Philosophy and Teacher Education in England

The Long View

Bibliographic Data

ID8404259
AuthorsJohn White (0000-0002-5684-1461, University College London, corresponding author)
Year2019
Volume67
Issue2
Pages187-200
Publication date2019-04-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBritish Journal of Educational Studies (JOURNAL)
Journal identifiersISSN: 0007-1005 • E-ISSN: 1467-8527
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00071005.2018.1426830
OpenAlexW2794245396
LanguageEN
Citations received2
References cited11

Until recently teacher education in England has always contained a ‘philosophical’ element – to do with what education is for in the light of human nature. The paper traces its history since 1839, through inspirational approaches – based first on religion and later on psychology – to the critical approach of R S Peters and his colleagues in the 1960s. It then looks at the existential crisis faced by this kind of philosophy of education after changes in education policy in the 1980s; and at ways it has found of overcoming it – at the expense, however, of partially turning away from its earlier raison d’être in teacher education. The paper concludes with a discussion of what would be needed for it to resume its old role

Education policy · Element (criminal law) · Existentialism · Higher education · Pedagogy · Philosophy of education · Political science · Social science · Sociology · Teacher education · Education and Critical Thinking Development · Education, Philosophy, and Society · Ethics in medical practice · Law

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