Jim Mackenzie
Datos Biográficos
| ID | 3943375 |
|---|---|
| NOMBRE | Jim Mackenzie |
| NOMBRES | Jim |
| APELLIDO | Mackenzie |
| FIRMA | MACKENZIE J |
| AFILIACIONES | The University of Sydney |
| VERIFICADO | No |
| TOTAL DE OBRAS | 37 |
| TOTAL DE CITAS | 37 |
| TOTAL COMO AUTOR | 37 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1974 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2017 |
| ÍNDICE H | 4 |
Rodgers on calls for observable verbs
This paper takes up Shannon Rodgers’ 2016 critique of curriculum writers’ call for observable verbs (‘Minding our metaphors in education.’ Educational Philosophy and Theory 48 (6), pp. 563–578), and argues that a more effective line of critique should focus not on metaphorical thinking, but on the notion of observation itself, by way of Nietzsche on metaphor, the history of astronomy, the non-existence of dragons and dissuading indigenous people …
Dahlbeck and Pure Ontology
This article responds to Johan Dahlbeck’s ‘Towards a pure ontology: Children’s bodies and morality’ (Educational Philosophy and Theory, vol. 46 (1), 2014, pp. 8–23). Several improvements were prompted by the detailed criticisms of one of the Journal’s reviewers, though doubtless more should have been done.Disclosure statementNo potential conflict of interest was reported by the author.Notes1. In Sweden, the national curriculum for preschools is s…
Peers on Socrates and Plato
There is more to be said about two of the topics Chris Peers addresses in his article Freud, Plato and Irigaray: A morpho-logic of teaching and learning (2012, Educational Philosophy and Theory, 44, 760–774), namely the Socratic method of teaching and Plato’s stance with regard to women and feminism. My purpose in this article is to continue Peers’s discussion of these two topics
Evidence‐based Education Policy
(2012). Evidence‐based Education Policy: What evidence? What basis? Whose policy? – Edited by D. Bridges, P. Smeyers and R. Smith. Educational Philosophy and Theory: Vol. 44, Jungian currents in education, pp. 117-119
Holden's Public University and its Rawlsian Silence on Religion
Robert H. Holden, in ‘The Public University's Unbearable Defiance of Being’ (2009, Educational Philosophy and Theory, 41:5, pp. 575–591) argues that the public university ought to welcome the infusion of relevant beliefs, including religious ones, in carrying out its research and teaching responsibilities. In this paper, I examine whether he has shown that some opinions are suppressed, whether he has shown that other views are hegemonic, the cent…
Plato – By Robin Barrow
Positivism and Constructivism, Truth and ‘Truth’
This paper is concerned with the reversal in meaning of the word positivism, which has come to mean ‘theory which assumes the existence of a world beyond our ideas’ whereas once it meant ‘theory which is agnostic about the existence of a world beyond our ideas', and with educational writers’ persistent mistakes in using quotation marks, as a consequence of this reversal
Sankey's Personal Understanding
This paper takes issue with Derek Sankey's: ‘Minds, Brains, and Differences in Personal Understanding’, Educational Philosophy and Theory, 39 (2007), pp. 543–558 on the questions of the post‐pedagogical classroom and the forms of knowledge. I then try to show that a theory of meaning framed in terms of normative pragmatics is better able than the brain science Sankey relies on to account for the concept of a person or self; the central educationa…
Kitching's Trouble with Theory
A Reply on Behalf of the Relativist to Mark Mason's Justification of Universal Ethical Principles
Mark Mason, in his ‘A Justification, After the Postmodern Turn, of Universal Ethical Principles and Educational Ideals’ Educational Philosophy and Theory, 37 (2005), attempts to justify transcultural multiculturalism. In this paper I argue that he fails to refute moral relativism, and that multiculturalism as he interprets it is not morally acceptable
Is Religious Education Possible? A Philosophical Investigation ‐ By Michael Hand
The Quantitative-Qualitative Distinction and the Null Hypothesis Significance Testing Procedure
Conventional discussion of research methodology contrast two approaches, the quantitative and the qualitative, presented as collectively exhaustive. But if qualitative is taken as the understanding of lifeworlds, the two approaches between them cover only a tiny fraction of research methodologies; and the quantitative, taken as the routine application to controlled experiments of frequentist statistics by way of the Null Hypothesis Significance T…
Still Irrelevant to Us
Michael Hand presents the problem for his paper succinctly in his response: ‘religious beliefs, since they are not known to be true, cannot be imparted by the presentation of decisive evidence; but to use a form of leverage other than the force of evidence seems to be necessarily indoctrinatory’. His solution is that there are (rare) circumstances where the use of a parent’s perceived intellectual authority over a child for the child’s benefit is…
