Ruth Heilbronn
Biographic Data
| ID | 1604887 |
|---|---|
| NAME | Ruth Heilbronn |
| GIVEN NAMES | Ruth |
| FAMILY NAME | Heilbronn |
| SIGNATURE | HEILBRONN R |
| AFFILIATIONS | University College London |
| ORCID | 0000-0002-7075-2887 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
What does it mean to decolonise the curriculum
Kairos and phronesis in teaching well
The article argues that the concept of kairos can enrich understanding of good teaching and the conditions needed to teach well. The article first gives a general introduction to establish what is involved in teaching well, drawing on the concept of phronesis in Aristotle’s Nichomachean Ethics. Because of variations of translation, I adopt the sense of phronesis as practical judgement with the attributes of virtuous behaviour and wisdom. The arti…
Hand Loom Weaving
This article draws on a 2017 paper in TEXTILE which reports on a project on live coding and ancient weaving, entitled Weaving Codes/Coding Weaves (WC/CW). The 2017 paper introduces the concept of Kairos, which has widespread cultural and social applications. Kairos as articulated in WC/CW can illuminate practitioner knowledge and understanding in any creative practice. The article first discusses the research project and draws implications for ot…
Decolonizing the curriculum
This Special Issue is focused on supporting the transformation of education called for in the decolonizing the curriculum movement by advancing discourse on the diverse philosophical ideas, concepts, and theories that can undergird practical efforts to decolonize curricula across education sectors. The special issue brings together voices from a range of backgrounds, who draw from a variety of theoretical positions within and beyond philosophies …
Anxieties of Democracy and Education
The article is an essay on Naoko Saito's recently published book American Philosophy in Translation. We attempt to draw out the central argument of the book as it moves through its eight chapters. The author finds that American philosophy, which she takes to be rooted in pragmatism, whilst it owes much to Dewey, needs to be reconstructed in order to meet contemporary political challenges, with their implications for political education. She asks …
John Dewey's Democracy and Education 100 Years On
In September 2016, a four-day conference to mark the centenary of the publication of John Dewey's Democracy and Education was held in Homerton College, Cambridge University, jointly sponsored by the college, the Faculty of Education, the Philosophy of Education Society of Great Britain and the History of Education Society of the UK. Four years in the planning, it proved to be an ambitious project which captured and encouraged a renewed interest i…
Growth and Growing in Education
Journal Article Growth and Growing in Education: Dewey's Relevance to Current Malaise Get access Ruth Heilbronn Ruth Heilbronn Correspondence: Ruth Heilbronn, CCM, UCL Institute of Education, 20, Bedford Way, WC1H0AL, London, UK.Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 52, Issue 2, May 2018, Pages 301–315, https://doi.org/10.1111/1467-9752.1228…
Does Action Research Have a Future? A Reply to Higgins
This paper presents a view of action research (AR) as a valuable way in which teachers can pose fertile questions and engage in inquiry with transformative possibilities. This counters claims of its being at best a sterile method of teacher research and at worst a perilous trap for teachers.Chris Higgins has argued that AR has lost its original intention of empowering teachers and sealing the theory practice divide. He claims that it has degenera…
Philosophy for Teachers (P4T) – developing new teachers’ applied ethical decision-making
Teaching, irrespective of its geographical location, is fundamentally a relational practice in which unique ethically complex situations arise to which teachers need to respond at different levels of ethical decision-making. These range from ‘big’ abstract questions about whether or not what they teach is inherently good, through to seemingly trivial questions about everyday issues, for example whether or not it is right to silence children in cl…
Dewey and Culture
Journal Article Dewey and Culture: Responding to 'Extreme Views' Get access Ruth Heilbronn Ruth Heilbronn Correspondence: Ruth Heilbronn, UCL Institute of Education, 20, Bedford Way, London, WC1H 0AL. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 51, Issue 1, February 2017, Pages 89–101, https://doi.org/10.1111/1467-9752.12217 Published: 09 November…
Freedoms and Perils
