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David Scott is Emeritus Professor of Curriculum, Pedagogy and Assessment at University College London, Institute of Education. He is the author of a trilogy of books on learning: On Learning: A General Theory of Objects and Object-Relations (UCL Press, 2021); (2024) On Learning: volume 2, Philosophy, Concepts and Practices (UCL Press, 2024); and (2025) On Learning: volume 3, Curriculum, Knowledge and Ethics (UCL Press, 2025) – download free from uclpress.co.uk.
Sentience–sapience relations are of particular interest because they contribute to determinations of what a human being is, how human beings are different from other animals, meanings that we...
Continue reading blog postPhilosophical issues tend not to occupy a prominent place in books on learning or in accounts of research and knowledge-development. Being concealed in the research and knowledge process, they...
Continue reading blog postFeminism is a concept and a practice. As a concept feminism is polysemic, semantically contested, networked, interactive, powerful and dynamic. An important binary that has had real effects in the...
Continue reading blog postThe Times Education Commission produced its final report in June 2022, making forty-five recommendations for reforming the English education system. The recommendations ranged from the banal –...
Continue reading blog postAs educational researchers, our work is framed and therefore requires us to operate with and through a general theory of objects and object-relations. This enframing comprises a semantic...
Continue reading blog postThere is likely to be a general election soon, and this calls for a manifesto or set of policy prescriptions that are opposed to neoliberal institutions, frameworks and ideologies. In addition,...
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