Kenneth Wain
Biographic Data
| ID | 4396265 |
|---|---|
| NAME | Kenneth Wain |
| GIVEN NAMES | Kenneth |
| FAMILY NAME | Wain |
| SIGNATURE | WAIN K |
| AFFILIATIONS | University of Malta |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 37 |
| WORKS AS AUTHOR | 20 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 4 |
Philosophy of education in a new key
Marianna Papastephanou University of Cyprus Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (rea
Symposium on The New Significance of Learning
Hogan has written a fine, timely book which deserves to be widely read. The main \nargument is for a remembering (re-membering) of an idea of education in which it is \nunderstood as a practice in its own right, rather than just what Hogan provocatively \nand accurately terms a ‘subordinate activity’. That is, he argues persuasively for an \nunderstanding that education has its own inherent purposes, rather than (or as well \nas) extrinsic religi…
The Future of Education … and its Philosophy
This Thing Called 'The Philosophy of Education
Journal Article This Thing Called ‘The Philosophy of Education’ Get access Kenneth Wain Kenneth Wain Correspondence: Kenneth Wain, Room 220, Department of Education Studies, Faculty of Education, University of Malta, Msida MSD 05, MALTA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 40, Issue 3, August 2006, Pages 391–403, https://doi.org/10.1111/j…
Contingency, Education, and the Need for Reassurance
MacIntyre
Journal Article MacIntyre: Teaching, Politics and Practice Get access Kenneth Wain Kenneth Wain Correspondence: Kenneth Wain, Faculty of Education, University of Malta, Msida, Malta Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 37, Issue 2, May 2003, Pages 225–239, https://doi.org/10.1111/1467-9752.00322 Published: 03 July 2003
The learning society
The notion of a ‘learning society’ is one that crops up increasingly today in the ongoing debate about the future of education in the postmodern world, together with its twin notion, ‘lifelong learning’. This article discusses the contemporary discourse within which this debate tends to be contextualized and finds several worrying factors about it: namely that it has a vocationalist, managerialist, thrust, is oriented towards the requirements of …
Thinking Again
Book reviewed in this article: Nigel Blake, Thinking Again: Education after Postmodernism
James D. Marshall, Michel Foucault
Foucault, Education, the Self and Modernity
Michel Foucault is often criticised in English-speaking circles for being interested only in power as domination, and of being uninterested in freedom and social reform. This paper shows, however, that Foucault's overarching concern was with the constitution of the self under conditions of modernity. It emphasises the significance of his interest in the Classical project of ‘Self-care’, and of his countermodernist educational programme in which t…
MacIntyre and the Idea of an Educated Public
Competing Conceptions of the Educated Public
Journal Article Competing Conceptions of the Educated Public Get access Kenneth Wain Kenneth Wain Correspondence: Kenneth Wain, Faculty of Education, University of Malta, Msida, Malta. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 28, Issue 2, December 1994, Pages 149–159, https://doi.org/10.1111/j.1467-9752.1994.tb00322.x Published: 30 May 2006
Lifelong education and adult education — the state of the theory
Some years ago when the concept of lifelong education was in vogue and when there was a constant flow of literature about it being published by a core of writers gravitating around or employed by UNESCO, the constant warning was not to confuse the concept of lifelong education with adult education because this would unduly limit the concept and distort the educational philosophy it represented. This warning has not, generally, been heeded by writ…
Lifelong Education
(1993). Lifelong Education: Illiberal and Repressive? Educational Philosophy and Theory: Vol. 25, No. 1, pp. 58-70
Strong Poets and Utopia
Richard Rorty is one of the most controversial philosophers today. He argues, among other things, that philosophy should be replaced by literary writing and that it has nothing to say to politics. Yet his own more recent writing has been more and more about political issues. This article focuses upon the inconsistency of his politics with the philosophical influence which he has consistently identified as the strongest on his writings; that of Jo…
Human Rights, Political Education and Democratic Values
Lifelong Education
Journal Article Lifelong Education: a duty to oneself? Get access Kenneth Wain Kenneth Wain Correspondence: Professor Kenneth Wain, Department of Educational Studies, University of Malta, Malta. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 25, Issue 2, December 1991, Pages 273–278, https://doi.org/10.1111/j.1467-9752.1991.tb00647.x Published: 30 May 2006
Philosophy of Lifelong Education
Lifelong education and philosophy of education
Lifelong Education-a Deweyian challenge
Lifelong education and adult education — the state of the theory
Some years ago when the concept of lifelong education was in vogue and when there was a constant flow of literature about it being published by a core of writers gravitating around or employed by UNESCO, the constant warning was not to confuse the concept of lifelong education with adult education because this would unduly limit the concept and distort the educational philosophy it represented. This warning has not, generally, been heeded by writ…
Strong Poets and Utopia
Richard Rorty is one of the most controversial philosophers today. He argues, among other things, that philosophy should be replaced by literary writing and that it has nothing to say to politics. Yet his own more recent writing has been more and more about political issues. This article focuses upon the inconsistency of his politics with the philosophical influence which he has consistently identified as the strongest on his writings; that of Jo…
Philosophy of education in a new key
Marianna Papastephanou University of Cyprus Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (rea
Foucault, Education, the Self and Modernity
