Robin A. Hodgkin's research while affiliated with University of Oxford and other places
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Publications (6)
John Macmurray was one of the few philosophers to go against the positivist‐reductionist trend of the 1930‐1960 period. This paper follows up one of his many threads of enquiry. He questioned the popular Cartesian ‘visual’ method of knowing and focused on simpler senses, such as touch. This enabled him to stress how skills and feelings, as well as...
Michael Polyani's philosophy of science and his corresponding ideas about how we act, perceive and know was, in part, a revolt against materialist reductionism. In its place he offered a ‘holistic’ theory (not his phrase) of personal knowing: we build up small skills and percepts into larger wholes—Gestalts. Polanyi showed that such ‘personal knowl...
The techne of technology means the making of good things. ‘Technology’ should mean words about such practices. Lingustic confusion about this has been increased by the way in which technology has taken on some of the overweening pretensions of ‘scientism’—to solve the world's problems. The nature of tools and machines is considered and the way in w...
The obsessional play objects of infants are developmental forerunners of the toys and tools of adult culture. They have attracted the attention of both developmental psychology (e.g. Winnicott) and of cognitive science (e.g. Papert). The paper starts with a brief look at these ‘transitional’ or ‘cognitive’ objects and suggests that a proper underst...
This paper deals with the asymmetrical manner in which people perceive norms: sometimes these are seen as mere restraints, and sometimes‐‐from a higher viewpoint‐‐they can be seen as constituent elements in the structure of a group. A model of this is offered from ethology‐‐the process of boundary stabilization in a nesting colony of gulls. Symboli...
Citations
... That said, there has been some engagement with Macmurray's work from eminent educationalists such as those mentioned earlier and by significant figures within the field of progressive education such as Kenneth Barnes (Barnes, 1969) and Robin Hodgkin (Hodgkin, 1997). The last ten years have seen a growing number of papers, chapters and books on Macmurray by contemporary educational writers such as myself (Fielding, 2007;Fielding & Moss, 2011) and Julian Stern (Stern, 2001(Stern, , 2009, and increasingly by contemporary educational writers such as myself (Fielding, 2007;Fielding & Moss, 2011) and Julian Stern (Stern, 2001(Stern, , 2009, and increasingly by researchers and practitioners within allied fields such as counselling, (Kirkwood, 2012), child psychology (Trevarthen, 2002), psycho-therapy (Miller, 2004(Miller, , 2007, psychology (Sugarman, 2006), and Editorial 657 psycho-analysis (Clarke, 2006) and for many years by a range of writers within theology (see especially Kirkpatrick, 1986Kirkpatrick, , 2001Fergusson, 1997) and most recently and most comprehensively by Esther McIntosh (McIntosh, 2011). ...
... A structural model of knowledge assumes that knowledge creation requires the identification of tacit knowledge, which can be made explicit and then converted back into a tacit form to be used elsewhere (Newell et al., 2009). Tacit knowledge is personal knowledge comprising of a range of conceptual and sensory information and images that an individual uses to make sense of something (Ambrosini & Bowman, 2001;Hodgkin 1992). It is unwritten, unspoken, and internalized and is there fore hard to explain to others, being based on individual experiences, observations, and emotions leading to ...
... The RH, it is argued, provides all creative input in general cognition, in problem solving, and in artistic and other creative behavior. This type of theory is particularly favored by the popular literature (e.g., Matte & Henderson, 1995;Cutt, 1994), and it has also found support in the domain of educational research (Hendren, 1989;Hodgkin, 1990;Hooper, 1992;Kim & Michael, 1995;Rubenzer, 1978;Williams, 1983). The class of creativity theories that argues for RH dominance in creative processing can be further divided into two subclasses. ...
... There will be times when we use strategy in the service of a performative goal, perhaps to encourage a particular group or child to contribute. At other times, we might use strategy in the service of an emotional need, to keep ourselves and/or the children in a place of familiarity and safety or to move deliberately into new, exciting and scary territory (Hodgkin, 1988). How we use our knowledge of ourselves and the children to explore voice in the Zone of Proximal Development (Vygotsky, 1978) is the basis of an ethical and relational strategy. ...
... Dewey pointed out in "Principles of Moral Education" that "the conscious moral teaching in the classroom is not as good as it used to be, and it has committed the error of equating the teaching of ethics with the manipulation and instillation of moral precepts.", put forward that moral education should focus on practicality [11]. In "Education and Democracy in the 21st Century", Neil Noddings explained the true connotation of democracy in education, and mentioned about patriotism, global citizenship, sublime School education in terms of moral feelings [12]. ...
