Professor David Aldridge

Professor David Aldridge

Name: Professor David Aldridge
Department: Secondary and Further Education
Current position: Head of Secondary and Further Education and Professor of Education and Philosophy
Email: david.aldridge@edgehill.ac.uk
Location: Secondary and Further Education, Piazza Building, Ormskirk Main Campus, Faculty of Education

Biography

Teaching:

David currently supervises a number of doctoral research students working on teachers and teaching, schooling, philosophy of education, literature and education, religion and education, moral education, and technology and education.

Qualifications:

PhD Philosophy of Education (King’s College London)
PGCE Secondary Religious Education, QTS (Oxford Brookes University)
PCTHE (Oxford Brookes University)
MA Philosophy (Heythrop College London)
BA, MA Literae Humaniores (Oxon)
FHEA

History:

David taught religious education for ten years in secondary schools before moving into higher education. Before coming to Edge Hill, he previously held positions at King’s College London, Oxford Brookes University and Brunel University London.

Interests:

  • Teachers and teaching
  • Literature and education
  • Humanistic approaches to education
  • Philosophy of education
  • Phenomenology and hermeneutics

Achievements:

Co-editor, Routledge Literature and Education book series
Co-editor, British Educational Research Journal
Assistant editor, Journal of Philosophy of Education

Research:

Research Interests:

    • Teachers and teaching
    • Literature and education
    • Humanistic approaches to education
    • Philosophy of education
    • Phenomenology and hermeneutics

Published work:

