John Gingell
Biographic Data
| ID | 5214049 |
|---|---|
| NAME | John Gingell |
| GIVEN NAMES | John |
| FAMILY NAME | Gingell |
| SIGNATURE | GINGELL J |
| AFFILIATIONS | University of Leicester |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2006 |
| H-INDEX | 1 |
Is Educational Research Any Use
How Not to Think About High Culture - A Rag-Bag of Examples
Defenders of high culture can be found invoking many and various allies. Many are, we think, out of place. These defences raise issues that we do not need to worry about or themselves create unnecessary difficulties for clarity of thought on these matters. In this chapter we will touch upon a number of such irrelevancies. We will begin by examining the assimilation of high culture to religion and religious concerns in the thought of Eliot and Scr…
How to Choose the Best
This chapter deals with a crucial component of our position, the presumption that there are objective grounds for preferring one thing to another within the various cultural institutions we deal with, that there are better or worse symphonies, soufflés and theories of the atom. The task of showing this is more urgent for some institutions than others. While philosophers can doubt anything, most people are persuaded of the objectivity of our effor…
The Plurality of Cultures
Arnold wrote in an educational tradition that both lay in a main line of descent from the cultural formations he most valued and equipped him with the tools necessary to appreciate many of the elements in those traditions that are not in his native language. So when he referred, as exemplars of high culture, to Homer and Cicero, Montesquieu and Goethe, he presumed acquaintance with their works in the original languages on his own part and on that…
Questions of Choice
The fact that education is, and must be, a process of enculturation for those being educated gives us some, but by no means enough, guidance as to what we would expect to see going on in our schools. For given that our educational institutions are part of our culture and, given that anything that is part of our culture will transmit cultural messages, if we put children in school and let them play all day, or simply asked teachers to explain thei…
Curiouser and Curiouser
Continuing the debate on assessment, we argue that Andrew Davis' use of examples fails to address issues in the assessibility of specific items of knowledge, and show that one of his examples supports our view rather than his. We argue that John White's preferred replacement of assessment by monitoring, based on teachers' personal knowledge of their pupils, confuses personal and professional knowledge, oversimplifies the teacher's role and does n…
Educational Assessment
Assessment is at the heart of teaching as it provides a necessary condition for judging success or failure. It is also necessary to ensure that providers of education are accountable to users and providers of resources. Inferential hazard is an inescapable part of any assessment procedure but cannot be an argument against assessment as such. Rich knowledge may be the aim of education but it does not follow that it is the aim of every stage of edu…
Art and Knowledge
Educational Assessment
Assessment is at the heart of teaching as it provides a necessary condition for judging success or failure. It is also necessary to ensure that providers of education are accountable to users and providers of resources. Inferential hazard is an inescapable part of any assessment procedure but cannot be an argument against assessment as such. Rich knowledge may be the aim of education but it does not follow that it is the aim of every stage of edu…
Art and Knowledge
Art and Knowledge
Educational Assessment
Assessment is at the heart of teaching as it provides a necessary condition for judging success or failure. It is also necessary to ensure that providers of education are accountable to users and providers of resources. Inferential hazard is an inescapable part of any assessment procedure but cannot be an argument against assessment as such. Rich knowledge may be the aim of education but it does not follow that it is the aim of every stage of edu…
How Not to Think About High Culture - A Rag-Bag of Examples
Defenders of high culture can be found invoking many and various allies. Many are, we think, out of place. These defences raise issues that we do not need to worry about or themselves create unnecessary difficulties for clarity of thought on these matters. In this chapter we will touch upon a number of such irrelevancies. We will begin by examining the assimilation of high culture to religion and religious concerns in the thought of Eliot and Scr…
How to Choose the Best
This chapter deals with a crucial component of our position, the presumption that there are objective grounds for preferring one thing to another within the various cultural institutions we deal with, that there are better or worse symphonies, soufflés and theories of the atom. The task of showing this is more urgent for some institutions than others. While philosophers can doubt anything, most people are persuaded of the objectivity of our effor…
The Plurality of Cultures
Arnold wrote in an educational tradition that both lay in a main line of descent from the cultural formations he most valued and equipped him with the tools necessary to appreciate many of the elements in those traditions that are not in his native language. So when he referred, as exemplars of high culture, to Homer and Cicero, Montesquieu and Goethe, he presumed acquaintance with their works in the original languages on his own part and on that…
Questions of Choice
The fact that education is, and must be, a process of enculturation for those being educated gives us some, but by no means enough, guidance as to what we would expect to see going on in our schools. For given that our educational institutions are part of our culture and, given that anything that is part of our culture will transmit cultural messages, if we put children in school and let them play all day, or simply asked teachers to explain thei…
Curiouser and Curiouser
Continuing the debate on assessment, we argue that Andrew Davis' use of examples fails to address issues in the assessibility of specific items of knowledge, and show that one of his examples supports our view rather than his. We argue that John White's preferred replacement of assessment by monitoring, based on teachers' personal knowledge of their pupils, confuses personal and professional knowledge, oversimplifies the teacher's role and does n…
Is Educational Research Any Use
Epistemology (7 works) · Philosophy (6 works) · Philosophy (6 works) · Sociology (6 works) · Psychology (5 works) · Pedagogy (4 works) · Political science (3 works) · Aesthetics (2 works) · Computer Science (2 works) · Law (2 works)