Dennis Hayes | University of Derby (original) (raw)
Papers by Dennis Hayes
Whatever topic or issue you wish to study there is only one way of starting-with a chronology. On... more Whatever topic or issue you wish to study there is only one way of starting-with a chronology. Once you draw up a chronology and reflect upon it, that mental block you may have will vanish. Simply look for differences and changes rather than similarities. When you have done this writing that essay, independent study, dissertation or thesis will be interesting and exciting. You will have something interesting to say.
The loss of historical memory, identified by historians and others, has socio-political origins t... more The loss of historical memory, identified by historians and others, has socio-political origins that have philosophical and pedagogical consequences for teacher educators. This straightforward study shows the attractiveness of a pedagogical approach outlined in the standard textbook Teaching and Training in Post-Compulsory Education. This was devised to raise awareness of the loss of historical memory and its consequences for professional understanding in Post-Compulsory Education and Training (PCET). The authors of the textbook and of this study identified from the outset an intractable problem: the very loss of sensitivity to historical difference. However, the responses from participants across the disciplines were generally positive and many suggestions were made in order to improve and develop the chronological approach. This report outlines the rationale for a chronological approach, the method used to introduce the technique to PCET groups, responses of tutors and students, some illustrative short chronologies, a brief outline of the impact of the study and a proposal for further work. Outcomes General enthusiasm for the chronological approach among PCET teachers Revisions to the chronological methodology Illustrative chronologies Substantial contributions to two books A proposal for a further research
Studies in the education of adults, Sep 1, 2005
2017 saw the publication of 'Beyond McDonaldization: Visions of Higher Education' (Routle... more 2017 saw the publication of 'Beyond McDonaldization: Visions of Higher Education' (Routledge), the first chapter of which, 'Beyond the McDonaldization of Higher Education', develops and updates the ideas in this paper, which is an edited and revised version of the 'Introduction' to Dennis Hayes and Robin Wynyard’s book 'The McDonaldization of Higher Education' (Bergin and Garvey 2002). This well-received book introduced, and presented some criticisms of, the concept of 'McDonaldization' and examined the consequences of the process of McDonaldization to the university. A notable idea in the 2002 book was the concept of the 'therapeutic university' which, in part, explained the acquiescence of academics and students to the bureaucratising aspects of McDonaldization. The term is now widely used to describe a cultural climate in universities that sees today’s students as emotionally vulnerable and incapable of coping with challenging ideas.N/
Academics have a responsibility to challenge conventional wisdom, argues Dennis Hayes A three-let... more Academics have a responsibility to challenge conventional wisdom, argues Dennis Hayes A three-letter word constantly undermines academic freedom and many other freedoms. That word is 'BUT'. We must defend academic freedom BUT 'that freedom comes with responsibilities' BUT 'not for fascist or extremist groups' BUT 'not if it causes offence'. 'BUT' is a key word in the contemporary political lexicon. Those interested in how political freedom is being undermined have to learn how to read it. It means 'NOT'-in the once trendy way of negating a statement-or 'delete all that comes before'. The 'BUTERS' simply don't mean what they say. Try this way of reading the rhetoric in any government policy statement; it works. Academics For Academic Freedom (AFAF) was founded on the basis that if academics don't draw the line in the sand and defend academic freedom-and freedom of speech-then not only will no one else defend it, but the very idea of freedom is threatened. This is because academic freedom is the fullest form of freedom of speech and is a beacon for all freedoms. Without the concept of unrestricted freedom of speech all other freedoms are threatened because the very concept of freedom, and a free society, rest on the idea of the unrestricted argument and debate. But the 'BUTERS' in the academic world dominate academic life and are opposed to academic freedom and freedom of speech. Left-wingers in the University and College Union (UCU) have carried the argument that "academic freedom is cherished BUT with rights comes responsibility. We, therefore, urge universities to act responsibly to protect staff and students and to avoid providing a platform of organisations like the BNP". UCU would have a point if they meant there were logical consequences to the concept of academic freedom such as having to question everything in the pursuit of truth. However, just linking it to protection and to not giving certain groups a voice is a non sequitur. The Free Society: Academic freedom means free speech and ...
The academics vs the bureaucracy The Research Excellence Framework (REF), the UKwide review of hi... more The academics vs the bureaucracy The Research Excellence Framework (REF), the UKwide review of higher education research, is the bane of British academia. When the historians of the future look back on the REF-and its predecessor, the Research Assessment Exercise (RAE)-it will no doubt be remembered as one of the most damaging bureaucratic exercises to ever afflict the academy.
