Richard Pring
Biographic Data
| ID | 4085191 |
|---|---|
| NAME | Richard Pring |
| GIVEN NAMES | Richard |
| FAMILY NAME | Pring |
| SIGNATURE | PRING R |
| AFFILIATIONS | University of Oxford |
| VERIFIED | No |
| TOTAL WORKS | 33 |
| TOTAL CITATIONS | 55 |
| AUTHOR COUNT | 33 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1970 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 4 |
Education, Social Reform and Philosophical Development
Reflecting on the meaning and purpose of an education at the mercy of political changes and innovation, this book considers the social, historical, religious and cultural contexts that define education systems. With a particular focus on how historical contexts shape the nature of education and its relevance to wider society, it explores the history of education in relation to social reform, economic relevance and raising standards. The first par…
The Future Of Publicly Funded Faith Schools
The Future of Publicly Funded Faith Schools addresses and critically examines the arguments both for and against the continued maintenance of faith-based schools within a publicly funded state system. Addressing the issue systemically, first grounding the discussion in the practical world of education before raising the central philosophical issues stemming from faith-based education, it provides a balanced synthesis of the different arguments su…
New perspectives on young children’s moral education
"New perspectives on young children’s moral education: developing character through a virtue ethics approach. By Tony Eaude.." British Journal of Educational Studies, 65(1), pp. 135–136
Preparing for citizenship
The paper traces the development of citizenship in the curriculum in England since the 1960s, emerging particularly from the Crick report. It argues for lessons to be learnt from John Dewey’s ‘Democracy and education’, the centenary of which is being celebrated this year
Education, leadership and Islam
This book covers an important topic which, as far as this reviewer is aware, has not been previously covered – namely, addressing the increasingly important subject of leadership from an Islamic pe
The teacher as high priest and usherer in of the Kingdom of God
This article 1 aims to reveal the kind of discourse which now shapes policy and practice, and the negative effect that this discourse has on how teachers have to see their role, marginalising them in major educational decisions and curriculum development
Another Reform of Qualifications—but Qualifying for What
There are several changes to the system of qualifications and examinations at ages 16 and 17, including the new English Baccalaureate. There are many problems: the constant churn in new qualifications reduces their vale to higher education and to employers; they are implemented without proper trialling; the EB acc in particular narrows the learning experience. There is a need for a moratorium on change and for a long, hard look by a non‐political…
Years on
There are problems with ‘reflections’. The imagination distorts half-memories of things past. Beware the oral historian. Beware, too, the checking of these memories against formal minutes of meetin
The need for a wider vision of learning
This paper suggests that, in contrast to the great reports such as Crowther, Newsom Robbins and Plowden, recent government papers relating to educational in England pay little attention to values that should shape the standards to be achieved, the knowledge to be transmitted and the virtues to be nourished. Whilst legislation over the past 60 years has promoted a vision of ‘education for all’, what has predominated has been a concept of learning …
The Importance of Being Thorough
This article outlines and appraises the considerable criticism of educational research, both in the United Kingdom and in North America, and shows how it has pointed to a narrowing of what counts as good or worthwhile research in the policy discourse. In particular, this involved prioritising research that purports to show clearly and unmistakably ‘what works’, and institutionalising this view of research in a range of centres that receive offici…
The Common School
Journal Article The Common School Get access Richard Pring Richard Pring University of Oxford Department of Education, 15 Norham Gardens, Oxford OX2 6LQ, UK Correspondence: Richard Pring, University of Oxford Department of Education, 15 Norham Gardens, Oxford OX2 6LQ, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 41, Issue 4, November…
Fiction Written Under Oath? Essays in Philosophy and Educational Research
The first chapter of this book is entitled ‘A “biographical positioning”’. It gives an account of philosophical seminars held at the Institute of Education nearly forty years ago, where Professor Bridges first developed his interest in, and talent for, philosophy of education. These were indeed seminal, guided by Richard Peters, Paul Hirst, Robert Dearden, John and Patricia White, and Ray Elliot, and influencing a generation of philosophers of ed…
The Virtues and Vices of an Educational Researcher
This essay explores the contentious relationship between codes of ethics in research and the range of virtues that characterise ethical researchers in the face of the temptations that they face. I argue that the politics of research transforms our ethical appraisals of character and context. Researchers’ duties towards research sponsors, the research team, and university or school, all ought to be brought to bear in particular judgements of ethic…
Managing the Professions
Citizenship and Schools
The 'False Dualism' of Educational Research
Educational research is being subject to damaging criticism from both outside and within the research community. The external critics are impatient of research which does not give evidence-based answers to the questions they ask. The internal critics condemn the very research which seeks to provide those answers. These differences are reflected in the rigid distinction between quantitative and qualitative research. This paper questions the philos…
