Geoffrey Hinchliffe
Biographic Data
| ID | 1445097 |
|---|---|
| NAME | Geoffrey Hinchliffe |
| GIVEN NAMES | Geoffrey |
| FAMILY NAME | Hinchliffe |
| SIGNATURE | HINCHLIFFE G |
| AFFILIATIONS | University of East Anglia |
| ORCID | 0000-0003-4855-0864 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 42 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Citizenship and the Joy of Work
This article discusses the nature of vocational education and its relation to citizenship as put forward by Georg Kerschensteiner, Aloys Fischer and Eduard Spranger. The chief aim of the article is to respond sympathetically to views which many Anglophone readers may find unfamiliar, given the German context from which they arise. In particular, the article focuses on the nature of work and occupation and why this is important for developing citi…
On the idea of intrinsic human worth
This paper argues that the idea of intrinsic worth encompasses all human beings, no matter how they are circumstanced. This concept needs to be understood transcendentally, not prescriptively. These terms are explained, with particular reference to Kant. It also argues that discourses of identity and recognition can best be understood through the idea of human worth. The paper suggests that human worth cannot be explicitly defined but needs to be…
What is an Academic Judgement
This paper considers the nature of academic judgement. It also suggests that academic judgement is not the special preserve of academics as such and is something with which students can be imbued. It is further suggested that academic judgement is best considered in the context of critical learning which is contrasted with demonstrative learning. The paper then proceeds with an analysis of judgement by considering the ideas of Peter Geach on this…
Epistemic freedom and education
First of all, I define the concept of epistemic freedom in the light of the changing nature of educational practice that prioritise over-prescriptive conceptions of learning. I defend the ‘reality’ of this freedom against possible determinist-related criticisms. I do this by stressing the concept of agency as characterised by ‘becoming’. I also discuss briefly some of the technical literature on the subject. I then move on to discuss Gramsci’s co…
Sartre’s analysis of anti-Semitism and its relevance for today
In the second half of 1944, Jean-Paul Sartre wrote an essay entitled ‘Anti-Semite and Jew’. He analyses what might be termed the moral pathology of the anti-Semite. Such a person, Sartre suggests, has chosen to enact a passion, a passion of hatred. The motive is the desire for ‘impenetrability’ – a disavowal of reasoned argument – and a pleasure taken in the assertion and re-assertion of what is known to be false. Sartre’s essay was written hurri…
The Stubborn System of Moral Responsibility
This book is written with a mission in mind: to wean all of us away from thinking about morality in terms of blame. For if it is the case that our actions are the product of circumstance (including
Education, Learning and Freedom
This paper takes as its starting point Kant’s analysis of freedom in the Critique of Pure Reason. From this analysis, two different types of freedom are discerned, formative and instrumental freedom. The paper suggests that much of what passes for the pedagogy of learning in UK universities takes the form of an instrumental freedom. This, however, involves the neglect of formative freedom – the power to put learning to question. An emancipatory c…
What is a Significant Educational Experience
This article analyses the nature of an educational experience by taking as its starting point Dewey’s Art as Experience in order to identify what it is that counts as a significant or worthwhile experience. Dewey suggests that an experience needs to have an integral character in which the different phases of the experience are related and which tends towards a conclusion. Furthermore, an experience also needs to have the character of what Dewey c…
Graduate identity and employability
This paper develops the concept of graduate identity as a way of deepening the understanding of graduate employability. It does this through presenting research in which over 100 employers in East Anglia were asked to record their perceptions of graduates in respect of their employability. The findings suggest a composite and complex graduate identity, depending on employer size and sector. There is no one fixed identity for graduates. Neverthele…
Capability and Deliberation
Truth and the Capability of Learning
This paper examines learning as a capability, taking as its starting point the work of Amartya Sen and Martha Nussbaum. The paper is concerned to highlight the relation between learning and truth, and it does so by examining the idea of a genealogy of truth and also Donald Davidson's coherence theory. Thus the notion of truth is understood to be not only built into the capability of learning but also translated across into other capabilities