Journal Article Freedoms and Perils: Academy Schools in England Get access Ruth Heilbronn Ruth Heilbronn Correspondence: Ruth Heilbronn, UCL Institute of Education, 20, Bedford Way, London, WC1H0AL. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 50, Issue 3, August 2016, Pages 306–318, https://doi.org/10.1111/1467-9752.12188 Published: 14 June 2016
A Five-Country Survey on Ethics Education in Preservice Teaching Programs
Despite a broad consensus on the ethical dimensions of the teaching profession, and long-standing efforts to align teacher education with wider trends in professional education, little is known about how teacher candidates are being prepared to face the ethical challenges of contemporary teaching. This article presents the results of an international survey on ethics content and curriculum in initial teacher education (ITE). Involving five Organi…
Wigs, disguises and child's play
It is generally acknowledged that much contemporary education takes place within a dominant audit culture, in which accountability becomes a powerful driver of educational practices. In this culture, both pupils and teachers risk being configured as a means to an assessment and target-driven end: pupils are schooled within a particular paradigm of education. The article discusses some ethical issues raised by such schooling, particularly the tens…
Freedoms and Perils
Journal Article Freedoms and Perils: Academy Schools in England Get access Ruth Heilbronn Ruth Heilbronn Correspondence: Ruth Heilbronn, UCL Institute of Education, 20, Bedford Way, London, WC1H0AL. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 50, Issue 3, August 2016, Pages 306–318, https://doi.org/10.1111/1467-9752.12188 Published: 14 June 2016
Does Action Research Have a Future? A Reply to Higgins
This paper presents a view of action research (AR) as a valuable way in which teachers can pose fertile questions and engage in inquiry with transformative possibilities. This counters claims of its being at best a sterile method of teacher research and at worst a perilous trap for teachers.Chris Higgins has argued that AR has lost its original intention of empowering teachers and sealing the theory practice divide. He claims that it has degenera…
Anxieties of Democracy and Education
The article is an essay on Naoko Saito's recently published book American Philosophy in Translation. We attempt to draw out the central argument of the book as it moves through its eight chapters. The author finds that American philosophy, which she takes to be rooted in pragmatism, whilst it owes much to Dewey, needs to be reconstructed in order to meet contemporary political challenges, with their implications for political education. She asks …
A Five-Country Survey on Ethics Education in Preservice Teaching Programs
Despite a broad consensus on the ethical dimensions of the teaching profession, and long-standing efforts to align teacher education with wider trends in professional education, little is known about how teacher candidates are being prepared to face the ethical challenges of contemporary teaching. This article presents the results of an international survey on ethics content and curriculum in initial teacher education (ITE). Involving five Organi…
Wigs, disguises and child's play
It is generally acknowledged that much contemporary education takes place within a dominant audit culture, in which accountability becomes a powerful driver of educational practices. In this culture, both pupils and teachers risk being configured as a means to an assessment and target-driven end: pupils are schooled within a particular paradigm of education. The article discusses some ethical issues raised by such schooling, particularly the tens…
Philosophy for Teachers (P4T) – developing new teachers’ applied ethical decision-making
Teaching, irrespective of its geographical location, is fundamentally a relational practice in which unique ethically complex situations arise to which teachers need to respond at different levels of ethical decision-making. These range from ‘big’ abstract questions about whether or not what they teach is inherently good, through to seemingly trivial questions about everyday issues, for example whether or not it is right to silence children in cl…
Dewey and Culture
Journal Article Dewey and Culture: Responding to 'Extreme Views' Get access Ruth Heilbronn Ruth Heilbronn Correspondence: Ruth Heilbronn, UCL Institute of Education, 20, Bedford Way, London, WC1H 0AL. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 51, Issue 1, February 2017, Pages 89–101, https://doi.org/10.1111/1467-9752.12217 Published: 09 November…