The community of educated people
The article draws upon the work of two people, Lawrence Stenhouse and Derek Morrell, who in the 1960s offered a vision of education based upon, first, the moral conviction that a liberal and humane education was essential for all and for society, second, the belief in a curriculum agenda in which such moral conviction might be reconciled with moral uncertainty, and, third, the recognition of the indispensability of a democratic approach to making…
Return to the crossroads
Writing a little over a decade ago of developments in educational philosophy, R. F. Dearden remarked on the dearth of alternative approaches to that of conceptual analysis which predominated, at least in Anglophone cultures, at that time. One possible avenue of enquiry which he identified as conspicuously absent in this respect was the development of a distinctively Catholic approach to problems of educational philosophy, observing that a work of…
Education, Values and the State
Standards and Quality in Education
Standards and quality in education
(1992). Standards and quality in education. British Journal of Educational Studies: Vol. 40, No. 1, pp. 4-22
Years On
Years on 1
Privatization in education
The private/public divide in education has been with us for a long time, but only recently have we been alerted to the privatization of education. This means two things: first, making public education increasingly dependent on private funds, and, second, encouraging the development of private education by supporting it with public funds. The consequences of this are explored, but above all the paper challenges the ways in which we have traditiona…
Personal and Social Education in the Curriculum
The 'False Dualism' of Educational Research
Educational research is being subject to damaging criticism from both outside and within the research community. The external critics are impatient of research which does not give evidence-based answers to the questions they ask. The internal critics condemn the very research which seeks to provide those answers. These differences are reflected in the rigid distinction between quantitative and qualitative research. This paper questions the philos…
The Importance of Being Thorough
This article outlines and appraises the considerable criticism of educational research, both in the United Kingdom and in North America, and shows how it has pointed to a narrowing of what counts as good or worthwhile research in the policy discourse. In particular, this involved prioritising research that purports to show clearly and unmistakably ‘what works’, and institutionalising this view of research in a range of centres that receive offici…
Privatization in education
The private/public divide in education has been with us for a long time, but only recently have we been alerted to the privatization of education. This means two things: first, making public education increasingly dependent on private funds, and, second, encouraging the development of private education by supporting it with public funds. The consequences of this are explored, but above all the paper challenges the ways in which we have traditiona…
The Virtues and Vices of an Educational Researcher
This essay explores the contentious relationship between codes of ethics in research and the range of virtues that characterise ethical researchers in the face of the temptations that they face. I argue that the politics of research transforms our ethical appraisals of character and context. Researchers’ duties towards research sponsors, the research team, and university or school, all ought to be brought to bear in particular judgements of ethic…
Years on
There are problems with ‘reflections’. The imagination distorts half-memories of things past. Beware the oral historian. Beware, too, the checking of these memories against formal minutes of meetin
The Common School
Journal Article The Common School Get access Richard Pring Richard Pring University of Oxford Department of Education, 15 Norham Gardens, Oxford OX2 6LQ, UK Correspondence: Richard Pring, University of Oxford Department of Education, 15 Norham Gardens, Oxford OX2 6LQ, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 41, Issue 4, November…
The need for a wider vision of learning
This paper suggests that, in contrast to the great reports such as Crowther, Newsom Robbins and Plowden, recent government papers relating to educational in England pay little attention to values that should shape the standards to be achieved, the knowledge to be transmitted and the virtues to be nourished. Whilst legislation over the past 60 years has promoted a vision of ‘education for all’, what has predominated has been a concept of learning …
Common Sense and Education
Another Reform of Qualifications—but Qualifying for What
There are several changes to the system of qualifications and examinations at ages 16 and 17, including the new English Baccalaureate. There are many problems: the constant churn in new qualifications reduces their vale to higher education and to employers; they are implemented without proper trialling; the EB acc in particular narrows the learning experience. There is a need for a moratorium on change and for a long, hard look by a non‐political…
Fiction Written Under Oath? Essays in Philosophy and Educational Research
The first chapter of this book is entitled ‘A “biographical positioning”’. It gives an account of philosophical seminars held at the Institute of Education nearly forty years ago, where Professor Bridges first developed his interest in, and talent for, philosophy of education. These were indeed seminal, guided by Richard Peters, Paul Hirst, Robert Dearden, John and Patricia White, and Ray Elliot, and influencing a generation of philosophers of ed…
Managing the Professions
Citizenship and Schools
The Aims of Education Restated
1. Introduction. 2.Intrinsic Aims. 3. The good of the pupil. 4. The good of soc iety (1):economic, moral and pupil-centred aims. 5.The good of society (2): moral aims in their economic and political aspects. 6.The educated man. 7.The realisation of aims