Plato and the love of learning
This paper explores the relation between love, learning and knowledge as found in three dialogues of Plato, Symposium, Phaedrus and Republic. It argues that the account of the ascent from carnal desire to the love of beauty, as set out in the Symposium, is best seen in terms of a genealogy of love in which the object of love is transformed into an object of knowledge. The Phaedrus shows us how affection and love between two individuals can help m…
Work and Human Flourishing
Situating Skills
The discourse surrounding skills in education and learning has often been dismissed as mere ‘skill–talk’. This article seeks to reject this criticism by arguing that much of the criticism of skill–talk rests on an unsatisfactory behaviourist view of skills. Another approach towards considering skills is also considered, an approach deriving from the Aristotelian concept of technē, but this is also rejected. It is suggested that the concept of ‘si…
Education or Pedagogy
This paper explores the meaning of education in contrast with ‘pedagogy’. Whereas education can be defined as ‘learning for its own sake’, pedagogy can be defined as learning oriented towards social goals. An attempt to find an adequate conceptualisation is first of all sought in Aristotle, but his concept of education is found to depend on too narrow a concept of rational activity. A more adequate conceptualisation is found in Michael Oakeshott'…
Graduate identity and employability
This paper develops the concept of graduate identity as a way of deepening the understanding of graduate employability. It does this through presenting research in which over 100 employers in East Anglia were asked to record their perceptions of graduates in respect of their employability. The findings suggest a composite and complex graduate identity, depending on employer size and sector. There is no one fixed identity for graduates. Neverthele…
Situating Skills
The discourse surrounding skills in education and learning has often been dismissed as mere ‘skill–talk’. This article seeks to reject this criticism by arguing that much of the criticism of skill–talk rests on an unsatisfactory behaviourist view of skills. Another approach towards considering skills is also considered, an approach deriving from the Aristotelian concept of technē, but this is also rejected. It is suggested that the concept of ‘si…
Work and Human Flourishing
Education or Pedagogy
This paper explores the meaning of education in contrast with ‘pedagogy’. Whereas education can be defined as ‘learning for its own sake’, pedagogy can be defined as learning oriented towards social goals. An attempt to find an adequate conceptualisation is first of all sought in Aristotle, but his concept of education is found to depend on too narrow a concept of rational activity. A more adequate conceptualisation is found in Michael Oakeshott'…
Truth and the Capability of Learning
This paper examines learning as a capability, taking as its starting point the work of Amartya Sen and Martha Nussbaum. The paper is concerned to highlight the relation between learning and truth, and it does so by examining the idea of a genealogy of truth and also Donald Davidson's coherence theory. Thus the notion of truth is understood to be not only built into the capability of learning but also translated across into other capabilities
Capability and Deliberation
Education or Pedagogy
This paper explores the meaning of education in contrast with ‘pedagogy’. Whereas education can be defined as ‘learning for its own sake’, pedagogy can be defined as learning oriented towards social goals. An attempt to find an adequate conceptualisation is first of all sought in Aristotle, but his concept of education is found to depend on too narrow a concept of rational activity. A more adequate conceptualisation is found in Michael Oakeshott'…
Situating Skills
The discourse surrounding skills in education and learning has often been dismissed as mere ‘skill–talk’. This article seeks to reject this criticism by arguing that much of the criticism of skill–talk rests on an unsatisfactory behaviourist view of skills. Another approach towards considering skills is also considered, an approach deriving from the Aristotelian concept of technē, but this is also rejected. It is suggested that the concept of ‘si…
Work and Human Flourishing
Plato and the love of learning
This paper explores the relation between love, learning and knowledge as found in three dialogues of Plato, Symposium, Phaedrus and Republic. It argues that the account of the ascent from carnal desire to the love of beauty, as set out in the Symposium, is best seen in terms of a genealogy of love in which the object of love is transformed into an object of knowledge. The Phaedrus shows us how affection and love between two individuals can help m…
