Colin Wringe
Dados Biográficos
| ID | 5239552 |
|---|---|
| NOME | Colin Wringe |
| PRENOMES | Colin |
| SOBRENOME | Wringe |
| ASSINATURA | WRINGE C |
| AFILIAÇÕES | Keele University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 25 |
| TOTAL DE CITAÇÕES | 23 |
| TOTAL COMO AUTOR | 25 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1979 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2014 |
| ÍNDICE H | 3 |
Beyond Useful Knowledge
Journal Article Beyond Useful Knowledge: Developing the Subjective Self Get access Colin Wringe Colin Wringe Correspondence: Colin Wringe, Ysbryd y Mor, 2 Bryn yr Odyn, BORTH, Ceredigion SY24 5NS, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 49, Issue 1, February 2015, Pages 32–44, https://doi.org/10.1111/1467-9752.12094 Published: 14 August 2…
May we transform the Other
The earlier much discussed issue of a society's right to educate the young is the starting point for various observations regarding education itself. A distinction is drawn between additive and transformative conceptions of education, the latter seeking to bring about changes to the learner's subjective self as reflected in a tripartite division of entities intended by the phenomenological self. Despite liberal or progressive educators' intuitive…
Teaching Learning and Discipleship
An attempt is made to identify what some have felt to be absent from recent official views as to how curricula and the transfer of knowledge are most performatively to be managed. To this end, particular conceptions of teaching and learning are proposed, and use is made of recent work by George Steiner in elaborating a third variant of the relationship between teacher, learner and what is to be learned, namely that of discipleship. While noting t…
Is There Spirituality? Can It Be Part Of Education
Note is taken of the requirement (expressed in the British Educational Reform Act 1988 and other documents) that the curriculum should contribute to the spiritual development of pupils in the school and of society. Declining to reject the term as vacuous, the paper explores various suggested meanings: induction into a particular religion, consideration of fundamental questions, a sense of self, certain largely inexpressible states of mind, and pu…
The Diversity of Moral Education
Moral education is complex: its major issues are not resolvable in terms of contests between rival ethical theories. Five tasks of moral education are identified: dealing with blatant misdemeanours, developing virtues, developing skill in moral reasoning, teaching to care and enabling individuals to choose a worthwhile way of life. These are mutually irreducible in terms of their justification and capable of irreconcilable conflict in practice. M…
Being Good and Living Well
The dichotomy between virtue and self-interest or pleasure is held to face modern moral educators with a conflict between the interest of society and that of their pupils, as well as presenting obvious motivational difficulties. Three possibilities for mitigating this conflict are offered. First, it is argued that virtue is an essential constituent of our well-being insofar as even undetected wickedness isolates us from others. Second, young peop…
Reasons, Rules and Virtues in Moral Education
Practical and theoretical shortcomings of an approach to moral education based on the development of moral reasoning are noted and the alternative of promoting the virtues is considered. The identification of appropriate virtues with modes of commitment and conduct supportive of a particular way of life is held to raise the further question of why a particular way of life should be favoured, and how our own way of life should be characterised. Th…
Reasons, Values and Community in Moral Education
This paper argues that young people are unlikely to integrate themselves positively into adult life – to adopt its values, responsibilities and opportunities – unless that life is made more morally acceptable in their terms. Central to this process of community building and reconciliation with the young is the condition of solidarity which both results from and results in common values and a shared conception of the good life
Donald Arnstine, Democracy and the Arts of Schooling
Educational Rights in Multicultural Democracies
Two challenges to the notion of rational autonomy and their educational implications
(1995). Two challenges to the notion of rational autonomy and their educational implications. Educational Philosophy and Theory: Vol. 27, No. 2, pp. 49-63
Family Values and the Value of the Family
So-called family values and their part in education are considered. ‘Traditional’‘modern’ and ‘deviant’ patterns of family relationships are discussed and the moral superiority of the first is questioned. The single life without family involvement is also proposed as a possibly fulfilling mode of existence in its own right
Beyond Liberal Education
Rational Autonomy, Morality and Education
Some traditional assumptions regarding rational autonomy are examined and criticised. The exclusion of subjective considerations from autonomous choice is shown to be unjustified, as are attempts to identlfji autonomy with morally desirable conduct. Unexpected implications of these conclusions for education and certain other social institutions are also indicated
The Ambiguities of Education for Active Citizenship
A notion of Education for Active Citizenship is identified in the pronouncements of certain politically influential individuals. Key elements in this are seen to include action, the citizen, appreciating the benefits of democracy and freedom, respect for the rule of law, a due balance between rights and duties, participation and service to the community. These are shown to be systematically ambiguous, simultaneously capable of evoking critical, i…
Three children's rights claims and some reservations
Children certainly have intellectual rights, but these are less absolute and straightforward than is commonly supposed
The Human Right to Education
