Practical Wisdom and Democratic Education

1. Front Matter

   Pages i-xix

   PDF

2. Non-traditional Students in Art and Design Higher Education

   • Samantha Broadhead, Margaret Gregson

   Pages 1-25

3. Basil Bernstein and Democratic Education

   • Samantha Broadhead, Margaret Gregson

   Pages 27-54

4. Phronesis and Democratic Education

   • Samantha Broadhead, Margaret Gregson

   Pages 55-75

5. Chad’s Deliberations About Her Education in Art and Design

   • Samantha Broadhead, Margaret Gregson

   Pages 77-107

6. Bob’s Story and Horizontal Discourse in the Studio

   • Samantha Broadhead, Margaret Gregson

   Pages 109-132

7. Eliza’s Story of Exclusion

   • Samantha Broadhead, Margaret Gregson

   Pages 133-156

8. Jane’s Story of Confidence, Inclusion and Participation Through Phronesis

   • Samantha Broadhead, Margaret Gregson

   Pages 157-179

9. Conclusion and Recommendations

   • Samantha Broadhead, Margaret Gregson

   Pages 181-191

10. Back Matter

    Pages 193-200

    PDF

This book explores the development of practical wisdom, or phronesis, within the stories of four mature students studying for degrees in art and design. Through an analysis informed by the ideas of Basil Bernstein and Aristotle, the authors propose that phronesis – or the ability to deliberate well – should be an intrinsic part of a democratic education.  As a number of vocational and academic disciplines require deliberation and the ability to draw on knowledge, character and experience, it is essential that no student feels their experience puts them at a disadvantage. 


The authors argue that democratic education should allow each participant to feel enhanced, included and able to participate in order to create a constructive and reciprocal dialogue. This work will be of value to students and scholars interested in democratic education, the experiences of non-traditional students, and the sociology of education.

• Phronesis
• Inclusion
• Widening Participation
• Higher education
• Art and design
• Mature students

“Broadhead and Gregson’s book, … provides a model for HE teaching practice more broadly. It encourages an interactive dialogue between students, scholars and HE educators, and is of relevance to all who are interested in developing more inclusive, dialogic learning experiences.” (Melanie Davies, Journal of Widening Particpation and Lifelong Learning, Vol. 21 (1), March, 2019)

• Leeds Arts University, Leeds, United Kingdom

  Samantha Broadhead

• Centre for Excellence in Teacher Training, University of Sunderland, Sunderland, United Kingdom

  Margaret Gregson

Samantha J. Broadhead is Head of Research of Leeds Arts University, UK. She also serves on the editorial board of the Journal of Widening Participation and Lifelong Learning and is a member of the Inclusive Arts Education Forum.
 
Margaret Gregson is Professor of Vocational Education at the University of Sunderland, UK, and Director of the Centre for Excellence in Teacher Training (SUNCETT). She has published widely on approaches to the initial and continuing development of teachers.

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