Truth and the Capability of Learning
This paper examines learning as a capability, taking as its starting point the work of Amartya Sen and Martha Nussbaum. The paper is concerned to highlight the relation between learning and truth, and it does so by examining the idea of a genealogy of truth and also Donald Davidson's coherence theory. Thus the notion of truth is understood to be not only built into the capability of learning but also translated across into other capabilities
Capability and Deliberation
What is a Significant Educational Experience
This article analyses the nature of an educational experience by taking as its starting point Dewey’s Art as Experience in order to identify what it is that counts as a significant or worthwhile experience. Dewey suggests that an experience needs to have an integral character in which the different phases of the experience are related and which tends towards a conclusion. Furthermore, an experience also needs to have the character of what Dewey c…
Graduate identity and employability
This paper develops the concept of graduate identity as a way of deepening the understanding of graduate employability. It does this through presenting research in which over 100 employers in East Anglia were asked to record their perceptions of graduates in respect of their employability. The findings suggest a composite and complex graduate identity, depending on employer size and sector. There is no one fixed identity for graduates. Neverthele…
Education, Learning and Freedom
This paper takes as its starting point Kant’s analysis of freedom in the Critique of Pure Reason. From this analysis, two different types of freedom are discerned, formative and instrumental freedom. The paper suggests that much of what passes for the pedagogy of learning in UK universities takes the form of an instrumental freedom. This, however, involves the neglect of formative freedom – the power to put learning to question. An emancipatory c…
Epistemic freedom and education
First of all, I define the concept of epistemic freedom in the light of the changing nature of educational practice that prioritise over-prescriptive conceptions of learning. I defend the ‘reality’ of this freedom against possible determinist-related criticisms. I do this by stressing the concept of agency as characterised by ‘becoming’. I also discuss briefly some of the technical literature on the subject. I then move on to discuss Gramsci’s co…
Sartre’s analysis of anti-Semitism and its relevance for today
In the second half of 1944, Jean-Paul Sartre wrote an essay entitled ‘Anti-Semite and Jew’. He analyses what might be termed the moral pathology of the anti-Semite. Such a person, Sartre suggests, has chosen to enact a passion, a passion of hatred. The motive is the desire for ‘impenetrability’ – a disavowal of reasoned argument – and a pleasure taken in the assertion and re-assertion of what is known to be false. Sartre’s essay was written hurri…
The Stubborn System of Moral Responsibility
This book is written with a mission in mind: to wean all of us away from thinking about morality in terms of blame. For if it is the case that our actions are the product of circumstance (including
On the idea of intrinsic human worth
This paper argues that the idea of intrinsic worth encompasses all human beings, no matter how they are circumstanced. This concept needs to be understood transcendentally, not prescriptively. These terms are explained, with particular reference to Kant. It also argues that discourses of identity and recognition can best be understood through the idea of human worth. The paper suggests that human worth cannot be explicitly defined but needs to be…
What is an Academic Judgement
This paper considers the nature of academic judgement. It also suggests that academic judgement is not the special preserve of academics as such and is something with which students can be imbued. It is further suggested that academic judgement is best considered in the context of critical learning which is contrasted with demonstrative learning. The paper then proceeds with an analysis of judgement by considering the ideas of Peter Geach on this…
Citizenship and the Joy of Work
This article discusses the nature of vocational education and its relation to citizenship as put forward by Georg Kerschensteiner, Aloys Fischer and Eduard Spranger. The chief aim of the article is to respond sympathetically to views which many Anglophone readers may find unfamiliar, given the German context from which they arise. In particular, the article focuses on the nature of work and occupation and why this is important for developing citi…
Sociology (14 works) · Epistemology (12 works) · Philosophy (12 works) · Philosophy (11 works) · Political science (11 works) · Law (10 works) · Psychology (10 works) · Law (8 works) · Higher education (7 works) · Pedagogy (7 works)