Nigel Blake
Biographic Data
| ID | 3941060 |
|---|---|
| NAME | Nigel Blake |
| GIVEN NAMES | Nigel |
| FAMILY NAME | Blake |
| SIGNATURE | BLAKE N |
| AFFILIATIONS | The Open University |
| VERIFIED | No |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Dangers of Deterrence
Blackwell Guide to the Philosophy of Education
The Blackwell Guide to the Philosophy of Education
Hubert Dreyfus on Distance Education
(2002). Hubert Dreyfus on Distance Education: relays of educational embodiment. Educational Philosophy and Theory: Vol. 34, No. 4, pp. 379-385
Unnecessary Supplement
Reflectivity, Reflection, and Counter-Education
Precarious Work
Nineteenth Century Art
A Postmodernism Worth Bothering About
This paper is a response to one published in the June 1997 edition of the BJES (Cole, Hill & Rikowski, 1997) which criticises the author's claims about the utility of postmodern analysis for studies in education (Blake, 1997)
The Democracy We Need
Journal Article The Democracy We Need: Situation, Post-Foundationalism and Enlightenment Get access Nigel Blake Nigel Blake Correspondence: Nigel Blake, Institute of Educational Technology, The Open University, Walton Hall, Milton Keynes MK7 6AA, UK. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 30, Issue 2, July 1996, Pages 215–238, https://doi.org/10.1111/j.1467-9752.1996.tb0…
Between Postmodernism and Anti-Modernism
The paper highlights the urgent and radical questions and problems which postmodernism poses for educational studies in general, and the philosophy of education in particular. First, it outlines and interrelates the legacies of modernism in social and cultural theory. Next, it describes the reactionary anti‐modernism of the Right, and contrasts this with traditionalism. It is argued that the current political and economic context of education is …
Between postmodernism and anti‐modernism
The paper highlights the urgent and radical questions and problems which postmodernism poses for educational studies in general, and the philosophy of education in particular. First, it outlines and interrelates the legacies of modernism in social and cultural theory. Next, it describes the reactionary anti‐modernism of the Right, and contrasts this with traditionalism. It is argued that the current political and economic context of education is …
Truth, Identity and Community in the University
This paper examines the institutional implications of postmodernism for higher education. The university is paradigmatically a modern institution, grounded in post‐Cartesian notions of disciplinarity, autonomy, authority and the growth of knowledge. But anti‐foundationalism repudiates the picture of knowledge as a mirror of nature, and thus impugns the epistemological foundations of university institutions. Lyotard describes a correlative collaps…
Ideal Speech Conditions, Modern Discourse and Education
Habermas’s educational importance is usually misconstrued or underestimated, partly because the scope and implications of ideal speech conditions are generally misunderstood. These conditions are only relevant to discursive speech situations, but non-manipulative teaching need not be discursive. And not even discursive teaching is an appropriate occasion for ideal speech conditions. They properly apply to discourse institutions, at the ‘epistemic…
Allegations of bias
The issue of academic bias became prominent in the 1980s and may come to the fore as institutions rely increasingly on the use of distance teaching style materials. How may it be legitimately assessed? Bias is not prejudice. It is primarily a characteristic of a discourse, not a person or institution. Avoiding bias does not entail disinterestedness. Its criterion is interested misrepresentation. Misrepresentation may be understood as disregarding…
A Position in Society, an Intimate Constraint
Modernity and the Problem of Cultural Pluralism
A curriculum that reflects a pluralist, multi-cultural society in a characteristically ‘Western’ way may seem to militate against traditionalist sub-cultures, but this outcome is less ‘Western’ than ‘modern’, in Habermas's sense.‘Modernisation’, involving the institutionalisation of rationality and the decentering of consciousness, and thus acceptance of the ‘Western’ solution, is possible within any culture, regardless of its content. In a Weste…
Intellectual Freedom and the Universities
Journal Article Intellectual Freedom and the Universities: a reply to Anthony O'Hear Get access Nigel Blake Nigel Blake Correspondence: Nigel Blake, Institute of Educational Technology, Open University, Walton Hall, Milton Keynes, MK7 6AA, United Kingdom. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 22, Issue 2, December 1988, Pages 251–263, https://doi.org/10.1111/j.1467-9752…
Philosophy in Schools
Justifying Peace Education
Peace Education and National Security
Journal Article Peace Education and National Security Get access Nigel Blake Nigel Blake Correspondence: Nigel Blake, Institute of Educational Technology, Open University, Walton Hall, Milton Keynes MK7 6AA, England. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 19, Issue 1, July 1985, Pages 27–38, https://doi.org/10.1111/j.1467-9752.1985.tb00073.x Published: 30 May 2006
Church Schools, Religious Education and the Multi-ethnic Community
Between postmodernism and anti‐modernism
The paper highlights the urgent and radical questions and problems which postmodernism poses for educational studies in general, and the philosophy of education in particular. First, it outlines and interrelates the legacies of modernism in social and cultural theory. Next, it describes the reactionary anti‐modernism of the Right, and contrasts this with traditionalism. It is argued that the current political and economic context of education is …
Reflectivity, Reflection, and Counter-Education
Modernity and the Problem of Cultural Pluralism
A curriculum that reflects a pluralist, multi-cultural society in a characteristically ‘Western’ way may seem to militate against traditionalist sub-cultures, but this outcome is less ‘Western’ than ‘modern’, in Habermas's sense.‘Modernisation’, involving the institutionalisation of rationality and the decentering of consciousness, and thus acceptance of the ‘Western’ solution, is possible within any culture, regardless of its content. In a Weste…
Ideal Speech Conditions, Modern Discourse and Education
