If the central findings of the preceding chapters are correct, then there is a more subtle structure in Russellian analysis than has usually been recognised. An understanding of this structure should greatly assist in the settling of... more
If the central findings of the preceding chapters are correct, then there is a more subtle structure in Russellian analysis than has usually been recognised. An understanding of this structure should greatly assist in the settling of disagreements in Russellian scholarship. For instance, we have found that Russellian analysis is primarily analysis of propositions and only indirectly is it analysis of entities. Yet equally clearly, we have found that Russell’s main interest is in the latter part of the enterprise. This is enough to show that Ayer’s disagreement with Weitz, noted in Chapter One, is of little consequence. Weitz is quite correct in his finding that it is only by analysis of symbols that Russell is able to analyse what they symbolise. Equally, Ayer is correct that Russell’s prime interest is in the “ontological question”. What remains at issue between Ayer and Weitz is the merely verbal question of whether the “central part” of Russellian analysis is ontological.
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Abstract This paper discusses the capacity of competency standards of an integrated kind to incorporate the values and attitudes that are crucial to the effective performance of many occupations. It is argued that far from being a... more
Abstract This paper discusses the capacity of competency standards of an integrated kind to incorporate the values and attitudes that are crucial to the effective performance of many occupations. It is argued that far from being a limitation, competency standards that ...
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ABSTRACT Although learning has always been a central topic for philosophy of education, little attention has been paid to the notion of group learning. This article outlines and discusses some plausible examples of group learning. Drawing... more
ABSTRACT Although learning has always been a central topic for philosophy of education, little attention has been paid to the notion of group learning. This article outlines and discusses some plausible examples of group learning. Drawing on these examples, various principles and issues that surround the notion of group learning are identified and discussed. These principles and issues are then further elaborated in the context of a detailed discussion of practice theory and its relevance for thinking about group learning and group practice.
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ABSTRACT A focus on outcomes, particularly generic outcomes, has characterised much recent educational debate. Cogent arguments have been advanced against narrow educational outcomes. This paper argues that a broader notion of generic... more
ABSTRACT A focus on outcomes, particularly generic outcomes, has characterised much recent educational debate. Cogent arguments have been advanced against narrow educational outcomes. This paper argues that a broader notion of generic outcomes is ...
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Abstract: The building and construction industry is highly segmented both within and across its sectors and, in an increasingly globalised environment, new skill requirements are constantly emerging. Workplace reform has made major... more
Abstract: The building and construction industry is highly segmented both within and across its sectors and, in an increasingly globalised environment, new skill requirements are constantly emerging. Workplace reform has made major progress, targeting industrial ...
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... on major construction projects in relation to workplace reform initiatives, for example self-directed work teams, and new workplace cooperative arrangements ... of some generic competencies, especially communication, teamwork, and... more
... on major construction projects in relation to workplace reform initiatives, for example self-directed work teams, and new workplace cooperative arrangements ... of some generic competencies, especially communication, teamwork, and planning and organising skills, and, to a ...
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Abstract: This paper is part of the Production Learning Seminar series. The paper explores how the emerging concept of productive learning differs from traditional explanations of learning at work and presents a tentative outline of some... more
Abstract: This paper is part of the Production Learning Seminar series. The paper explores how the emerging concept of productive learning differs from traditional explanations of learning at work and presents a tentative outline of some main dimensions of productive ...
This chapter provides a brief outline of selected contributions to the diverse literature on workplace learning from the last thirty years or so. It then examines a series of pertinent ongoing issues that surround this literature and the... more
This chapter provides a brief outline of selected contributions to the diverse literature on workplace learning from the last thirty years or so. It then examines a series of pertinent ongoing issues that surround this literature and the under-standing of workplace learning. Out of this ...
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... Nursing is one profession where the expertise liter-ature has been very influential in shaping understandings of professional practice. ... Lifelong Learning and the Contribution of InformalLearning 89 CONCLUSION This chapter has... more
... Nursing is one profession where the expertise liter-ature has been very influential in shaping understandings of professional practice. ... Lifelong Learning and the Contribution of InformalLearning 89 CONCLUSION This chapter has argued that any plausible view of lifelong ...
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It is surely a scandal that much contemporary educational policy makes assumptions about learning that are directly contradicted by the best research and theorising of learning that has occurred over the last decade and more. This... more
It is surely a scandal that much contemporary educational policy makes assumptions about learning that are directly contradicted by the best research and theorising of learning that has occurred over the last decade and more. This worrying mismatch is largely ...
ABSTRACT Accepting that human understanding of learning inevitably employs metaphor, this chapter argues that the idea of professional learning is most fruitfully illuminated by employing the metaphor of becoming. The argument has two... more
ABSTRACT Accepting that human understanding of learning inevitably employs metaphor, this chapter argues that the idea of professional learning is most fruitfully illuminated by employing the metaphor of becoming. The argument has two strands. Firstly, we show that becoming enjoys significant advantages over common alternative metaphors, such as, acquisition and transfer, participation and construction, which are still favoured by various policy makers and industry bodies. Secondly, we outline and discuss several examples of profession learning, derived from various research projects, to illustrate the value of the becoming metaphor for analysing and enhancing professional learning.
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The case for maintaining that Russell was not a philosopher of education is considerably boosted by taking serious account of his own views on the matter. While I am not aware ofhis ever claiming to be a philosopher of education, on... more
The case for maintaining that Russell was not a philosopher of education is considerably boosted by taking serious account of his own views on the matter. While I am not aware ofhis ever claiming to be a philosopher of education, on various occasions he vigorously ...