Thinking about the basic stuff of knowledge, teaching and learning has led me to develop an idea based around ‘knowledge as an art object’. This formulates a theoretical framework drawing together the being, doing and shared encounter which is found in diverse forms of education. Read more
This paper explores a perspective emerging from a community education project called Ragged University. The philosophical underpinnings of the project came as a response to necessity brought about by the existential poverty being created as a result of the process of enclosing the commons of the intellect. Read more
How are we to conceptualize the notion of the porous university ? The anchor point is understanding what we mean by university, for if we know what a university is we are then in a position to imagine how it might be porous, or what porous might mean in reference to such a thing.
My interpretations are salted with the things which have become meaningful to me, being someone who has never formally gone to university but however spent a great deal of time inside them, amongst the students, academics and general staff, as well as occupying the same terrain as these institutions in geographic and intellectual terms. Read more
It is a pleasure to speak at Sunday Assembly, and I will be sharing how helping others led me to understanding all I needed to find the community I always wanted. Starting the Ragged University project of knowledge sharing has been the greatest learning journey that Ive ever undertaken, and through doing it I quickly came to identify the basic ingredients that I needed for a happy, balanced life. Read more
This presentation was given to the Knowledge, Power and Identity research group at the University of Manchester Institute of Education, on the 29th February 2016. The research group explores understandings that educational theories, practices and policies work to constitute categories of identity and subjectivity that reflect knowledge and power relations. Read more
Georgias was the second most noted of the ancient Greek teachers known as the Sophists. In Gorgias’ formulation of knowledge, there is a gap between objects and the mind, and another gap between the mind’s knowledge and the language which would express it. Read more
Francis Bacon insisted we must question everything and arrive at our knowledge through our grappling with first principles built on experience and engagement of the ‘thing itself’ – a commons which we all draw upon.
Observation and direct involvement with the thing in itself is our only universal anchor point on knowledge; a discussion of Russell’s paradox would be useful here. In his work – Novum Organon – the New Instrument, that he lays out his thinking of how we arrive at knowledge; gnosis; siens (words I use to broaden the sense of what we are working with).
It is in the opening to this book that he sparks a tinder to at once acknowledge the ancient thinkers and to build from them: Read more