PaDraig Hogan
Biographic Data
| ID | 5240289 |
|---|---|
| NAME | PaDraig Hogan |
| GIVEN NAMES | PaDraig |
| FAMILY NAME | Hogan |
| SIGNATURE | HOGAN P |
| AFFILIATIONS | National University of Ireland, Maynooth |
| ORCID | 0000-0003-2165-1833 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Hermeneutics: Understanding Educational Experience—A Response to Wilfred Carr’s Review
The inherent fruits of educational endeavour
This contribution begins by reviewing a widespread inherited idea in Western civilisations: that education is an undertaking to be controlled, at least in all essentials, by some superior body; not by educational practitioners. As a subordinate practice then, and depending on the political, religious or ideological colour of the controlling body’s outlook, education may be called upon to serve widely different purposes, often conflicting ones. Ag…
Tackling a lingering infirmity: On the nature and warrant of action research in education
The BERA initiative on promoting Close‐to‐Practice (CtP) research raises new challenges for action research, particularly as uncertainties about the standing and rigour of action research were expressed in the report of the education panel for the 2015 Research Excellence Framework (REF) in the United Kingdom. The work of tackling these challenges is essential in advancing CtP research, and it discloses, in turn, new possibilities. In this paper …
Evidence and its consequences in educational research
We begin by arguing that the continuing dominance of ‘evidence‐based’ thinking in educational policymaking does serious harm to the notion of evidence itself; also that it brings a loss of coherence to education as a practice that might wish to be regarded as a coherent and research‐informed one. The second section of the article suggests that the invidious consequences of ‘evidence‐based’ thinking are likely to continue unless energetically chal…
Educational goals and the Pisa assessments: Introduction to symposium
At the European Conference on Educational Research in Budapest in September 2015, a \njoint symposium was hosted by two of the research networks of the European Educational \nResearch Association (EERA): Network 9 ‘Assessment, Evaluation, Testing and \nMeasurement’ and Network 13 ‘Philosophy of Education’. The three papers that follow \nthis Introduction contain the Network 13 contributions to the Symposium, amended and \nexpanded in the light of…
Recovering the Lost Métier of Philosophy of Education? Reflections on Educational Thought, Policy and Practice in the UK and Farther Afield: Recovering the Lost Métier of Philosophy of Education
A Special Issue of the Journal of Philosophy of Education in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy-making. This article begins by focusing on what the contributions to …
Symposium on The New Significance of Learning: Imagination’s heartwork
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 ethical orientations of education as a practice in its own right
This article is the second of a two-part investigation, the first part of which was published in Ethics and Education, vol. 5, issue 2, 2010, under the title ‘Preface to an ethics of education as a practice in its own right’. Although it builds on the arguments of that ‘preface’, this second part of the investigation can be read as a stand-alone essay. It begins with a brief review of a new subordination of educational practice achieved by a neo-…
Response to Mark Fettes’ Review of The New Significance of Learning: Imagination’s Heartwork
Preface to an ethics of education as a practice in its own right
Education as a practice in its own right (or sui generis practice) invokes quite a different set of ethical considerations than does education understood as a subordinate activity – i.e. prescribed and controlled in its essentials by the current powers-that-be in a society. But the idea of education as a vehicle for the ‘values’ of a particular group or party is so commonplace, from history's legacy as well as from ongoing waves of educational re…
Responses to an invitation to comment on the book: Wain, K. The Learning Society in a Postmodern World
There is an abundance of thought-provoking themes in Kenneth Wain’s \nThe Learning \nSociety in a Postmodern World \n, and in a short colloquium contribution such as this \nI can address only a selected few of these, and then only in an initial way. I’ll \nproceed by commenting first of all on the historical context in which the author \nplaces the book’s arguments and critiques. Then I will take up just a few issues that \nhave struck myself as …
Education as a discipline of thought and action: A memorial to John Wilson
The late John Wilson has long been a champion of education as a human undertaking with an integrity of its own, as distinct from one that is essentially subordinate to extrinsic interests and influences (e.g. religious, political, commercial). He has also been a fearless critic of forms of thinking that he regarded as failing to articulate adequately that integrity. In keeping with this view he has boldly argued that the philosophy of education m…
Teaching and Learning as a Way of Life