Freedoms and Perils
Journal Article Freedoms and Perils: Academy Schools in England Get access Ruth Heilbronn Ruth Heilbronn Correspondence: Ruth Heilbronn, UCL Institute of Education, 20, Bedford Way, London, WC1H0AL. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 50, Issue 3, August 2016, Pages 306–318, https://doi.org/10.1111/1467-9752.12188 Published: 14 June 2016
A Five-Country Survey on Ethics Education in Preservice Teaching Programs
Despite a broad consensus on the ethical dimensions of the teaching profession, and long-standing efforts to align teacher education with wider trends in professional education, little is known about how teacher candidates are being prepared to face the ethical challenges of contemporary teaching. This article presents the results of an international survey on ethics content and curriculum in initial teacher education (ITE). Involving five Organi…
John Dewey's Democracy and Education 100 Years On
In September 2016, a four-day conference to mark the centenary of the publication of John Dewey's Democracy and Education was held in Homerton College, Cambridge University, jointly sponsored by the college, the Faculty of Education, the Philosophy of Education Society of Great Britain and the History of Education Society of the UK. Four years in the planning, it proved to be an ambitious project which captured and encouraged a renewed interest i…
Growth and Growing in Education
Journal Article Growth and Growing in Education: Dewey's Relevance to Current Malaise Get access Ruth Heilbronn Ruth Heilbronn Correspondence: Ruth Heilbronn, CCM, UCL Institute of Education, 20, Bedford Way, WC1H0AL, London, UK.Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 52, Issue 2, May 2018, Pages 301–315, https://doi.org/10.1111/1467-9752.1228…
Does Action Research Have a Future? A Reply to Higgins
This paper presents a view of action research (AR) as a valuable way in which teachers can pose fertile questions and engage in inquiry with transformative possibilities. This counters claims of its being at best a sterile method of teacher research and at worst a perilous trap for teachers.Chris Higgins has argued that AR has lost its original intention of empowering teachers and sealing the theory practice divide. He claims that it has degenera…
Anxieties of Democracy and Education
The article is an essay on Naoko Saito's recently published book American Philosophy in Translation. We attempt to draw out the central argument of the book as it moves through its eight chapters. The author finds that American philosophy, which she takes to be rooted in pragmatism, whilst it owes much to Dewey, needs to be reconstructed in order to meet contemporary political challenges, with their implications for political education. She asks …
Hand Loom Weaving
This article draws on a 2017 paper in TEXTILE which reports on a project on live coding and ancient weaving, entitled Weaving Codes/Coding Weaves (WC/CW). The 2017 paper introduces the concept of Kairos, which has widespread cultural and social applications. Kairos as articulated in WC/CW can illuminate practitioner knowledge and understanding in any creative practice. The article first discusses the research project and draws implications for ot…
Decolonizing the curriculum
This Special Issue is focused on supporting the transformation of education called for in the decolonizing the curriculum movement by advancing discourse on the diverse philosophical ideas, concepts, and theories that can undergird practical efforts to decolonize curricula across education sectors. The special issue brings together voices from a range of backgrounds, who draw from a variety of theoretical positions within and beyond philosophies …
What does it mean to decolonise the curriculum
Kairos and phronesis in teaching well
The article argues that the concept of kairos can enrich understanding of good teaching and the conditions needed to teach well. The article first gives a general introduction to establish what is involved in teaching well, drawing on the concept of phronesis in Aristotle’s Nichomachean Ethics. Because of variations of translation, I adopt the sense of phronesis as practical judgement with the attributes of virtuous behaviour and wisdom. The arti…
Pedagogy (12 works) · Sociology (12 works) · Political science (11 works) · Law (8 works) · Law (8 works) · Epistemology (7 works) · Higher education (7 works) · Philosophy of education (6 works) · Politics (6 works) · Psychology (6 works)