Religious Upbringing
In this symposium Michael Hand presents a rejoinder to criticisms of his ‘Religious Upbringing Reconsidered’ (Journal of Philosophy of Education, 36.4) by Jim Mackenzie, Peter Gardner and Charlene Tan. Defending the idea of the logical possibility of non-indoctrinatory religious upbringing, he attempts to show that none of their various objections is successful. Mackenzie, Gardner and Tan each offer a response
Religious Upbringing is not as Michael Hand Describes
Michael Hand, in his recent ‘Religious upbringing reconsidered’ in this journal, has claimed to find a logical problem neglected by earlier writers on religious upbringing and parental rights. In this paper, I argue that he has mis-described the terms in which he poses the alleged problem
Stalky & Co
Journal Article Stalky & Co.: the Adversarial Curriculum Get access Jim Mackenzie Jim Mackenzie Correspondence: Jim Mackenzie, School of Social, Policy, and Curriculum Studies, Faculty of Education A-35, University of Sydney, New South Wales, Australia 2006. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 36, Issue 4, November 2002, Pages 609–620, https://doi.org/10.1111/1467-975…
Christopher Winch on the Representational Theory of Language and its Pedagogic Relevance
In his recent paper, Winch (1997) attacks a group of theories he calls cognitivism. These theories agree in holding that ‘the ability to think, both consciously and subconsciously, amounts to an ability to internally manipulate symbolic representations of that which we think about (p.67).The relevance of this attack to education is that ‘Cognitivism’ supplies plausible-looking reasons for thinking that learning can take place without instruction,…
The Idea of Literacy
In this paper I show that literacy is not, as is often thought, a necessary condition for civilisation; argue that it was not, as often thought, the crucial factor in enabling the modern world to emerge from earlier civilisations; report the disadvantages of literacy as expressed by Plato's character Socrates and Milne's character Piglet, and look at the relation of literacy to reasoning and to philosophy; trace the role of the idea of literacy i…
David Carr on Religious Knowledge and Spiritual Education
Journal Article David Carr on Religious Knowledge and Spiritual Education Get access Jim Mackenzie Jim Mackenzie Correspondence: Jim Mackenzie School of Social and Policy Studies, Faculty of Education A-35, University of Sydney, New South Wales, Australia 2006 Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 3, November 1998, Pages 409–427, https://doi.org/10.1111/1467-9…
Forms of Knowledge and Forms of Discussion
(1998). Forms of Knowledge and Forms of Discussion. Educational Philosophy and Theory: Vol. 30, No. 1, pp. 27-49
The Philosophy of the Subject
(1998). The Philosophy of the Subject: back to the future. Educational Philosophy and Theory: Vol. 30, No. 2, pp. 135-162
Peters and Marshall on the philosophy of the subject
(1995). Peters and Marshall on the philosophy of the subject. Educational Philosophy and Theory: Vol. 27, No. 1, pp. 25-40
The New Professor of Theology
This paper consists of a story about unorthodox assessment procedures in theology, and a discussion of their implications. Among the issues raised are the possibility of testing values, the relationship of test validity to test reliability and ethical questions involved in assessment
Vague and Ambiguous Questions on Multiple‐choice Exercises
(1994). Vague and Ambiguous Questions on Multiple‐choice Exercises: The Case for. Educational Philosophy and Theory: Vol. 26, No. 1, pp. 23-33
What the Good Samaritan didn't know
On Teaching Critical Thinking1
Forms of Knowledge and Forms of Discussion
(1998). Forms of Knowledge and Forms of Discussion. Educational Philosophy and Theory: Vol. 30, No. 1, pp. 27-49
Religious Upbringing is not as Michael Hand Describes
Michael Hand, in his recent ‘Religious upbringing reconsidered’ in this journal, has claimed to find a logical problem neglected by earlier writers on religious upbringing and parental rights. In this paper, I argue that he has mis-described the terms in which he poses the alleged problem
Peters and Marshall on the philosophy of the subject
(1995). Peters and Marshall on the philosophy of the subject. Educational Philosophy and Theory: Vol. 27, No. 1, pp. 25-40
Positivism and Constructivism, Truth and ‘Truth’
This paper is concerned with the reversal in meaning of the word positivism, which has come to mean ‘theory which assumes the existence of a world beyond our ideas’ whereas once it meant ‘theory which is agnostic about the existence of a world beyond our ideas', and with educational writers’ persistent mistakes in using quotation marks, as a consequence of this reversal
Stalky & Co
Journal Article Stalky & Co.: the Adversarial Curriculum Get access Jim Mackenzie Jim Mackenzie Correspondence: Jim Mackenzie, School of Social, Policy, and Curriculum Studies, Faculty of Education A-35, University of Sydney, New South Wales, Australia 2006. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 36, Issue 4, November 2002, Pages 609–620, https://doi.org/10.1111/1467-975…