This essay seeks to show that teaching and learning are to be properly understood, not as an undertaking carried out on the will of a higher power or party, but as a way of life with an integrity of its own, arising from its own integral purposes. The essay thus seeks to provide an understanding of educational practice and of educational thought that contrasts in key respects with Alasdair MacIntyre's understanding, though also with a some notabl…
Difference and Deference in the Tenor of Learning
The Reciprocal Character of Self‐Education: Introductory Comments on Hans‐Georg Gadamer’s Address ‘Education is Self‐Education’
Gadamer's address `Erziehung ist Sich-Erziehen', which follows the \npresent essay, was presented at the Dietrich Bonhoeffer Gymnasium, \nEppelheim, on 19 May 1999, three months into his hundredth year. The \naddress was not a scripted lecture, but rather a conversational series of \nreflections arising from summary notes that Gadamer consulted from \ntime to time as he spoke. Thus the address carries the spontaneity and \nvitality of a live even…
Beyond the Habitual Paths of Reasoning
The phrase in the title comes from a passage on page 150 of Thinking Again. Employed by the authors in the course of an engagement with works of Kierkegaard and Derrida, it is also an apt phrase to give a suggestive summary of one of the chief themes in the book as a whole. The theme I have in mind here is really a twofold one: firstly, the book’s critique-largely an unsympathetic one-of those paths of reasoning associated with the modernist lega…
Virtue, Vice and Vacancy in Educational Policy and Practice
The incessancy of the educational reforms of recent decades in Western countries, and their prominent association with conceptions of quality drawn from industry and commerce, tend to becloud the lack of educational substance at the heart of many of the more influential of the reform patterns. This lack betokens something of a sophisticated renaissance of the late nineteenth-century mentality of payment-by-results. Exploration of the reforms also…
Europe and the World of Learning: Orthodoxy and Aspiration in the Wake of Modernity
If Rome was for centuries the centre of power and influence for Christendom and the European world of learning associated with it, Brussels can claim to be such a twofold centre in the late twentieth century. The radical pluralism and postmodernist orientations which are now part of the Enlightenment legacy becloud the point that a new uniformity of belief and outlook—mercenary rather than spiritual—furnishes the context for most educational poli…
The Politics of Identity and the Experience of Learning: Insights for Pluralism from Western Educational History
The Practice of Education and the Courtship of Youthful Sensibility
Traditionally,‘education’ in Western civilisation has involved those controlling the enterprise securing a privileged status for certain beliefs and outlooks. This proprietorial assumption of rights over the sensibilities of pupils, as it is described here, has, it is argued, survived the Enlightenment spirit of critique of power and enjoyed a renaissance in the recent ‘practical’ educational reforms in some Western countries. A case is made for …
The Sovereignty of Learning, the Fortunes of Schooling and the New Educational Virtuousness
It may seem a little otiose to raise in these pages the notion of the sovereignty of learning at a time when a decade of Conservative government in Britain has secured decisive measures to bring the conduct of schooling into conformity with its own championship of a market economy approach to social policy. The scope and the effects of this new ascendancy in Britain have been explored in a number of recent articles in this journal Educational ref…
The sovereignty of learning, the fortunes of schooling and the new educational virtuousness
It may seem a little otiose to raise in these pages the notion of the sovereignty of learning at a time when a decade of Conservative government in Britain has secured decisive measures to bring the conduct of schooling into conformity with its own championship of a market economy approach to social policy. The scope and the effects of this new ascendancy in Britain have been explored in a number of recent articles in this journal (Quicke, 1988; …
What Makes Practice Educational
The Reciprocal Character of Self‐Education: Introductory Comments on Hans‐Georg Gadamer’s Address ‘Education is Self‐Education’
Gadamer's address `Erziehung ist Sich-Erziehen', which follows the \npresent essay, was presented at the Dietrich Bonhoeffer Gymnasium, \nEppelheim, on 19 May 1999, three months into his hundredth year. The \naddress was not a scripted lecture, but rather a conversational series of \nreflections arising from summary notes that Gadamer consulted from \ntime to time as he spoke. Thus the address carries the spontaneity and \nvitality of a live even…
Teaching and Learning as a Way of Life
This essay seeks to show that teaching and learning are to be properly understood, not as an undertaking carried out on the will of a higher power or party, but as a way of life with an integrity of its own, arising from its own integral purposes. The essay thus seeks to provide an understanding of educational practice and of educational thought that contrasts in key respects with Alasdair MacIntyre's understanding, though also with a some notabl…
