This volume consists of a selection of the writings of Christopher Winch on topics on and related to the philosophy of education from 1988 until the present.
This volume consists of a selection of the writings of Christopher Winch on topics on and related to the philosophy of education from 1988 until the present.
Christopher Winch is currently professor of educational philosophy and policy in the School of Education, Communication and Society at King's College London.
Inhaltsangabe
Acknowledgements Preface: A Brief Introduction to the Rationale for the Collection Part I Rationality, Concepts and Conventions Chapter One Education, Literacy and the Development of Rationality Chapter Two Cooper, Labov, Larry and Charles Chapter Three Do We Need Conventions? Chapter Four Professional Education, Know- How and Conceptual Ability: The Role of Education in the Attainment of Concept Mastery in Professional Work Part II Know-How and Vocational Education Chapter Five Ryle on Knowing How and the Possibility of Vocational Education Chapter Six Vocational Education, Knowing How and Intelligence Concepts Chapter Seven Assessing Professional Know-How Chapter Eight Education and Broad Concepts of Agency Chapter Nine Knowing 'Wh' and Knowing How: Constructing Professional Curricula and Integrating Epistemic Fields Chapter Ten Professional Knowledge, Expertise and Perceptual Ability Chapter Eleven Applied Theoretical Knowledge and Professional and Vocational Education Part III Learning and Training Chapter Twelve Learning How to Learn: A Critique Chapter Thirteen The Representational Theory of Learning and Its Pedagogic Relevance Chapter Fourteen Curriculum Design and Epistemic Ascent Chapter Fifteen Rousseau on Learning: A Re-Evaluation Chapter Sixteen Learning the Virtues at Work References Index.
Acknowledgements Preface: A Brief Introduction to the Rationale for the Collection Part I Rationality, Concepts and Conventions Chapter One Education, Literacy and the Development of Rationality Chapter Two Cooper, Labov, Larry and Charles Chapter Three Do We Need Conventions? Chapter Four Professional Education, Know- How and Conceptual Ability: The Role of Education in the Attainment of Concept Mastery in Professional Work Part II Know-How and Vocational Education Chapter Five Ryle on Knowing How and the Possibility of Vocational Education Chapter Six Vocational Education, Knowing How and Intelligence Concepts Chapter Seven Assessing Professional Know-How Chapter Eight Education and Broad Concepts of Agency Chapter Nine Knowing 'Wh' and Knowing How: Constructing Professional Curricula and Integrating Epistemic Fields Chapter Ten Professional Knowledge, Expertise and Perceptual Ability Chapter Eleven Applied Theoretical Knowledge and Professional and Vocational Education Part III Learning and Training Chapter Twelve Learning How to Learn: A Critique Chapter Thirteen The Representational Theory of Learning and Its Pedagogic Relevance Chapter Fourteen Curriculum Design and Epistemic Ascent Chapter Fifteen Rousseau on Learning: A Re-Evaluation Chapter Sixteen Learning the Virtues at Work References Index.
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