Graham Haydon
Biographic Data
| ID | 4281638 |
|---|---|
| NAME | Graham Haydon |
| GIVEN NAMES | Graham |
| FAMILY NAME | Haydon |
| SIGNATURE | HAYDON G |
| AFFILIATIONS | University of London |
| VERIFIED | No |
| TOTAL WORKS | 40 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 40 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1973 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 2 |
Faith in Education
Reason and Virtues
This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the ‘familiar story’ that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what P…
Philosophy of Education
Philosophy of Education: An Anthology. Edited by Randall Curren. Pp. xx + 582. Oxford: Blackwell. 2007. £19.99 (pbk), £65 (hbk). ISBN 9781405130233 (pbk), 9781405130226 (hbk)
In Search of the Comprehensive Ideal
Journal Article In Search of the Comprehensive Ideal: By Way of and Introduction Get access Graham Haydon Graham Haydon Philosophy Section, Department of Educational Foundations and Policy Studies, Institute of Education University of London, London WC1H 0AL, UK Correspondence: Graham Haydon, Philosophy Section, Department of Educational Foundations and Policy Studies, Institute of Education University of London, London WC1H 0AL, UK. E-mail: g.ha…
The Challenges of Educational Leadership
The author presents critical issues about the purposes of educational leadership. He examines how 'official' concepts of leadership are driven by demands which are not always to the educational, political, or social benefit of practitioners
Making Sense of Education-for Whom
David Carr, 2003, London, RoutledgeFalmer. Pp. xiii + 294. Hbk. £60.00 and Pbk £18.99. A book that ‘aims to make philosophy of education relevant to the professional practice of teachers and student teachers, as well as of interest to those studying education as an academic subject’ deserves to be reviewed from more than one perspective. Hence the form of this review: by a teacher of philosophy of education, and by a school teacher who is also pu…
Moral Authority
Right, Wrong and Murder
Is there Virtue in Anger
The Content of Morality(n)
Violence and the Demand for Moral Education
Virtue‐talk about Violence
Journal Article 6. Virtue-talk about Violence Get access Graham Haydon Graham Haydon Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 33, Issue 1, March 1999, Pages 51–58, https://doi.org/10.1111/1467-9752.00116 Published: 16 December 2002
What is Wrong with Rules
The Public Role of Moral Norms
The role of rules in moral education has often been recognised by moral philosophers, but sometimes with the implication that this role is rather unimportant from the moral philosopher's point of view. Thus Geoffrey Warnock (1971, p. 51): It is often said, reasonably enough, that the moral education of children at any rate may include, at a certain stage, the promulgation to them by parents and teachers of rules for their conduct on certain moral…
Rules and Reasoning
The Moral Development of Society
As I stressed in Chapter 13, I have by no means addressed all aspects of moral education in this book, let alone all aspects of personal and social education or of a school's concern for spiritual, moral, social and cultural development. Even within the notion of `moral development' there is much about which I have said little. In Chapter 3 I sketched a rather crude notion of moral development by which it could be said that someone has developed …
Consensus, Criticism and Change
I have sketched an understanding of morality(n) as having a provisional authority in being subject both to consensus and to criticism and change in a broadly democratic way. But I have also admitted that we lack the formal processes of criticism and change which exist for the law. The reader could reasonably demand that I say at least something more than I have said so far about ways in which the processes of consensus, criticism and change I hav…
The Language(s) of Virtues
Moral Motivation
If people do not violate moral norms, does it matter why they do not violate them? Morality(n), like the law, expects people to act in certain ways and refrain from acting in certain others, but does not demand that they do so out of one kind of motivation rather than another. This is another of the ways in which, for public purposes, the language of norms may seem preferable to that of virtues. As Schneewind (1997, p. 180) has put it: ‘The rules…
From Values to Morality
Journal Article 3. From Values to Morality Get access Graham Haydon Graham Haydon Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 33, Issue 1, March 1999, Pages 23–30, https://doi.org/10.1111/1467-9752.00113 Published: 16 December 2002
Morality in the Narrow Sense
Should teachers have their own professional ethics