Street Phronesis
Recent discussions of practice in this Journal have appealed to what they describe as the classical concept of practice. In this paper, it is argued that if there is a single classical concept of practice, it has not been described with sufficient clarity for it to be of use in illuminating or correcting anything, even our ‘radically ambiguous’ common-sense understanding of educational practice; and that there are writers today whose understandin…
The Quantitative-Qualitative Distinction and the Null Hypothesis Significance Testing Procedure
Conventional discussion of research methodology contrast two approaches, the quantitative and the qualitative, presented as collectively exhaustive. But if qualitative is taken as the understanding of lifeworlds, the two approaches between them cover only a tiny fraction of research methodologies; and the quantitative, taken as the routine application to controlled experiments of frequentist statistics by way of the Null Hypothesis Significance T…
Religious Upbringing
In this symposium Michael Hand presents a rejoinder to criticisms of his ‘Religious Upbringing Reconsidered’ (Journal of Philosophy of Education, 36.4) by Jim Mackenzie, Peter Gardner and Charlene Tan. Defending the idea of the logical possibility of non-indoctrinatory religious upbringing, he attempts to show that none of their various objections is successful. Mackenzie, Gardner and Tan each offer a response
Christopher Winch on the Representational Theory of Language and its Pedagogic Relevance
In his recent paper, Winch (1997) attacks a group of theories he calls cognitivism. These theories agree in holding that ‘the ability to think, both consciously and subconsciously, amounts to an ability to internally manipulate symbolic representations of that which we think about (p.67).The relevance of this attack to education is that ‘Cognitivism’ supplies plausible-looking reasons for thinking that learning can take place without instruction,…
Vague and Ambiguous Questions on Multiple‐choice Exercises
(1994). Vague and Ambiguous Questions on Multiple‐choice Exercises: The Case for. Educational Philosophy and Theory: Vol. 26, No. 1, pp. 23-33
Reasoning and logic
Authority
Journal Article Authority Get access Jim Mackenzie Jim Mackenzie Correspondence: Jim Mackenzie, Centre for Human Bioethics, Monash University, Clayton, Australia 3168. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 22, Issue 1, July 1988, Pages 57–65, https://doi.org/10.1111/j.1467-9752.1988.tb00177.x Published: 30 May 2006
Evers & Walker and Forms of Knowledge
Journal Article Evers & Walker and Forms of Knowledge Get access Jim Mackenzie Jim Mackenzie Correspondence: Jim Mackenzie, Higher Education Advisory and Research Unit, Monash University, Wellington Road, Clayton, Victoria 3168, Australia. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 19, Issue 2, December 1985, Pages 199–209, https://doi.org/10.1111/j.1467-9752.1985.tb00090.x …
No logic before Friday
Techne
Every community has art; that is to say, songs are sung, pictures are painted, poems are recited, statues are carved; and, at least in civilized communities, there is also what may be called serious art. By this we mean that there is a tradition of informed critical discussion of such works, involving the comparison of the relative merits and defects of different works or performances, and to which artists respond in a conscious way. Such aesthet…
No logic before Friday
Functionalism and Psychologism
Some philosophers suspect that the functionalist account of mind supports a psychologistic account of logic. One who has argued for a connection of this kind is Remmel T. Nunn. If the connection holds, it might be a powerful support for the currently unfashionable position of psychologism; conversely, it might be a damaging objection to functionalism. In either case, to estabjish the connection would be an achievement of considerable philosophic …
Evers & Walker and Forms of Knowledge
Journal Article Evers & Walker and Forms of Knowledge Get access Jim Mackenzie Jim Mackenzie Correspondence: Jim Mackenzie, Higher Education Advisory and Research Unit, Monash University, Wellington Road, Clayton, Victoria 3168, Australia. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 19, Issue 2, December 1985, Pages 199–209, https://doi.org/10.1111/j.1467-9752.1985.tb00090.x …
No logic before Friday
Wilson on Relativism and Teaching
Journal Article Wilson on Relativism and Teaching Get access Jim Mackenzie Jim Mackenzie Correspondence: Jim Mackenzie, Centre for Human Bioethics, Monash University, Clayton, Victoria, Australia 3168. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 21, Issue 1, July 1987, Pages 119–130, https://doi.org/10.1111/j.1467-9752.1987.tb00149.x Published: 30 May 2006
Tottering to Reason and Speech
Because R. T. Allen says so
Authority
