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Why no pedagogy in England?: The case of Brian Simon

Why no pedagogy in England?: The case of Brian Simon. Gary McCulloch UCL Institute of Education 26 March 2015. WHY NO PEDAGOGY IN ENGLAND?

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Why no pedagogy in England?: The case of Brian Simon

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  1. Why no pedagogy in England?: The case of Brian Simon Gary McCulloch UCL Institute of Education 26 March 2015

  2. WHY NO PEDAGOGY IN ENGLAND? ‘The means of promoting such human qualities and characteristics cannot simply be left to individual teachers…. The existing teaching force of half a million have, no doubt, many talents, but they need assistance in the pursuit of the common goal – the education of new generations of pupils.’

  3. 2. EDUCATION AND POLITICS ‘Educational issues were taken seriously by the Communist Party both nationally and locally, so political involvement also furthered educational involvement of a different level than the individual school and classroom, though these furthered each other.’

  4. YEW TREE CENTRAL SCHOOL School subjects in ‘water-tight compartments taught by “specialist” teachers’…’The opportunity exists for a really good young head with ideas to turn the multilateral school into something quite unique in the country, providing he gets the necessary facilities (equipment, teachers etc) that he will undoubtedly need’

  5. ABBOTT STREET SCHOOL ‘The lights have to be used in summer in some of the classrooms because of the closeness of the nearby buildings and the smoke and dirt which settles daily on the windows….the lack of a clear and concrete lead from the educational world generally on the whole question of basic educational theory and its concrete application in the schools’

  6. SALFORD GRAMMAR SCHOOL ‘The obtuseness of the traditional teacher…In the evening, a staff meeting, which, like most others, scarcely touches on “education”, but…included a diatribe by Simon against the SSEC proposals…It does not occur to these people that it may be them that is wrong, or rather the whole colossal system of which they are small cogs.’

  7. 6. Why no pedagogy… ‘We can no longer afford to go on in the old way, muddling through on a largely pragmatic, or historically institutionalized basis, tinkering with this and that, but that a really serious effort can and should now be made to clear up current confusions and dichotomies.’

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