  • Aldridge, D (2020,) ‘Education and Belonging to a Subject Matter’, in Biesta, G and Hannam, P (Eds) Religion and Education: The forgotten dimensions of religious education?, Leiden: Brill Sense
  • Aldridge, D (2020) Special Issue: ‘Ethical Questions in Educational Research’, British Educational Research Journal, August
  • Wainwright, E, Aldridge, D, Biesta, G and Filippakou, O (2020) ‘Why educational research should remain mindful of its position: Questions of boundaries, identity and scale’, British Educational Research Journal 46:1, p. 1-5
  • Haight, A, Wright, S, Aldridge, D and Alexander, P (2020) ‘Remembrance Day practices in schools: meaning-making in social memory during the First World War centenary’, Journal of Beliefs and Values, on early view
  • Aldridge, D (2020) ‘Endnote: Where Next for the ‘Cultivation of Virtuous Children?’ in Zwozdiak-Myers, P (ed) Whole School Character and Virtue Education, London and Philadelphia: Jessica Kingsley, p. 163-172
  • Hannam, P, Biesta, G, Whittle, S and Aldridge, D (2020) ‘Religious literacy: a way forward for religious education?’, Journal of Beliefs and Values 41:2, p. 214-226
  • Biesta, G, Aldridge, D, Hannam, P and Whittle, S (2019) Religious Literacy: A Way Forward for Religious Education?, Culham St Gabriel’s Trust, June 2019
  • Aldridge, D (2019) ‘The Moral Contract, Sympathy and Becoming Human: A Response to Michael Hand’s Theory of Moral Education’, Journal of Philosophy of Education 53:4, 636-641
  • Aldridge, D (2019) ‘Education’s Love Triangle’, Journal of Philosophy of Education 53:3, p. 531-546
  • Aldridge, D and Lewin, A (2019) ‘Introduction: Love and Desire in Education,’ Journal of Philosophy of Education 53:3, p. 457-458
  • Aldridge, D and Green, A (2019) ‘Newbolt and the construction of subject English’, English in Education 52:3, p. 271-272
  • Aldridge, D (2019), ‘Cheating Education and the Insertion of Knowledge’, Educational Theory 68:6, p. 609-624
  • Tillson, J and Aldridge, D (2019) ‘Editorial: Cheating Education: Is Technological Human Enhancement the New Frontier of Learning?’, Educational Theory 68:6 p. 589-594
  • Biesta, G, Filippakou, O, Wainwright, E and Aldridge, D (2019) ‘Why educational research should not just solve problems, but should cause them as well,’ (editorial), British Educational Research Journal 45
  • Aldridge, D and Green, A (2019) Special Issue: ‘Newbolt and the construction of subject English’, English in Education 52:3
  • Aldridge, D and Lewin, D (eds) (2019) Special Issue: Love and Desire in Education, Journal of Philosophy of Education, 53:3
  • Aldridge, D (2019) ‘The girl who fell off her chair,’ in Luo, Y., Holder, D-M., Chen, S., Mohamed, M., Davis, G., Khawaja, A. and Watts, M. (eds) It’s Education, But Not As You Know It, London: Brunel University London, p. 24-27
  • Aldridge, D (2018) ‘Reading, Engagement and Higher Education’, Higher Education Research and Development 38:1, p. 38-50
  • Aldridge, D (2018) ‘Religious Education’s Double Hermeneutic’, British Journal of Religious Education, 49:3, p. 245-256
  • Aldridge, D, Biesta, G, Filippakou, O and Wainwright, E (2018) ‘Why the nature of educational research should remain contested: A statement from the new editors of the British Educational Research Journal’, British Educational Research Journal 44:1, p. 1-4
  • Tillson, J and Aldridge, D (eds) (2018) ‘Cheating Education: The coherence and desirability of technological human enhancement in educational contexts’, Educational Theory 68:6
  • Aldridge, D (2015) A Hermeneutics of Religious Education, London and New York: Bloomsbury
  • Aldridge, D (2015) ‘The Case for Humanism in Religious Education’, Journal of Beliefs and Values, 36:1, p. 92-103
  • Parker, S, Freathy, R and Aldridge, D (2015) ‘The future of Religious Education: crisis, reform and iconoclasm’, Journal of Beliefs and Values, 36:1, p. 1-4
  • Aldridge, D (2015) ‘Three Epiphanic Fragments:  Education and the Essay in Memory’ reprinted in Smith, R (ed) Routledge Major Themes in Education: Philosophy of Education II, Part 2: Epistemology
  • Aldridge, D (2015) ‘What is religious education all about? A hermeneutic reappraisal’ reprinted in Smith, R (ed) Routledge Major Themes in Education: Philosophy of Education II, Part 5: Ethics and Religion
  • Aldridge, D (2015) ‘Phenomenology and Learning’ in Scott, D and Hargreaves, E (eds) The SAGE Handbook of Learning, London, Thousand Oaks & New Delhi: SAGE, p. 117-128
  • Aldridge, D (2015) ‘The role of HE in Teacher Education: a reorientation towards ontology’, in Foreman-Peck,L and Heilbronn, R (eds) Philosophical Perspectives on Teacher Education, Chichester: Wiley-Blackwell, p. 111-131
  • Parker, S, Freathy, R and Aldridge, D (eds) (2015) Special Issue: ‘The Future of Religious Education in England, Journal of Beliefs and Values’, 36: 1
  • Aldridge, D (2014) Impact 21: How ought war to be remembered in schools?, Wiley-Blackwell
  • Aldridge, D (2014) ‘Three Epiphanic Fragments: Education and the Essay in Memory’, Educational Philosophy and Theory, 46: 5, p. 512-526
  • Aldridge, D (2014) ‘Rousseau’s Pedagogical Hermeneutics and Some Implications for Moral Education’, in Lewin, D, Guilherme, A and White, M (eds) New Perspectives in Philosophy of Education: Ethics, Politics and Religion, London and New York: Bloomsbury, p. 77-90
  • Aldridge, D (2013) ‘The logical priority of the question: R G Collingwood, philosophical hermeneutics and enquiry-based learning’, Journal of Philosophy of Education, 47:1, p. 71-85
  • Aldridge, D (2012) ‘To know my character better than he knows himself’ in Cogburn, J and Silcox, M (eds) Dungeons and Dragons and Philosophy, Chicago: Open Court, p. 279-292
  • Aldridge, D (2011) ‘Schemes of Work and Lesson Planning’ in Barnes, L. P. (ed) Debates in Religious Education, Abingdon and New York: Routledge, p. 194-204
  • Aldridge, D (2011) ‘What is religious education all about? A hermeneutic reappraisal’ Journal of Beliefs and Values, 32:1, p. 33-45

 

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