Evidence and its consequences in educational research
We begin by arguing that the continuing dominance of ‘evidence‐based’ thinking in educational policymaking does serious harm to the notion of evidence itself; also that it brings a loss of coherence to education as a practice that might wish to be regarded as a coherent and research‐informed one. The second section of the article suggests that the invidious consequences of ‘evidence‐based’ thinking are likely to continue unless energetically chal…
Difference and Deference in the Tenor of Learning
What Makes Practice Educational
The Practice of Education and the Courtship of Youthful Sensibility
Traditionally,‘education’ in Western civilisation has involved those controlling the enterprise securing a privileged status for certain beliefs and outlooks. This proprietorial assumption of rights over the sensibilities of pupils, as it is described here, has, it is argued, survived the Enlightenment spirit of critique of power and enjoyed a renaissance in the recent ‘practical’ educational reforms in some Western countries. A case is made for …
What Makes Practice Educational
The Sovereignty of Learning, the Fortunes of Schooling and the New Educational Virtuousness
It may seem a little otiose to raise in these pages the notion of the sovereignty of learning at a time when a decade of Conservative government in Britain has secured decisive measures to bring the conduct of schooling into conformity with its own championship of a market economy approach to social policy. The scope and the effects of this new ascendancy in Britain have been explored in a number of recent articles in this journal Educational ref…
The sovereignty of learning, the fortunes of schooling and the new educational virtuousness
It may seem a little otiose to raise in these pages the notion of the sovereignty of learning at a time when a decade of Conservative government in Britain has secured decisive measures to bring the conduct of schooling into conformity with its own championship of a market economy approach to social policy. The scope and the effects of this new ascendancy in Britain have been explored in a number of recent articles in this journal (Quicke, 1988; …
The Practice of Education and the Courtship of Youthful Sensibility
Traditionally,‘education’ in Western civilisation has involved those controlling the enterprise securing a privileged status for certain beliefs and outlooks. This proprietorial assumption of rights over the sensibilities of pupils, as it is described here, has, it is argued, survived the Enlightenment spirit of critique of power and enjoyed a renaissance in the recent ‘practical’ educational reforms in some Western countries. A case is made for …
Europe and the World of Learning: Orthodoxy and Aspiration in the Wake of Modernity
If Rome was for centuries the centre of power and influence for Christendom and the European world of learning associated with it, Brussels can claim to be such a twofold centre in the late twentieth century. The radical pluralism and postmodernist orientations which are now part of the Enlightenment legacy becloud the point that a new uniformity of belief and outlook—mercenary rather than spiritual—furnishes the context for most educational poli…
The Politics of Identity and the Experience of Learning: Insights for Pluralism from Western Educational History
Beyond the Habitual Paths of Reasoning
The phrase in the title comes from a passage on page 150 of Thinking Again. Employed by the authors in the course of an engagement with works of Kierkegaard and Derrida, it is also an apt phrase to give a suggestive summary of one of the chief themes in the book as a whole. The theme I have in mind here is really a twofold one: firstly, the book’s critique-largely an unsympathetic one-of those paths of reasoning associated with the modernist lega…
Virtue, Vice and Vacancy in Educational Policy and Practice
The incessancy of the educational reforms of recent decades in Western countries, and their prominent association with conceptions of quality drawn from industry and commerce, tend to becloud the lack of educational substance at the heart of many of the more influential of the reform patterns. This lack betokens something of a sophisticated renaissance of the late nineteenth-century mentality of payment-by-results. Exploration of the reforms also…
The Reciprocal Character of Self‐Education: Introductory Comments on Hans‐Georg Gadamer’s Address ‘Education is Self‐Education’
Gadamer's address `Erziehung ist Sich-Erziehen', which follows the \npresent essay, was presented at the Dietrich Bonhoeffer Gymnasium, \nEppelheim, on 19 May 1999, three months into his hundredth year. The \naddress was not a scripted lecture, but rather a conversational series of \nreflections arising from summary notes that Gadamer consulted from \ntime to time as he spoke. Thus the address carries the spontaneity and \nvitality of a live even…
Teaching and Learning as a Way of Life
This essay seeks to show that teaching and learning are to be properly understood, not as an undertaking carried out on the will of a higher power or party, but as a way of life with an integrity of its own, arising from its own integral purposes. The essay thus seeks to provide an understanding of educational practice and of educational thought that contrasts in key respects with Alasdair MacIntyre's understanding, though also with a some notabl…