Curriculum Integration
Journal Article Curriculum Integration Get access Richard Pring Richard Pring Cambridge Institute of Education Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 5, Issue 2, July 1971, Pages 170–200, https://doi.org/10.1111/j.1467-9752.1971.tb00455.x Published: 30 May 2006
Philosophy of Education and Educational Practice
Philosophy of Education and Educational Practice
Curriculum Integration
Journal Article Curriculum Integration Get access Richard Pring Richard Pring Cambridge Institute of Education Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 5, Issue 2, July 1971, Pages 170–200, https://doi.org/10.1111/j.1467-9752.1971.tb00455.x Published: 30 May 2006
Common Sense and Education
Curriculum
The Aims of Education Restated
1. Introduction. 2.Intrinsic Aims. 3. The good of the pupil. 4. The good of soc iety (1):economic, moral and pupil-centred aims. 5.The good of society (2): moral aims in their economic and political aspects. 6.The educated man. 7.The realisation of aims
Means and Ends in Education
Personal and Social Education in the Curriculum
Metaphors of Education
Privatization in education
The private/public divide in education has been with us for a long time, but only recently have we been alerted to the privatization of education. This means two things: first, making public education increasingly dependent on private funds, and, second, encouraging the development of private education by supporting it with public funds. The consequences of this are explored, but above all the paper challenges the ways in which we have traditiona…
Personal and Social Education in the Curriculum
Years On
Years on 1
Standards and Quality in Education
Standards and quality in education
(1992). Standards and quality in education. British Journal of Educational Studies: Vol. 40, No. 1, pp. 4-22
The community of educated people
The article draws upon the work of two people, Lawrence Stenhouse and Derek Morrell, who in the 1960s offered a vision of education based upon, first, the moral conviction that a liberal and humane education was essential for all and for society, second, the belief in a curriculum agenda in which such moral conviction might be reconciled with moral uncertainty, and, third, the recognition of the indispensability of a democratic approach to making…
Return to the crossroads
Writing a little over a decade ago of developments in educational philosophy, R. F. Dearden remarked on the dearth of alternative approaches to that of conceptual analysis which predominated, at least in Anglophone cultures, at that time. One possible avenue of enquiry which he identified as conspicuously absent in this respect was the development of a distinctively Catholic approach to problems of educational philosophy, observing that a work of…
Education, Values and the State
The 'False Dualism' of Educational Research
Educational research is being subject to damaging criticism from both outside and within the research community. The external critics are impatient of research which does not give evidence-based answers to the questions they ask. The internal critics condemn the very research which seeks to provide those answers. These differences are reflected in the rigid distinction between quantitative and qualitative research. This paper questions the philos…
The Virtues and Vices of an Educational Researcher
This essay explores the contentious relationship between codes of ethics in research and the range of virtues that characterise ethical researchers in the face of the temptations that they face. I argue that the politics of research transforms our ethical appraisals of character and context. Researchers’ duties towards research sponsors, the research team, and university or school, all ought to be brought to bear in particular judgements of ethic…
Managing the Professions
Citizenship and Schools
Fiction Written Under Oath? Essays in Philosophy and Educational Research
The first chapter of this book is entitled ‘A “biographical positioning”’. It gives an account of philosophical seminars held at the Institute of Education nearly forty years ago, where Professor Bridges first developed his interest in, and talent for, philosophy of education. These were indeed seminal, guided by Richard Peters, Paul Hirst, Robert Dearden, John and Patricia White, and Ray Elliot, and influencing a generation of philosophers of ed…
The Common School
Journal Article The Common School Get access Richard Pring Richard Pring University of Oxford Department of Education, 15 Norham Gardens, Oxford OX2 6LQ, UK Correspondence: Richard Pring, University of Oxford Department of Education, 15 Norham Gardens, Oxford OX2 6LQ, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 41, Issue 4, November…
The Importance of Being Thorough
This article outlines and appraises the considerable criticism of educational research, both in the United Kingdom and in North America, and shows how it has pointed to a narrowing of what counts as good or worthwhile research in the policy discourse. In particular, this involved prioritising research that purports to show clearly and unmistakably ‘what works’, and institutionalising this view of research in a range of centres that receive offici…
The need for a wider vision of learning
This paper suggests that, in contrast to the great reports such as Crowther, Newsom Robbins and Plowden, recent government papers relating to educational in England pay little attention to values that should shape the standards to be achieved, the knowledge to be transmitted and the virtues to be nourished. Whilst legislation over the past 60 years has promoted a vision of ‘education for all’, what has predominated has been a concept of learning …
Sociology (30 works) · Political science (19 works) · Pedagogy (16 works) · Law (14 works) · Philosophy (14 works) · Epistemology (12 works) · Psychology (12 works) · Law (11 works) · Religious Education and Schools (10 works) · Computer Science (8 works)