The Ethics of Belief and the Ethics of Teaching

Notwithstanding its obvious educational importance, the idea of an ethics of belief has been little explored by educational philosophers. The notion turns out to be more complex and to involve more difficulties than is usually supposed. Exploring these complexities and difficulties opens up many avenues of philosophical and educational inquiry. These in turn can enrich our reflections on contemporary educational developments and on ethical aspects of teaching. In particular they alert us to the need for educational theorists to give overdue attention to the intellectual virtues.     

Is the National Numeracy Strategy Research-based?

The British Government has recently agreed proposals for a National Numeracy Strategy which claims to be based on evidence concerning 'hat works'. This article reviews the literature in each key area in which recommendations are made, and makes a judgement of whether the claim is justified. In some areas (e.g. calculators) the recommendations run counter to the evidence.     

Stressful Events in the Lives of UK Children: a glimpse

A total of 366 UK children in four different schools, one in Wales, one in Northern Ireland, and two in England, were asked to respond to 20 potentially stressful life experiences. Each event was rated on a scale ranging from 7 (the most upsetting) to 1 (the least), and the scale value and interquartile range were calculated. In addition, whether or not a given event was actually experienced was noted. Across the groups, there was a very high degree of agreement on all three measures, the median correlations being 0.95 for scale values, 0.70 for interquartile ranges, and 0.92 for incidence. Furthermore, the pooled UK results were found to correlate equally closely with the figures previously obtained in the USA and five other countries. The possibility of a prevalent ‘culture of childhood’, cutting across geo‐political boundaries and ethnic groupings, appears to receive further support.