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Curriculum

Philosophy in Schools: Teachers’ Views from Wales

Posted on 19 August 2019 by Dr Kevin Smith

What role should philosophy play in the classroom? Darius Klibavicius’ research with teachers in Wales explores how philosophy is understood—as a subject, a method or a way of life. Linking Philosophy for Children with contemporary curriculum reform, this post examines why many teachers see philosophy as vital for well-being, reasoning and communication in modern education.

Finding Purpose in Teaching

Finding Purpose in Teaching

Posted on 8 July 2019 by Dr Kevin Smith

Are teachers guided by aphorisms or axioms? This post looks at what teachers say their top priorities are and questions whether phrases like “help pupils achieve their potential” offer genuine meaning or empty slogans. Drawing on Nietzsche, Frankl and Welsh education research, it invites reflection on how we find—and define—purpose in teaching.

A Pedagogy of Place

A Pedagogy of Place

Posted on 5 July 2019 by Dr Kevin Smith

What do pupils’ own words reveal about how they see the places they call home? This post looks at new research on young people’s “place images” in Wales and considers what it means for curriculum design. From Cwricwlwm Cymreig to Cynefin, it explores how a pedagogy of place can deepen understanding of belonging, identity and connection in classrooms across Wales.

800 Words or less…

Posted on 18 June 2019 by Dr Kevin Smith

This blog consists of concise posts on various aspects of educational research, pedagogy, and curriculum.