Journal Article Authority Get access Jim Mackenzie Jim Mackenzie Correspondence: Jim Mackenzie, Centre for Human Bioethics, Monash University, Clayton, Australia 3168. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 22, Issue 1, July 1988, Pages 57–65, https://doi.org/10.1111/j.1467-9752.1988.tb00177.x Published: 30 May 2006
Reasoning and logic
Street Phronesis
Recent discussions of practice in this Journal have appealed to what they describe as the classical concept of practice. In this paper, it is argued that if there is a single classical concept of practice, it has not been described with sufficient clarity for it to be of use in illuminating or correcting anything, even our ‘radically ambiguous’ common-sense understanding of educational practice; and that there are writers today whose understandin…
On Teaching Critical Thinking1
What the Good Samaritan didn't know
The New Professor of Theology
This paper consists of a story about unorthodox assessment procedures in theology, and a discussion of their implications. Among the issues raised are the possibility of testing values, the relationship of test validity to test reliability and ethical questions involved in assessment
Vague and Ambiguous Questions on Multiple‐choice Exercises
(1994). Vague and Ambiguous Questions on Multiple‐choice Exercises: The Case for. Educational Philosophy and Theory: Vol. 26, No. 1, pp. 23-33
Peters and Marshall on the philosophy of the subject
(1995). Peters and Marshall on the philosophy of the subject. Educational Philosophy and Theory: Vol. 27, No. 1, pp. 25-40
David Carr on Religious Knowledge and Spiritual Education
Journal Article David Carr on Religious Knowledge and Spiritual Education Get access Jim Mackenzie Jim Mackenzie Correspondence: Jim Mackenzie School of Social and Policy Studies, Faculty of Education A-35, University of Sydney, New South Wales, Australia 2006 Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 32, Issue 3, November 1998, Pages 409–427, https://doi.org/10.1111/1467-9…
Forms of Knowledge and Forms of Discussion
(1998). Forms of Knowledge and Forms of Discussion. Educational Philosophy and Theory: Vol. 30, No. 1, pp. 27-49
The Philosophy of the Subject
(1998). The Philosophy of the Subject: back to the future. Educational Philosophy and Theory: Vol. 30, No. 2, pp. 135-162
The Idea of Literacy
In this paper I show that literacy is not, as is often thought, a necessary condition for civilisation; argue that it was not, as often thought, the crucial factor in enabling the modern world to emerge from earlier civilisations; report the disadvantages of literacy as expressed by Plato's character Socrates and Milne's character Piglet, and look at the relation of literacy to reasoning and to philosophy; trace the role of the idea of literacy i…
Christopher Winch on the Representational Theory of Language and its Pedagogic Relevance
In his recent paper, Winch (1997) attacks a group of theories he calls cognitivism. These theories agree in holding that ‘the ability to think, both consciously and subconsciously, amounts to an ability to internally manipulate symbolic representations of that which we think about (p.67).The relevance of this attack to education is that ‘Cognitivism’ supplies plausible-looking reasons for thinking that learning can take place without instruction,…
Stalky & Co
Journal Article Stalky & Co.: the Adversarial Curriculum Get access Jim Mackenzie Jim Mackenzie Correspondence: Jim Mackenzie, School of Social, Policy, and Curriculum Studies, Faculty of Education A-35, University of Sydney, New South Wales, Australia 2006. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 36, Issue 4, November 2002, Pages 609–620, https://doi.org/10.1111/1467-975…
Still Irrelevant to Us
Michael Hand presents the problem for his paper succinctly in his response: ‘religious beliefs, since they are not known to be true, cannot be imparted by the presentation of decisive evidence; but to use a form of leverage other than the force of evidence seems to be necessarily indoctrinatory’. His solution is that there are (rare) circumstances where the use of a parent’s perceived intellectual authority over a child for the child’s benefit is…
Religious Upbringing
In this symposium Michael Hand presents a rejoinder to criticisms of his ‘Religious Upbringing Reconsidered’ (Journal of Philosophy of Education, 36.4) by Jim Mackenzie, Peter Gardner and Charlene Tan. Defending the idea of the logical possibility of non-indoctrinatory religious upbringing, he attempts to show that none of their various objections is successful. Mackenzie, Gardner and Tan each offer a response
Religious Upbringing is not as Michael Hand Describes
Michael Hand, in his recent ‘Religious upbringing reconsidered’ in this journal, has claimed to find a logical problem neglected by earlier writers on religious upbringing and parental rights. In this paper, I argue that he has mis-described the terms in which he poses the alleged problem
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