Difference and Deference in the Tenor of Learning
Education as a discipline of thought and action: A memorial to John Wilson
The late John Wilson has long been a champion of education as a human undertaking with an integrity of its own, as distinct from one that is essentially subordinate to extrinsic interests and influences (e.g. religious, political, commercial). He has also been a fearless critic of forms of thinking that he regarded as failing to articulate adequately that integrity. In keeping with this view he has boldly argued that the philosophy of education m…
Responses to an invitation to comment on the book: Wain, K. The Learning Society in a Postmodern World
There is an abundance of thought-provoking themes in Kenneth Wain’s \nThe Learning \nSociety in a Postmodern World \n, and in a short colloquium contribution such as this \nI can address only a selected few of these, and then only in an initial way. I’ll \nproceed by commenting first of all on the historical context in which the author \nplaces the book’s arguments and critiques. Then I will take up just a few issues that \nhave struck myself as …
Preface to an ethics of education as a practice in its own right
Education as a practice in its own right (or sui generis practice) invokes quite a different set of ethical considerations than does education understood as a subordinate activity – i.e. prescribed and controlled in its essentials by the current powers-that-be in a society. But the idea of education as a vehicle for the ‘values’ of a particular group or party is so commonplace, from history's legacy as well as from ongoing waves of educational re…
The ethical orientations of education as a practice in its own right
This article is the second of a two-part investigation, the first part of which was published in Ethics and Education, vol. 5, issue 2, 2010, under the title ‘Preface to an ethics of education as a practice in its own right’. Although it builds on the arguments of that ‘preface’, this second part of the investigation can be read as a stand-alone essay. It begins with a brief review of a new subordination of educational practice achieved by a neo-…
Response to Mark Fettes’ Review of The New Significance of Learning: Imagination’s Heartwork
Symposium on The New Significance of Learning: Imagination’s heartwork
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…
Recovering the Lost Métier of Philosophy of Education? Reflections on Educational Thought, Policy and Practice in the UK and Farther Afield: Recovering the Lost Métier of Philosophy of Education
A Special Issue of the Journal of Philosophy of Education in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy-making. This article begins by focusing on what the contributions to …
Educational goals and the Pisa assessments: Introduction to symposium
At the European Conference on Educational Research in Budapest in September 2015, a \njoint symposium was hosted by two of the research networks of the European Educational \nResearch Association (EERA): Network 9 ‘Assessment, Evaluation, Testing and \nMeasurement’ and Network 13 ‘Philosophy of Education’. The three papers that follow \nthis Introduction contain the Network 13 contributions to the Symposium, amended and \nexpanded in the light of…
Evidence and its consequences in educational research
We begin by arguing that the continuing dominance of ‘evidence‐based’ thinking in educational policymaking does serious harm to the notion of evidence itself; also that it brings a loss of coherence to education as a practice that might wish to be regarded as a coherent and research‐informed one. The second section of the article suggests that the invidious consequences of ‘evidence‐based’ thinking are likely to continue unless energetically chal…
The inherent fruits of educational endeavour
This contribution begins by reviewing a widespread inherited idea in Western civilisations: that education is an undertaking to be controlled, at least in all essentials, by some superior body; not by educational practitioners. As a subordinate practice then, and depending on the political, religious or ideological colour of the controlling body’s outlook, education may be called upon to serve widely different purposes, often conflicting ones. Ag…
Tackling a lingering infirmity: On the nature and warrant of action research in education
The BERA initiative on promoting Close‐to‐Practice (CtP) research raises new challenges for action research, particularly as uncertainties about the standing and rigour of action research were expressed in the report of the education panel for the 2015 Research Excellence Framework (REF) in the United Kingdom. The work of tackling these challenges is essential in advancing CtP research, and it discloses, in turn, new possibilities. In this paper …
Hermeneutics: Understanding Educational Experience—A Response to Wilfred Carr’s Review
Sociology (22 works) · Epistemology (17 works) · Philosophy (17 works) · Law (15 works) · Political science (15 works) · Philosophy (12 works) · Pedagogy (11 works) · Philosophy of education (11 works) · Higher education (10 works) · Religious Education and Schools (10 works)