Michel Foucault is often criticised in English-speaking circles for being interested only in power as domination, and of being uninterested in freedom and social reform. This paper shows, however, that Foucault's overarching concern was with the constitution of the self under conditions of modernity. It emphasises the significance of his interest in the Classical project of ‘Self-care’, and of his countermodernist educational programme in which t…
Competing Conceptions of the Educated Public
Journal Article Competing Conceptions of the Educated Public Get access Kenneth Wain Kenneth Wain Correspondence: Kenneth Wain, Faculty of Education, University of Malta, Msida, Malta. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 28, Issue 2, December 1994, Pages 149–159, https://doi.org/10.1111/j.1467-9752.1994.tb00322.x Published: 30 May 2006
The learning society
The notion of a ‘learning society’ is one that crops up increasingly today in the ongoing debate about the future of education in the postmodern world, together with its twin notion, ‘lifelong learning’. This article discusses the contemporary discourse within which this debate tends to be contextualized and finds several worrying factors about it: namely that it has a vocationalist, managerialist, thrust, is oriented towards the requirements of …
MacIntyre and the Idea of an Educated Public
Lifelong Education
(1993). Lifelong Education: Illiberal and Repressive? Educational Philosophy and Theory: Vol. 25, No. 1, pp. 58-70
Lifelong Education-a Deweyian challenge
Contingency, Education, and the Need for Reassurance
Lifelong education and philosophy of education
Lifelong Education-a Deweyian challenge
Lifelong education and philosophy of education
Philosophy of Lifelong Education
Lifelong Education
Journal Article Lifelong Education: a duty to oneself? Get access Kenneth Wain Kenneth Wain Correspondence: Professor Kenneth Wain, Department of Educational Studies, University of Malta, Malta. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 25, Issue 2, December 1991, Pages 273–278, https://doi.org/10.1111/j.1467-9752.1991.tb00647.x Published: 30 May 2006
Human Rights, Political Education and Democratic Values
Lifelong education and adult education — the state of the theory
Some years ago when the concept of lifelong education was in vogue and when there was a constant flow of literature about it being published by a core of writers gravitating around or employed by UNESCO, the constant warning was not to confuse the concept of lifelong education with adult education because this would unduly limit the concept and distort the educational philosophy it represented. This warning has not, generally, been heeded by writ…
Lifelong Education
(1993). Lifelong Education: Illiberal and Repressive? Educational Philosophy and Theory: Vol. 25, No. 1, pp. 58-70
Strong Poets and Utopia
Richard Rorty is one of the most controversial philosophers today. He argues, among other things, that philosophy should be replaced by literary writing and that it has nothing to say to politics. Yet his own more recent writing has been more and more about political issues. This article focuses upon the inconsistency of his politics with the philosophical influence which he has consistently identified as the strongest on his writings; that of Jo…
Competing Conceptions of the Educated Public
Journal Article Competing Conceptions of the Educated Public Get access Kenneth Wain Kenneth Wain Correspondence: Kenneth Wain, Faculty of Education, University of Malta, Msida, Malta. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 28, Issue 2, December 1994, Pages 149–159, https://doi.org/10.1111/j.1467-9752.1994.tb00322.x Published: 30 May 2006
MacIntyre and the Idea of an Educated Public
Foucault, Education, the Self and Modernity
Michel Foucault is often criticised in English-speaking circles for being interested only in power as domination, and of being uninterested in freedom and social reform. This paper shows, however, that Foucault's overarching concern was with the constitution of the self under conditions of modernity. It emphasises the significance of his interest in the Classical project of ‘Self-care’, and of his countermodernist educational programme in which t…
James D. Marshall, Michel Foucault
Thinking Again
Book reviewed in this article: Nigel Blake, Thinking Again: Education after Postmodernism
The learning society
The notion of a ‘learning society’ is one that crops up increasingly today in the ongoing debate about the future of education in the postmodern world, together with its twin notion, ‘lifelong learning’. This article discusses the contemporary discourse within which this debate tends to be contextualized and finds several worrying factors about it: namely that it has a vocationalist, managerialist, thrust, is oriented towards the requirements of …
MacIntyre
Journal Article MacIntyre: Teaching, Politics and Practice Get access Kenneth Wain Kenneth Wain Correspondence: Kenneth Wain, Faculty of Education, University of Malta, Msida, Malta Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 37, Issue 2, May 2003, Pages 225–239, https://doi.org/10.1111/1467-9752.00322 Published: 03 July 2003
This Thing Called 'The Philosophy of Education
Journal Article This Thing Called ‘The Philosophy of Education’ Get access Kenneth Wain Kenneth Wain Correspondence: Kenneth Wain, Room 220, Department of Education Studies, Faculty of Education, University of Malta, Msida MSD 05, MALTA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 40, Issue 3, August 2006, Pages 391–403, https://doi.org/10.1111/j…
Contingency, Education, and the Need for Reassurance
The Future of Education … and its Philosophy
Symposium on The New Significance of Learning
Hogan has written a fine, timely book which deserves to be widely read. The main \nargument is for a remembering (re-membering) of an idea of education in which it is \nunderstood as a practice in its own right, rather than just what Hogan provocatively \nand accurately terms a ‘subordinate activity’. That is, he argues persuasively for an \nunderstanding that education has its own inherent purposes, rather than (or as well \nas) extrinsic religi…
Philosophy of education in a new key
Marianna Papastephanou University of Cyprus Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (rea
Political science (17 works) · Sociology (17 works) · Law (16 works) · Philosophy (16 works) · Epistemology (14 works) · Philosophy (14 works) · Higher education (13 works) · Law (13 works) · Pedagogy (13 works) · Philosophy of education (13 works)