(1986). The Human Right to Education. Educational Philosophy and Theory: Vol. 18, No. 2, pp. 23-33
Children's Rights
Democracy, schooling, and political education
Understanding Education
Recent Work in the Philosophy of Education
Journal Article Recent work in the Philosophy of Education Get access Philosophical Issues in Education. By John Kleinig. ( Croom Helm, 1982. Pp. 301. Price £5.95) Education, Society and Human Nature. By Anthony O’Hear ( Roudedge & Kegan Paul, 1981. Pp. 173. Price £7.95, £3.95 Pa) Children’s Rights. By C. A. Wringe. ( Roudedge & Kegan Paul, 1981. Pp. 180. Price £12.50) Education and the Individual. By Brenda Cohen. ( Allen & Unwin, 1981. Pp. 104)…
Education, Schooling and the World of Work
Education, schooling and the world of work
(1981). Education, schooling and the world of work. British Journal of Educational Studies: Vol. 29, No. 2, pp. 123-137
Teaching, Monitoring and Examining
Reply to Antony Flew
Journal Article Reply to Antony Flew Get access C A Wringe C A Wringe Correspondence: C. A. Wringe, Department of Education, University of Keele. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 13, Issue 1, July 1979, Pages 149–158, https://doi.org/10.1111/j.1467-9752.1979.tb00530.x Published: 30 May 2006
The Ambiguities of Education for Active Citizenship
A notion of Education for Active Citizenship is identified in the pronouncements of certain politically influential individuals. Key elements in this are seen to include action, the citizen, appreciating the benefits of democracy and freedom, respect for the rule of law, a due balance between rights and duties, participation and service to the community. These are shown to be systematically ambiguous, simultaneously capable of evoking critical, i…
Is There Spirituality? Can It Be Part Of Education
Note is taken of the requirement (expressed in the British Educational Reform Act 1988 and other documents) that the curriculum should contribute to the spiritual development of pupils in the school and of society. Declining to reject the term as vacuous, the paper explores various suggested meanings: induction into a particular religion, consideration of fundamental questions, a sense of self, certain largely inexpressible states of mind, and pu…
Reasons, Values and Community in Moral Education
This paper argues that young people are unlikely to integrate themselves positively into adult life – to adopt its values, responsibilities and opportunities – unless that life is made more morally acceptable in their terms. Central to this process of community building and reconciliation with the young is the condition of solidarity which both results from and results in common values and a shared conception of the good life
The Human Right to Education
(1986). The Human Right to Education. Educational Philosophy and Theory: Vol. 18, No. 2, pp. 23-33
Beyond Useful Knowledge
Journal Article Beyond Useful Knowledge: Developing the Subjective Self Get access Colin Wringe Colin Wringe Correspondence: Colin Wringe, Ysbryd y Mor, 2 Bryn yr Odyn, BORTH, Ceredigion SY24 5NS, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 49, Issue 1, February 2015, Pages 32–44, https://doi.org/10.1111/1467-9752.12094 Published: 14 August 2…
Teaching Learning and Discipleship
An attempt is made to identify what some have felt to be absent from recent official views as to how curricula and the transfer of knowledge are most performatively to be managed. To this end, particular conceptions of teaching and learning are proposed, and use is made of recent work by George Steiner in elaborating a third variant of the relationship between teacher, learner and what is to be learned, namely that of discipleship. While noting t…
Reasons, Rules and Virtues in Moral Education
Practical and theoretical shortcomings of an approach to moral education based on the development of moral reasoning are noted and the alternative of promoting the virtues is considered. The identification of appropriate virtues with modes of commitment and conduct supportive of a particular way of life is held to raise the further question of why a particular way of life should be favoured, and how our own way of life should be characterised. Th…
Educational Rights in Multicultural Democracies
Family Values and the Value of the Family
So-called family values and their part in education are considered. ‘Traditional’‘modern’ and ‘deviant’ patterns of family relationships are discussed and the moral superiority of the first is questioned. The single life without family involvement is also proposed as a possibly fulfilling mode of existence in its own right
Rational Autonomy, Morality and Education
Some traditional assumptions regarding rational autonomy are examined and criticised. The exclusion of subjective considerations from autonomous choice is shown to be unjustified, as are attempts to identlfji autonomy with morally desirable conduct. Unexpected implications of these conclusions for education and certain other social institutions are also indicated
Reply to Antony Flew
Journal Article Reply to Antony Flew Get access C A Wringe C A Wringe Correspondence: C. A. Wringe, Department of Education, University of Keele. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 13, Issue 1, July 1979, Pages 149–158, https://doi.org/10.1111/j.1467-9752.1979.tb00530.x Published: 30 May 2006
Teaching, Monitoring and Examining
Education, Schooling and the World of Work
Education, schooling and the world of work
(1981). Education, schooling and the world of work. British Journal of Educational Studies: Vol. 29, No. 2, pp. 123-137
Recent Work in the Philosophy of Education
Journal Article Recent work in the Philosophy of Education Get access Philosophical Issues in Education. By John Kleinig. ( Croom Helm, 1982. Pp. 301. Price £5.95) Education, Society and Human Nature. By Anthony O’Hear ( Roudedge & Kegan Paul, 1981. Pp. 173. Price £7.95, £3.95 Pa) Children’s Rights. By C. A. Wringe. ( Roudedge & Kegan Paul, 1981. Pp. 180. Price £12.50) Education and the Individual. By Brenda Cohen. ( Allen & Unwin, 1981. Pp. 104)…