Habermas’s educational importance is usually misconstrued or underestimated, partly because the scope and implications of ideal speech conditions are generally misunderstood. These conditions are only relevant to discursive speech situations, but non-manipulative teaching need not be discursive. And not even discursive teaching is an appropriate occasion for ideal speech conditions. They properly apply to discourse institutions, at the ‘epistemic…
The Democracy We Need
Journal Article The Democracy We Need: Situation, Post-Foundationalism and Enlightenment Get access Nigel Blake Nigel Blake Correspondence: Nigel Blake, Institute of Educational Technology, The Open University, Walton Hall, Milton Keynes MK7 6AA, UK. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 30, Issue 2, July 1996, Pages 215–238, https://doi.org/10.1111/j.1467-9752.1996.tb0…
Precarious Work
A Postmodernism Worth Bothering About
This paper is a response to one published in the June 1997 edition of the BJES (Cole, Hill & Rikowski, 1997) which criticises the author's claims about the utility of postmodern analysis for studies in education (Blake, 1997)
Church Schools, Religious Education and the Multi-ethnic Community
Peace Education and National Security
Journal Article Peace Education and National Security Get access Nigel Blake Nigel Blake Correspondence: Nigel Blake, Institute of Educational Technology, Open University, Walton Hall, Milton Keynes MK7 6AA, England. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 19, Issue 1, July 1985, Pages 27–38, https://doi.org/10.1111/j.1467-9752.1985.tb00073.x Published: 30 May 2006
Justifying Peace Education
Intellectual Freedom and the Universities
Journal Article Intellectual Freedom and the Universities: a reply to Anthony O'Hear Get access Nigel Blake Nigel Blake Correspondence: Nigel Blake, Institute of Educational Technology, Open University, Walton Hall, Milton Keynes, MK7 6AA, United Kingdom. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 22, Issue 2, December 1988, Pages 251–263, https://doi.org/10.1111/j.1467-9752…
Philosophy in Schools
Allegations of bias
The issue of academic bias became prominent in the 1980s and may come to the fore as institutions rely increasingly on the use of distance teaching style materials. How may it be legitimately assessed? Bias is not prejudice. It is primarily a characteristic of a discourse, not a person or institution. Avoiding bias does not entail disinterestedness. Its criterion is interested misrepresentation. Misrepresentation may be understood as disregarding…
A Position in Society, an Intimate Constraint
Modernity and the Problem of Cultural Pluralism
A curriculum that reflects a pluralist, multi-cultural society in a characteristically ‘Western’ way may seem to militate against traditionalist sub-cultures, but this outcome is less ‘Western’ than ‘modern’, in Habermas's sense.‘Modernisation’, involving the institutionalisation of rationality and the decentering of consciousness, and thus acceptance of the ‘Western’ solution, is possible within any culture, regardless of its content. In a Weste…
Truth, Identity and Community in the University
This paper examines the institutional implications of postmodernism for higher education. The university is paradigmatically a modern institution, grounded in post‐Cartesian notions of disciplinarity, autonomy, authority and the growth of knowledge. But anti‐foundationalism repudiates the picture of knowledge as a mirror of nature, and thus impugns the epistemological foundations of university institutions. Lyotard describes a correlative collaps…
Ideal Speech Conditions, Modern Discourse and Education
Habermas’s educational importance is usually misconstrued or underestimated, partly because the scope and implications of ideal speech conditions are generally misunderstood. These conditions are only relevant to discursive speech situations, but non-manipulative teaching need not be discursive. And not even discursive teaching is an appropriate occasion for ideal speech conditions. They properly apply to discourse institutions, at the ‘epistemic…
The Democracy We Need
Journal Article The Democracy We Need: Situation, Post-Foundationalism and Enlightenment Get access Nigel Blake Nigel Blake Correspondence: Nigel Blake, Institute of Educational Technology, The Open University, Walton Hall, Milton Keynes MK7 6AA, UK. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 30, Issue 2, July 1996, Pages 215–238, https://doi.org/10.1111/j.1467-9752.1996.tb0…
Between Postmodernism and Anti-Modernism
The paper highlights the urgent and radical questions and problems which postmodernism poses for educational studies in general, and the philosophy of education in particular. First, it outlines and interrelates the legacies of modernism in social and cultural theory. Next, it describes the reactionary anti‐modernism of the Right, and contrasts this with traditionalism. It is argued that the current political and economic context of education is …
Between postmodernism and anti‐modernism
The paper highlights the urgent and radical questions and problems which postmodernism poses for educational studies in general, and the philosophy of education in particular. First, it outlines and interrelates the legacies of modernism in social and cultural theory. Next, it describes the reactionary anti‐modernism of the Right, and contrasts this with traditionalism. It is argued that the current political and economic context of education is …
Nineteenth Century Art
A Postmodernism Worth Bothering About
This paper is a response to one published in the June 1997 edition of the BJES (Cole, Hill & Rikowski, 1997) which criticises the author's claims about the utility of postmodern analysis for studies in education (Blake, 1997)
Precarious Work
Unnecessary Supplement
Reflectivity, Reflection, and Counter-Education
Hubert Dreyfus on Distance Education
(2002). Hubert Dreyfus on Distance Education: relays of educational embodiment. Educational Philosophy and Theory: Vol. 34, No. 4, pp. 379-385
The Blackwell Guide to the Philosophy of Education
Blackwell Guide to the Philosophy of Education
Dangers of Deterrence
Sociology (18 works) · Philosophy (16 works) · Epistemology (13 works) · Law (13 works) · Political science (13 works) · Pedagogy (10 works) · Philosophy (10 works) · Law (8 works) · Social science (7 works) · Higher education (6 works)