northampton
This paper records both dissatisfaction and evidence of poor current standards of literacy, notably in the area of the written word, among higher education students. It also suggests what may be done to remedy the situation
Educational Assessment
Assessment is at the heart of teaching as it provides a necessary condition for judging success or failure. It is also necessary to ensure that providers of education are accountable to users and providers of resources. Inferential hazard is an inescapable part of any assessment procedure but cannot be an argument against assessment as such. Rich knowledge may be the aim of education but it does not follow that it is the aim of every stage of edu…
The representational theory of learning and its pedagogic relevance
An Inspector Calls? Regulation and Accountability in Three Public Services
The article examines various forms of inspection and regulation of public services. It presents a review of such mechanisms in three areas of public service provision and analyses patterns of both convergence and divergence in the regulation of different public service providers. It offers an overview of the different regimes of inspection/regulation that have emerged in school teaching, policing and medicine. The article examines in a comparativ…
Two Rival Conceptions of Vocational Education
Two different versions of capitalist political economy are explained. The first is the classical model of Adam Smith. The second is the social capitalist model associated with Friedrich List. Smith's views on education and training are clearly articulated in The Wealth of Nations while List's National System of Political Economy, although it does not deal explicitly at any great length with education and training, is pregnant with implications fo…
Listian political economy
(1998). Listian political economy: Social capitalism conceptualised? New Political Economy: Vol. 3, No. 2, pp. 301-316
Markets, Educational Opportunities and Education
James Tooley argues that educational institutions offer educational opportunities rather than provide education. On this basis he claims that education can be offered without state intervention. It is argued here that education is not about the provision of opportunities but about preparation for life, and preparation for life is not an option among others. The consequences of this view are drawn out and it is argued that universal education can …
Education, Work and Social Capital
This book provides an integrated treatment of the relationship between political economy and vocational education at the beginning of the twenty-first century. Approaching the subject from a philosophical perspective the author engages with debates about* the work-related aims of education * the moral and spiritual significance of work * the concep
Curiouser and Curiouser
Continuing the debate on assessment, we argue that Andrew Davis' use of examples fails to address issues in the assessibility of specific items of knowledge, and show that one of his examples supports our view rather than his. We argue that John White's preferred replacement of assessment by monitoring, based on teachers' personal knowledge of their pupils, confuses personal and professional knowledge, oversimplifies the teacher's role and does n…
Towards a Non‐Punitive School Inspection Régime
The current nature of the school inspection régime in England and Wales is considered, together with the reasons why it was created. Two different approaches to educational accountability are considered, the use of performance indicators and inspection. England and Wales have a system of educational accountability that employs both. It is argued that, although neither performance indicators nor inspection are, in themselves, sufficient instrument…
Accountability and Relevance in Educational Research
Journal Article Accountability and Relevance in Educational Research Get access Christopher Winch Christopher Winch Correspondence: Christopher Winch, University College of Northampton, Northants., UK. E-mail: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 35, Issue 3, August 2001, Pages 443–459, https://doi.org/10.1111/1467-9752.00237 Publish…
The Economic Aims of Education
This article explains and defends the idea that economic aims of education are as legitimate as any other, particularly liberal, aims. A particular conception of education is developed, which involves a significant vocational aspect, with two aims: individual fulfilment through employment and social well-being through economic prosperity. This account is to be contrasted both with training, which may be an essential component of education but whi…
Representation and Education
(2002). Representation and Education: reply to McKenzie. Educational Philosophy and Theory: Vol. 34, No. 3, pp. 353-356
Occupational Identity and Vocational Education
(2003). Occupational Identity and Vocational Education. Educational Philosophy and Theory: Vol. 35, No. 1, pp. 117-121
The Role of Critique in Philosophy of Education
The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussio…
Work, the Aims of Life and the Aims of Education
The main points made by Clarke and Mearman about Winch’s article ‘The Economic Aims of Education’ are taken up and discussed. My argument is that work is not necessarily a disutility, although paid employment can be when it is undertaken in conditions that are not fulfilling. Life aims are not the same as educational aims, although educational aims (as opposed to specific curricular aims) are life aims, and can include vocational preparation, a p…
Developing Critical Rationality as a Pedagogical Aim
The development of a conception of critical pedagogy is itself an aspect of the development of critical rationality within late modern societies, closely connected with the role of education in developing critical rationality. The role of critique pervades all aspects of life: for people as citizens, workers and self-determining private individuals. Late modern societies depend on a critically minded population for their viability, for the democr…
Sociology (49 obras) · Pedagogy (41 obras) · Political science (41 obras) · Psychology (37 obras) · Epistemology (33 obras) · Philosophy (30 obras) · Philosophy (28 obras) · Law (27 obras) · Vocational education (25 obras) · Law (24 obras)