Jennifer Bleazby
Dr Jennifer Bleazby is a philosopher of education, based at Monash University, Melbourne, Australia. She is the author of Social Reconstruction Learning: Dualism, Dewey and Philosophy in schools (2013).
Areas of Research / Professional Expertise
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Philosophy, Philosophy of Education, Feminism, Curriculum and Pedagogy, Philosophy for Children, Pragmatism
Books
Articles
Fostering moral understanding, moral inquiry & moral habits through philosophy in schools: a Deweyian analysis of Australia’s Ethical Understanding curriculum
Published: Jan 01, 2020 by Journal of Curriculum Studies
Authors: Jennifer Bleazby
This paper provides a Deweyian analysis of Australia’s Ethical Understanding General Capability curriculum documents, which outline a promising moral education curriculum for students aged 4–17 years.
Why some school subjects have a higher status than others: The epistemology of the traditional curriculum hierarchy
Published: Sep 30, 2015 by Oxford Review of Education
Authors: Jennifer Bleazby
Inherent in most school curricula is some sort of curriculum hierarchy—that is, an assumption that some school subjects are more valuable than others. This paper examines the epistemological assumptions that underpin one such curriculum hierarchy, which I refer to as ‘the traditional curriculum hierarchy’. Drawing on Dewey, an alternative, non-hierarchical theory of curriculum will be proposed.
How compatible are communities of inquiry and the Internet? Some concerns about
Published: Apr 15, 2012 by E-Learning and Digital Media
Authors: Jennifer Bleazby
Subjects:
Education, Media and Cultural Studies, Philosophy
I argue that the Internet may actually conflict with many aspects of the Community of Inquiry, as described by Dewey and Lipman. In particular, the Internet can negate many of the attributes and skills it is assumed to promote, such as higher-order thinking, the construction of meaning and community. E-learning needs to respond to these potential problems in order to develop pedagogies and curricula that can counter them.
Overcoming Relativism and Absolutism: Dewey's ideals of truth and meaning in ph
Published: Apr 15, 2011 by Educational Philosophy and Theory
Authors: Jennifer Bleazby
Subjects:
Education, Philosophy
In this paper, I intend to draw out and clarify the notions of truth, knowledge and meaning that are implied by P4C's pedagogical ideals. There is some disagreement amongst P4C theorists and practitioners about whether the community of inquiry implies either relativism or absolutism. I will argue that both relativism and absolutism are incompatible with P4C. I will argue that P4C incorporates Dewey's middle ground position between relativism and absolutism.