Two conflicting visions of education and their consilience.
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| Title: | Two conflicting visions of education and their consilience. |
|---|---|
| Authors: | Duncan, Chris1 cduncan@aisnsw.edu.au, Sankey, Derek1 |
| Source: | Educational Philosophy & Theory. Dec2019, Vol. 51 Issue 14, p1454-1464. 11p. |
| Subject Terms: | *Values education, *Intellectual freedom, *Education policy, Well-being |
| Company/Entity: | Programme for International Student Assessment |
| Abstract: | Over the past two decades, two heavily funded initiatives of the Federal government of Australia have been founded on two very different and seemingly conflicting (if not antithetical) visions of education. The first, the Australian Values Education Program (AVEP, 2003–2010) enshrines what may be called an 'embedded values' vision of education; the second, the National Assessments Program-Literacy and Numeracy (NAPLAN, 2008-present) enshrines a 'performative' vision. The purpose of this article is to unpack these two seemingly conflicting visions and to argue instead for their possible consilience, bringing together apparently incompatible phenomena to coalesce into a single, more expansive vision of schooling. Against the historical context that gave rise to AVEP and NAPLAN in Australia, the article argues that the visions of education rendered in these abrupt policy shifts are vestiges of a history of dichotomous and dualistic thinking in western educational philosophy. Underpinning this dualism is a fundamental schism between cognition and emotion and a Cartesian separation of mind from body that can no longer be sustained. Our increased understanding of the neural substrates of cognition, the 'intertwined' nature of cognition and emotion, combined with a philosophy of mind that does not dissociate propositional knowledge from the disposition of the learner, points to an alternative vision of education. A vision that is thoroughly values embedded, concerned with the educational wellbeing of each child, while also giving value to and prioritising educational performance and achievement, and the intellectual liberation these can offer each and every child. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 137968436 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Two conflicting visions of education and their consilience. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Duncan%2C+Chris%22">Duncan, Chris</searchLink><relatesTo>1</relatesTo><i> cduncan@aisnsw.edu.au</i><br /><searchLink fieldCode="AR" term="%22Sankey%2C+Derek%22">Sankey, Derek</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Philosophy+%26+Theory%22">Educational Philosophy & Theory</searchLink>. Dec2019, Vol. 51 Issue 14, p1454-1464. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Values+education%22">Values education</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellectual+freedom%22">Intellectual freedom</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Programme+for+International+Student+Assessment%22">Programme for International Student Assessment</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Over the past two decades, two heavily funded initiatives of the Federal government of Australia have been founded on two very different and seemingly conflicting (if not antithetical) visions of education. The first, the Australian Values Education Program (AVEP, 2003–2010) enshrines what may be called an 'embedded values' vision of education; the second, the National Assessments Program-Literacy and Numeracy (NAPLAN, 2008-present) enshrines a 'performative' vision. The purpose of this article is to unpack these two seemingly conflicting visions and to argue instead for their possible consilience, bringing together apparently incompatible phenomena to coalesce into a single, more expansive vision of schooling. Against the historical context that gave rise to AVEP and NAPLAN in Australia, the article argues that the visions of education rendered in these abrupt policy shifts are vestiges of a history of dichotomous and dualistic thinking in western educational philosophy. Underpinning this dualism is a fundamental schism between cognition and emotion and a Cartesian separation of mind from body that can no longer be sustained. Our increased understanding of the neural substrates of cognition, the 'intertwined' nature of cognition and emotion, combined with a philosophy of mind that does not dissociate propositional knowledge from the disposition of the learner, points to an alternative vision of education. A vision that is thoroughly values embedded, concerned with the educational wellbeing of each child, while also giving value to and prioritising educational performance and achievement, and the intellectual liberation these can offer each and every child. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=137968436 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00131857.2018.1557044 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 1454 Subjects: – SubjectFull: Values education Type: general – SubjectFull: Intellectual freedom Type: general – SubjectFull: Education policy Type: general – SubjectFull: Well-being Type: general – SubjectFull: Programme for International Student Assessment Type: general Titles: – TitleFull: Two conflicting visions of education and their consilience. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Duncan, Chris – PersonEntity: Name: NameFull: Sankey, Derek IsPartOfRelationships: – BibEntity: Dates: – D: 15 M: 12 Text: Dec2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 00131857 Numbering: – Type: volume Value: 51 – Type: issue Value: 14 Titles: – TitleFull: Educational Philosophy & Theory Type: main |
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