Journal Article Should teachers have their own professional ethics? Get access Graham Haydon Graham Haydon Correspondence: Graham Haydon, History and Philosophy, Institute of Education, 20 Bedford Way, London WC1H OAL, 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 301–306, https://doi.org/10.1111/j.1467-9752.1996.tb00399.x Published: 30 May 200…
Conceptions of the Secular in Society, Polity and Schools
Current debates about whether schools which are not secular should be supported by the State within a society which is secular demand clarity about the distinction between the secular and the non-secular. It is argued that the notions of a secular society and of a secular polity help to illuminate the nature of a secular school. More substantively, it is suggested that we have reason to support a form of polity which allows both secular and non-s…
Education and the Crisis in Values
Moral education and the child's right to an open future1
Moral education and the child's right to an open future1 GRAHAM HAYDON Institute of Education, University of London, Department of History, Humanities and Philosophy, UK I If a child has a right to an open future, how much constraint does this put on the form of moral education that may be justifiable? And can there be any form of moral education that the state can justifiably seek to make compulsory? I shall argue that the constraint on justifia…
The ‘Right to Education’ and Compulsory Schooling
(1977). The ‘Right to Education’ and Compulsory Schooling* Educational Philosophy and Theory: Vol. 9, No. 1, pp. 1-15
Conceptions of the Secular in Society, Polity and Schools
Current debates about whether schools which are not secular should be supported by the State within a society which is secular demand clarity about the distinction between the secular and the non-secular. It is argued that the notions of a secular society and of a secular polity help to illuminate the nature of a secular school. More substantively, it is suggested that we have reason to support a form of polity which allows both secular and non-s…
Reason and Virtues
This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the ‘familiar story’ that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what P…
Is there Virtue in Anger
Rules and Reasoning
Morality in the Narrow Sense
Collective Moral Philosophy and Education for Pluralism
Journal Article Collective Moral Philosophy and Education for Pluralism Get access Graham Haydon Graham Haydon Correspondence: Graham Haydon, Department of Philosophy of Education, University of London Institute of Education, 10, Woburn Square, London WC1H 0NS, England. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 20, Issue 1, July 1986, Pages 97–106, https://doi.org/10.1111/j…
Autonomy as an Aim of Education and the Autonomy of Teachers[1]
Journal Article Autonomy as an Aim of Education and the Autonomy of Teachers Get access Graham Haydon Graham Haydon Correspondence: Graham Haydon, University of London Institute of Education, Department of Philosophy of Education, Bedford Way, London WClH OAL, England. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 17, Issue 2, December 1983, Pages 219–228, https://doi.org/10.11…
Political Theory and the Child
Consideration of the status and treatment of the child is a legitimate concern of political theory, and may lead to reappraisal of some commonly deployed arguments. Several respects are indicated in which decisions taken by adults and affecting children may properly be considered political. More specifically, it is argued that (i) anarchist theory; (ii) Nozick's arguments in Anarchy, State and Utopia; and (iii) consent theories of political oblig…
On Being Responsible
Journal Article On Being Kesponsible Get access Gkaham Haydon Gkaham Haydon University of Glasgow Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 28, Issue 110, January 1978, Pages 46–57, https://doi.org/10.2307/2219043 Published: 01 January 1978
Educational Relevance
The ‘Right to Education’ and Compulsory Schooling
(1977). The ‘Right to Education’ and Compulsory Schooling* Educational Philosophy and Theory: Vol. 9, No. 1, pp. 1-15
On Being Responsible
Journal Article On Being Kesponsible Get access Gkaham Haydon Gkaham Haydon University of Glasgow Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 28, Issue 110, January 1978, Pages 46–57, https://doi.org/10.2307/2219043 Published: 01 January 1978
Political Theory and the Child
Consideration of the status and treatment of the child is a legitimate concern of political theory, and may lead to reappraisal of some commonly deployed arguments. Several respects are indicated in which decisions taken by adults and affecting children may properly be considered political. More specifically, it is argued that (i) anarchist theory; (ii) Nozick's arguments in Anarchy, State and Utopia; and (iii) consent theories of political oblig…
