- Summary
- Contents
- Subject index
This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general “perennial” issues in philosophy and issues of more contemporary concern.
Chapter 24: Transferable Skills
Transferable Skills
King Ptolemy asked Euclid for an easy way to learn geometry. Euclid replied, ‘Sire, there is no royal road to geometry’. The king sought entry into the mysteries of geometry without having to expend a great deal of time and effort on complicated and confusing content. Today the same desire to avoid subject-specific content is pervasive throughout education and the answer is thought to be transferability. Transferable skills, such as problem solving, critical thinking and learning to learn, hold out the prospect of avoiding ‘the need to delve into vast subject matters’ (Scriven, 1990, p. 3). Such transferability offers the huge educational bonus of being able to, for example, solve problems in many or every domain without the chore of the detailed ...
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