Should we teach homosexuality as a controversial issue?

Hand, Michael

doi:10.1177/1477878507073614

Cited by 58 publications

(60 citation statements)

References 12 publications

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“…The recent debate takes the work of Dearden and Stradling as its point of departure. One important contributor has been Michael Hand (, , ). In one of his publications, he attacks the political criterion in its normative form (Hand, ).…”

Section: Mapping the Field: The Proposed Theoretical Criteriamentioning

confidence: 99%

Teaching Controversial Issues: A Pragmatic View of the Criterion Debate

Sætra¹

2019

Journal of Philosophy of Education

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This article addresses the ongoing debate over which criteria should determine what teachers ought to teach as controversial. I argue that this debate rests on false assumptions. It is a mistake to assume that 1) there should be a context-transcending criterion, 2) such a criterion can be prescribed a priori and universally, and 3) this criterion can be utilised by teachers by means of deductivism. Instead, I argue in favor of a situationist stance in which the means and ends are both worked out from within the situation. This implies that a theory must begin from a practical starting point. In practice, the situation should be the foremost guide rather than a definite criterion.

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Section: Mapping the Field: The Proposed Theoretical Criteriamentioning

confidence: 99%

Teaching Controversial Issues: A Pragmatic View of the Criterion Debate

Sætra¹

2019

Journal of Philosophy of Education

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“…It seems unduly sceptical that the four humours theory should be considered as equally credible as modern medicine in a science classroom. Hand (2007Hand ( , 2008. Two clarifications are in order.…”

Section: Resultsmentioning

confidence: 99%

“…I take the terms ‘directive’ and ‘non‐directive’ from Michael Hand (, ). Two clarifications are in order.…”

mentioning

confidence: 99%

Towards a Theory of Propositional Curriculum Content

Tillson¹

2014

J. Philos. Educ.

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This article addresses two questions. The first question is this: ‘when ought teachers to encourage or discourage students’ belief of a given proposition on the one hand (call this ‘directive teaching’), and when ought teachers to simply facilitate students’ understanding of that proposition, on the other (call this ‘non‐directive teaching’) (cf. the work of Michael Hand)? The second question is this: ‘which propositional content should curricula address?’ An answer to these questions would amount to what I will call a ‘theory of propositional curricula content’, by providing both a means for choosing content, and a directive for teaching that content. While the answer that I give to the second question is unlikely to prove exhaustive, I still consider that it would form an important part of the answer, hence the title a ‘towards a theory of propositional curricula content’.

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“…The only defensible approach to patriotism in schools, I suggest, is to teach it as a controversial issue. I have argued elsewhere (Hand, 2008(Hand, , 2007 that to teach something as controversial is to acknowledge and explore various possible answers to a question without endorsing any Patriotic sentiment has manifestly played, and continues to play, a significant role in national and international affairs Impact No 19. Patriotism in schools of them, and that a matter should be taught in this way when 'contrary views can be held on it without those views being contrary to reason' (Dearden, 1981, p.86).…”

Section: Teaching Patriotismmentioning

confidence: 99%

Patriotism in Schools

Hand¹

2011

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In the face of rising concerns about citizenship, national identity, diversity and belonging in Britain today, politicians from all sides of the political spectrum have looked to schools to inspire and invigorate a strong, modern sense of patriotism and common purpose, which is capable of binding people together and motivating citizens to fulfil their obligations to each other and to the state. In this timely and astute analysis, Michael Hand unpacks the claims made on both sides of the debate to assess whether love of country is a defensible aim of education. Remarking on the curious failure of engagement between defenders and opponents of patriotic education, he looks beyond the usual arguments for and against, to offer original insight into whether teaching patriotic attachment can be defended on rational grounds. Rather than looking merely to the practical difficulties of cultivating common bonds without misrepresenting or distorting the country's history, Hand's tightly argued conclusion is that reasonable disagreement about the desirability of loving one's country rules out the explicit teaching of Patriotism in schools, and therefore, it should not be actively promoted but rather taught as a controversial issue in the classroom. Breaking new ground in the intellectual debates around teaching citizenship and promoting common patriotic purpose, Patriotism in Schools is an illuminating treatment of a pressing contemporary issue, which will animate and provoke debate amongst parents, teachers, students, academics, politicians and policy‐makers alike.

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Should we teach homosexuality as a controversial issue?

Cited by 58 publications

References 12 publications

Teaching Controversial Issues: A Pragmatic View of the Criterion Debate

Teaching Controversial Issues: A Pragmatic View of the Criterion Debate

Towards a Theory of Propositional Curriculum Content

Patriotism in Schools

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