Autonomy as an Aim of Education and the Autonomy of Teachers[1]
Journal Article Autonomy as an Aim of Education and the Autonomy of Teachers Get access Graham Haydon Graham Haydon Correspondence: Graham Haydon, University of London Institute of Education, Department of Philosophy of Education, Bedford Way, London WClH OAL, England. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 17, Issue 2, December 1983, Pages 219–228, https://doi.org/10.11…
Collective Moral Philosophy and Education for Pluralism
Journal Article Collective Moral Philosophy and Education for Pluralism Get access Graham Haydon Graham Haydon Correspondence: Graham Haydon, Department of Philosophy of Education, University of London Institute of Education, 10, Woburn Square, London WC1H 0NS, England. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 20, Issue 1, July 1986, Pages 97–106, https://doi.org/10.1111/j…
Education, Persons and Society
The Utility of Wringe's Rights
Journal Article The Utility of Wringe's Rights Get access Graham Haydon Graham Haydon Correspondence: Graham Haydon, Department of Philosophy of Education, University of London Institute of Education, 10 Woburn Square, London WCIH ONS, England. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 21, Issue 1, July 1987, Pages 113–118, https://doi.org/10.1111/j.1467-9752.1987.tb00148.x…
Dogmatic Liberalism
Journal Article Dogmatic Liberalism Get access Graham Haydon Graham Haydon Correspondence: Graham Haydon, Philosophy of Education Department, University of London Institute of Education, 10 Woburn Square, London WCIH ONS, United Kingdom. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 22, Issue 1, July 1988, Pages 115–121, https://doi.org/10.1111/j.1467-9752.1988.tb00183.x Publis…
Education for a Pluralist Society
Education and Values
Knowing and Acting
A reconstructed approach to teacher preparation emerges in this work. Beyer argues for the study of education as a liberating academic field of inquiry that is also concerned with practice and suggests that the split between liberal and applied education is not tenable
Education and the Global Concern
How to Think about Moral Education? John Wilson revisited
Journal Article How to Think about Moral Education? John Wilson revisited Get access Graham Haydon Graham Haydon Correspondence: Graham Haydon, History, Humanities and Philosophy Department, Institute of Education University of London, 20 Bedford Way, London WC1H 0AL, United Kingdom. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 26, Issue 1, July 1992, Pages 127–131, https://do…
Moral education and the child's right to an open future1
Moral education and the child's right to an open future1 GRAHAM HAYDON Institute of Education, University of London, Department of History, Humanities and Philosophy, UK I If a child has a right to an open future, how much constraint does this put on the form of moral education that may be justifiable? And can there be any form of moral education that the state can justifiably seek to make compulsory? I shall argue that the constraint on justifia…
Values education in a democratic society
Conceptions of the Secular in Society, Polity and Schools
Current debates about whether schools which are not secular should be supported by the State within a society which is secular demand clarity about the distinction between the secular and the non-secular. It is argued that the notions of a secular society and of a secular polity help to illuminate the nature of a secular school. More substantively, it is suggested that we have reason to support a form of polity which allows both secular and non-s…
Education and the Crisis in Values
Should teachers have their own professional ethics
Journal Article Should teachers have their own professional ethics? Get access Graham Haydon Graham Haydon Correspondence: Graham Haydon, History and Philosophy, Institute of Education, 20 Bedford Way, London WC1H OAL, 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 301–306, https://doi.org/10.1111/j.1467-9752.1996.tb00399.x Published: 30 May 200…
Moral Authority
Right, Wrong and Murder
Is there Virtue in Anger
The Content of Morality(n)
Violence and the Demand for Moral Education
Virtue‐talk about Violence
Journal Article 6. Virtue-talk about Violence Get access Graham Haydon Graham Haydon Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 33, Issue 1, March 1999, Pages 51–58, https://doi.org/10.1111/1467-9752.00116 Published: 16 December 2002
Sociology (35 works) · Philosophy (24 works) · Political science (24 works) · Law (22 works) · Epistemology (21 works) · Law (21 works) · Philosophy (20 works) · Political Philosophy and Ethics (17 works) · Religious Education and Schools (15 works) · Pedagogy (14 works)