Thi week i 'rain Awarene Week', an event aimed at dipelling ocalled neuromth. A letter p... more Thi week i 'rain Awarene Week', an event aimed at dipelling ocalled neuromth. A letter pulihed in the Guardian on the eve of rain Awarene Week, igned 30 neurocientit, pchologit and educationalit, criticied what the ignatorie claim i one of the igget neuromth-that children have ditinct 'learning tle'. The letter argue that there i 'no evidence, or ver weak evidence' to ack up thi idea. The meage i clear: 'Teacher mut ditch… learning tle.' Learning tle refer to the different wa in which people learn, or o the theor goe. There are 'atract learner', 'concrete learner', 'active learner' and 'kinaethetic learner' (thoe who learn through phical activit). The terminolog varie acro the more than 70 tet and evaluation ued to find out what tpe of learner ou are.
Everyone agrees that teachers require some basic training. This might mean completing different t... more Everyone agrees that teachers require some basic training. This might mean completing different types of on-the-job training and mentoring programmes, or involve undertaking a range of professional and postgraduate courses. Current education policy emphasises one of the more modest approaches for training teachers: on-the-job training. The Coalition Government thus looks set to reverse the emphasis that has developed over the last sixty years, the result of which was that Higher Education had become the undisputed leader of teacher training. The Government's move has led to consternation. Not only has it made the university departments and schools of education anxious, but it's also worried those who think something more than mere training is needed for tomorrow's teachers. SCETT is the Standing Committee for the Education and Training of Teachers. Since its inception in 1981, SCETT has promoted both educating and training teachers. Yet today, few from the education status quo-especially those responsible for education policy-would argue that teachers need educating as opposed to training. This is partly a problem of meaning. Many of the words we use to talk about education no longer have any shared, clear meaning. This is why 'education' and 'training' can be used as synonyms. Their different meanings are ignored. Similarly, other associated terms, such as 'reflection', 'subject', 'theory' and even 'knowledge' and 'learning', have had their former meanings obscured over recent decades. What's needed, and what SCETT is uniquely placed to offer, is a forum for discussion to give fresh meaning to these terms. Rather than harking back to a lost past, or naïvely assuming all will be well because it superficially sounds that way, we must reinvigorate these ideas for ourselves. Without that debate, there can be no 'defence of teacher education'. These papers are inspired by the SCETT Conference, In Defence of Teacher Education, held on 26 th November 2010. They represent the beginnings of a debate about what teacher education means. The contributors are major figures in the education trade unions and Higher Education in the UK. SCETT believes there is a serious discussion to be had with the Coalition Government. This doesn't concern various technical aspects of policy, but the very meaning of teacher education. Without this discussion, the future of the teaching profession-and the future of all our children-is in jeopardy.
Routledge Handbook of the Sociology of Higher Education
The Dangerous Rise of Therapeutic Education
Whatever topic or issue you wish to study there is only one way of starting-with a chronology. On... more Whatever topic or issue you wish to study there is only one way of starting-with a chronology. Once you draw up a chronology and reflect upon it, that mental block you may have will vanish. Simply look for differences and changes rather than similarities. When you have done this writing that essay, independent study, dissertation or thesis will be interesting and exciting. You will have something interesting to say.
The loss of historical memory, identified by historians and others, has socio-political origins t... more The loss of historical memory, identified by historians and others, has socio-political origins that have philosophical and pedagogical consequences for teacher educators. This straightforward study shows the attractiveness of a pedagogical approach outlined in the standard textbook Teaching and Training in Post-Compulsory Education. This was devised to raise awareness of the loss of historical memory and its consequences for professional understanding in Post-Compulsory Education and Training (PCET). The authors of the textbook and of this study identified from the outset an intractable problem: the very loss of sensitivity to historical difference. However, the responses from participants across the disciplines were generally positive and many suggestions were made in order to improve and develop the chronological approach. This report outlines the rationale for a chronological approach, the method used to introduce the technique to PCET groups, responses of tutors and students, some illustrative short chronologies, a brief outline of the impact of the study and a proposal for further work. Outcomes General enthusiasm for the chronological approach among PCET teachers Revisions to the chronological methodology Illustrative chronologies Substantial contributions to two books A proposal for a further research
Studies in the education of adults, Sep 1, 2005
2017 saw the publication of 'Beyond McDonaldization: Visions of Higher Education' (Routle... more 2017 saw the publication of 'Beyond McDonaldization: Visions of Higher Education' (Routledge), the first chapter of which, 'Beyond the McDonaldization of Higher Education', develops and updates the ideas in this paper, which is an edited and revised version of the 'Introduction' to Dennis Hayes and Robin Wynyard’s book 'The McDonaldization of Higher Education' (Bergin and Garvey 2002). This well-received book introduced, and presented some criticisms of, the concept of 'McDonaldization' and examined the consequences of the process of McDonaldization to the university. A notable idea in the 2002 book was the concept of the 'therapeutic university' which, in part, explained the acquiescence of academics and students to the bureaucratising aspects of McDonaldization. The term is now widely used to describe a cultural climate in universities that sees today’s students as emotionally vulnerable and incapable of coping with challenging ideas.N/