Democracy, schooling, and political education
Understanding Education
Three children's rights claims and some reservations
Children certainly have intellectual rights, but these are less absolute and straightforward than is commonly supposed
The Human Right to Education
(1986). The Human Right to Education. Educational Philosophy and Theory: Vol. 18, No. 2, pp. 23-33
Children's Rights
The Ambiguities of Education for Active Citizenship
A notion of Education for Active Citizenship is identified in the pronouncements of certain politically influential individuals. Key elements in this are seen to include action, the citizen, appreciating the benefits of democracy and freedom, respect for the rule of law, a due balance between rights and duties, participation and service to the community. These are shown to be systematically ambiguous, simultaneously capable of evoking critical, i…
Rational Autonomy, Morality and Education
Some traditional assumptions regarding rational autonomy are examined and criticised. The exclusion of subjective considerations from autonomous choice is shown to be unjustified, as are attempts to identlfji autonomy with morally desirable conduct. Unexpected implications of these conclusions for education and certain other social institutions are also indicated
Family Values and the Value of the Family
So-called family values and their part in education are considered. ‘Traditional’‘modern’ and ‘deviant’ patterns of family relationships are discussed and the moral superiority of the first is questioned. The single life without family involvement is also proposed as a possibly fulfilling mode of existence in its own right
Beyond Liberal Education
Educational Rights in Multicultural Democracies
Two challenges to the notion of rational autonomy and their educational implications
(1995). Two challenges to the notion of rational autonomy and their educational implications. Educational Philosophy and Theory: Vol. 27, No. 2, pp. 49-63
Donald Arnstine, Democracy and the Arts of Schooling
Reasons, Rules and Virtues in Moral Education
Practical and theoretical shortcomings of an approach to moral education based on the development of moral reasoning are noted and the alternative of promoting the virtues is considered. The identification of appropriate virtues with modes of commitment and conduct supportive of a particular way of life is held to raise the further question of why a particular way of life should be favoured, and how our own way of life should be characterised. Th…
Reasons, Values and Community in Moral Education
This paper argues that young people are unlikely to integrate themselves positively into adult life – to adopt its values, responsibilities and opportunities – unless that life is made more morally acceptable in their terms. Central to this process of community building and reconciliation with the young is the condition of solidarity which both results from and results in common values and a shared conception of the good life
Being Good and Living Well
The dichotomy between virtue and self-interest or pleasure is held to face modern moral educators with a conflict between the interest of society and that of their pupils, as well as presenting obvious motivational difficulties. Three possibilities for mitigating this conflict are offered. First, it is argued that virtue is an essential constituent of our well-being insofar as even undetected wickedness isolates us from others. Second, young peop…
The Diversity of Moral Education
Moral education is complex: its major issues are not resolvable in terms of contests between rival ethical theories. Five tasks of moral education are identified: dealing with blatant misdemeanours, developing virtues, developing skill in moral reasoning, teaching to care and enabling individuals to choose a worthwhile way of life. These are mutually irreducible in terms of their justification and capable of irreconcilable conflict in practice. M…
Is There Spirituality? Can It Be Part Of Education
Note is taken of the requirement (expressed in the British Educational Reform Act 1988 and other documents) that the curriculum should contribute to the spiritual development of pupils in the school and of society. Declining to reject the term as vacuous, the paper explores various suggested meanings: induction into a particular religion, consideration of fundamental questions, a sense of self, certain largely inexpressible states of mind, and pu…
Teaching Learning and Discipleship
An attempt is made to identify what some have felt to be absent from recent official views as to how curricula and the transfer of knowledge are most performatively to be managed. To this end, particular conceptions of teaching and learning are proposed, and use is made of recent work by George Steiner in elaborating a third variant of the relationship between teacher, learner and what is to be learned, namely that of discipleship. While noting t…
May we transform the Other
The earlier much discussed issue of a society's right to educate the young is the starting point for various observations regarding education itself. A distinction is drawn between additive and transformative conceptions of education, the latter seeking to bring about changes to the learner's subjective self as reflected in a tripartite division of entities intended by the phenomenological self. Despite liberal or progressive educators' intuitive…
Beyond Useful Knowledge
Journal Article Beyond Useful Knowledge: Developing the Subjective Self Get access Colin Wringe Colin Wringe Correspondence: Colin Wringe, Ysbryd y Mor, 2 Bryn yr Odyn, BORTH, Ceredigion SY24 5NS, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 49, Issue 1, February 2015, Pages 32–44, https://doi.org/10.1111/1467-9752.12094 Published: 14 August 2…
Sociology (24 obras) · Political science (16 obras) · Psychology (16 obras) · Pedagogy (15 obras) · Philosophy (15 obras) · Epistemology (12 obras) · Law (12 obras) · Philosophy (11 obras) · Religious Education and Schools (11 obras) · Higher education (9 obras)