Four Strategies for Developing Resilience

Jonathan Beale, Researcher-in-Residence, CIRL Resilience involves two related abilities: the ability to resist being affected by difficulties and, when we cannot help being affected, having the ability to recover or ‘bounce back’ from the negative ways in which difficulties affect us. We could describe the former as robustness and the latter as adaptability.[1] In psychology, […]

Tom Sherrington’s division of Rosenshine’s principles of instruction into strands

Jonathan Beale, Researcher-in-Residence, CIRL Our blog last week offered a brief introduction to Barak Rosenshine’s influential ‘Principles of Instruction’ and Tom Sherrington’s division of Rosenshine’s principles into four ‘strands’, in his book, Rosenshine’s Principles in Action. Sherrington uses the strands to explain Rosenshine’s principles, by connecting the principles with those to which they bear the […]

Barak Rosenshine’s ‘Principles of Instruction’

Jonathan Beale, Researcher-in-Residence, CIRL Barak Rosenshine’s ‘Principles of Instruction’ has become increasingly influential in educational research and practice since its publication a decade ago.[1] Rosenshine (1930-2017) was formerly a professor of educational psychology in the College of Education at the University of Illinois. His research focused on learning instruction, teacher performance and student achievement. Much […]

Education, Autonomy, and Human Flourishing

Jonathan Beale, Researcher-in-Residence, CIRL It is widely agreed that the ultimate aim both of education and of life is to flourish. The question of what it means to lead a flourishing life is among philosophy’s perennial questions and it underpins the field of contemporary educational research known as ‘character education’. The Jubilee Centre for Character […]

How to Avoid Educational Neuroscientism

Jonathan Beale, Researcher-in-Residence, CIRL The greatest problem facing educational neuroscience and psychology is crossing the bridge between theory and practice: how to move from scientific evidence to its practical application in education. Crossing this bridge too hastily leaves educational neuroscience and psychology open to the accusation of ‘scientism’: excessive belief in the power or value […]

What is creativity and what makes a creative thinker?

Jonathan Beale, Researcher-in-Residence, CIRL What is creativity and what makes a creative thinker? These were two of the main questions addressed yesterday in the second colloquium in this year’s CIRL colloquia series, given by Bill Lucas, Professor of Learning and Director of the Centre for Real-World Learning at the University of Winchester. This post discusses […]

Where Education’s Civic Aims meet its Epistemic Aims

Jonathan Beale, Researcher-in-Residence, CIRL Among the aims of education are civic aims: developing character traits, such as civility and neighbourliness, that enable students to become responsible, engaged citizens, able to contribute to the common good of society. These can be developed through activities such as volunteering, service and community engagement.[1] The civic aims of education, […]

Happiness as the Aim of Education

Jonathan Beale, Researcher-in-Residence, CIRL Just over a week ago, an early Renaissance painting by the Florentine painter Cimabue set a new record as the most expensive medieval painting ever sold, fetching over €24 million at an auction in Actéon in Senlis, north of Paris. Cimabue’s 13th-century Christ Mocked was recently discovered hanging above the hot […]

The Importance of Independent Learning Skills

Jonathan Beale, Researcher-in-Residence, CIRL When does education happen? This was one of the thought-provoking questions Alexander Armstrong raised in his talk at the IBSC ‘Challenging Boys’ Conference at Windsor Boys’ School on Friday. Armstrong raised this question in response to a question during the discussion with the audience, about Armstrong’s claim, during his talk, that […]