Academics have a responsibility to challenge conventional wisdom, argues Dennis Hayes A three-let... more Academics have a responsibility to challenge conventional wisdom, argues Dennis Hayes A three-letter word constantly undermines academic freedom and many other freedoms. That word is 'BUT'. We must defend academic freedom BUT 'that freedom comes with responsibilities' BUT 'not for fascist or extremist groups' BUT 'not if it causes offence'. 'BUT' is a key word in the contemporary political lexicon. Those interested in how political freedom is being undermined have to learn how to read it. It means 'NOT'-in the once trendy way of negating a statement-or 'delete all that comes before'. The 'BUTERS' simply don't mean what they say. Try this way of reading the rhetoric in any government policy statement; it works. Academics For Academic Freedom (AFAF) was founded on the basis that if academics don't draw the line in the sand and defend academic freedom-and freedom of speech-then not only will no one else defend it, but the very idea of freedom is threatened. This is because academic freedom is the fullest form of freedom of speech and is a beacon for all freedoms. Without the concept of unrestricted freedom of speech all other freedoms are threatened because the very concept of freedom, and a free society, rest on the idea of the unrestricted argument and debate. But the 'BUTERS' in the academic world dominate academic life and are opposed to academic freedom and freedom of speech. Left-wingers in the University and College Union (UCU) have carried the argument that "academic freedom is cherished BUT with rights comes responsibility. We, therefore, urge universities to act responsibly to protect staff and students and to avoid providing a platform of organisations like the BNP". UCU would have a point if they meant there were logical consequences to the concept of academic freedom such as having to question everything in the pursuit of truth. However, just linking it to protection and to not giving certain groups a voice is a non sequitur. The Free Society: Academic freedom means free speech and ...
The academics vs the bureaucracy The Research Excellence Framework (REF), the UKwide review of hi... more The academics vs the bureaucracy The Research Excellence Framework (REF), the UKwide review of higher education research, is the bane of British academia. When the historians of the future look back on the REF-and its predecessor, the Research Assessment Exercise (RAE)-it will no doubt be remembered as one of the most damaging bureaucratic exercises to ever afflict the academy.
Thi week i 'rain Awarene Week', an event aimed at dipelling ocalled neuromth. A letter p... more Thi week i 'rain Awarene Week', an event aimed at dipelling ocalled neuromth. A letter pulihed in the Guardian on the eve of rain Awarene Week, igned 30 neurocientit, pchologit and educationalit, criticied what the ignatorie claim i one of the igget neuromth-that children have ditinct 'learning tle'. The letter argue that there i 'no evidence, or ver weak evidence' to ack up thi idea. The meage i clear: 'Teacher mut ditch… learning tle.' Learning tle refer to the different wa in which people learn, or o the theor goe. There are 'atract learner', 'concrete learner', 'active learner' and 'kinaethetic learner' (thoe who learn through phical activit). The terminolog varie acro the more than 70 tet and evaluation ued to find out what tpe of learner ou are.
Everyone agrees that teachers require some basic training. This might mean completing different t... more Everyone agrees that teachers require some basic training. This might mean completing different types of on-the-job training and mentoring programmes, or involve undertaking a range of professional and postgraduate courses. Current education policy emphasises one of the more modest approaches for training teachers: on-the-job training. The Coalition Government thus looks set to reverse the emphasis that has developed over the last sixty years, the result of which was that Higher Education had become the undisputed leader of teacher training. The Government's move has led to consternation. Not only has it made the university departments and schools of education anxious, but it's also worried those who think something more than mere training is needed for tomorrow's teachers. SCETT is the Standing Committee for the Education and Training of Teachers. Since its inception in 1981, SCETT has promoted both educating and training teachers. Yet today, few from the education status quo-especially those responsible for education policy-would argue that teachers need educating as opposed to training. This is partly a problem of meaning. Many of the words we use to talk about education no longer have any shared, clear meaning. This is why 'education' and 'training' can be used as synonyms. Their different meanings are ignored. Similarly, other associated terms, such as 'reflection', 'subject', 'theory' and even 'knowledge' and 'learning', have had their former meanings obscured over recent decades. What's needed, and what SCETT is uniquely placed to offer, is a forum for discussion to give fresh meaning to these terms. Rather than harking back to a lost past, or naïvely assuming all will be well because it superficially sounds that way, we must reinvigorate these ideas for ourselves. Without that debate, there can be no 'defence of teacher education'. These papers are inspired by the SCETT Conference, In Defence of Teacher Education, held on 26 th November 2010. They represent the beginnings of a debate about what teacher education means. The contributors are major figures in the education trade unions and Higher Education in the UK. SCETT believes there is a serious discussion to be had with the Coalition Government. This doesn't concern various technical aspects of policy, but the very meaning of teacher education. Without this discussion, the future of the teaching profession-and the future of all our children-is in jeopardy.
Routledge Handbook of the Sociology of Higher Education
The Dangerous Rise of Therapeutic Education