Critical Professional Learning

Off The Press

100 YEARS BEFORE BREXIT

A CURATE’S EGG

SHOULD THE PERSON THAT SELLS YOU A CAR ENSURE THAT IT CAN BE SERVICED?

Sir Robert Peel's Principles of Law Enforcement 1829

THE CLOWN PRINCE OF SOCCER

SCOUSEPEARE

IDLE THOUGHTS OF AN IDLE WRITER

WHAT DO I WANT FROM CORBYN?

A FORCE FIELD AGAINST REASON - A response (perhaps a rant) to Adults in the Room by Yanis Varoufakis

Some reflection on some of my publications - Stage five of critiquing my curriculum vitae

A short reflection on my sixteen years of school teaching (boys, girls, mixed and three major reorganisations) - Stage four of critiquing my curriculum vitae

My reflection on (mainly) quality assurance - Stage three of critiquing my curriculum vitae

My reflection on external examining in universities - Stage two of critiquing my curriculum vitae.

CRITIQUING MY CURRICULUM VITAE - STAGE ONE

WHAT DO I FEAR

THIS COUNTRY TERMINATES AT BREXIT

IF YOU ARE A PROFESSIONAL EDUCATOR WHAT DO YOU PROFESS?

GETTING THE EAR OF NEW LABOUR POLITICIANS

After Retreat Advance

A WRITTEN CONSTITUTION

A Royal Need for Political Education

WE HAVE THE CIRCUS, WHERE IS THE BREAD

A SOCIALIST LEAVES THE FIELD FOR THE LAST TIME

Government With Or Without Politics

ANOTHER LOOK AT LEFT AND RIGHT

POLITICS AND DEMOCRACY

JUST SOUNDING OFF ON EDUCATION

Tony Blair’s contribution to the lumpenisation of society

EDUCATION AND POLITICIANS

Intellectualism and politicians

TOFFS AND TOUGHS OF THE TRACK

SOME IDEAS TO GET US THINKING ABOUT GOVERNMENT AND POLITICS

BREXIT - HOW GOES IT?

FIVE TESTS FOR GORDON BROWN AND FOR A FEW OTHERS OR HOW DID WE GET INTO THIS MESS?

WHERE ARE WE NOW?

IMPROVING OUR RACE BY MARKET FORCES OR ACADEMIC THEME PARKS FOR THE SUPERIOR RICH AND EDUCATIONAL FOODBANKS FOR THE INFERIOR POOR

SOCIETY, SOCIETY, SOCIETY

A GRESHAM SCALE FOR POLITICIANS

MICHAEL GOVE THE BREXIT INTELLECTUAL GURU

REFLECTING ON A REFLECTION OF 2009

BROWN ON BREXIT

HOW DID WE GET INTO THIS MESS?

BROWN ON IRAQ AND AFGHANISTAN

FIVE TESTS FOR GORDON BROWN

TWO MESSAGES FOR THE GOVERNMENT OF THERESA MAY

Concepts or Dustbins Revisited

Empty Man

TORIES DID NOT ALWAYS REQUIRE IGNORANCE

MY SECONDARY SCHOOL

From Stability to Chaos

Carry On Theresa

To What Are The Conservatives Clinging?

SOME REFLECTIONS OF AN EXAMINER

To Autumn - Season of Plots and Political Craftiness

about Cliff Jones

For 10 years, I was Director of CPD in Dept of Education, University of Liverpool. I am now Honorary Senior Fellow of the University and a Fellow of the International Professional Development Association. To know more about me and my activities please see my CV.

Contact me: cliffvj@btopenworld.com

Welcome to Critical Professional Learning

Statement of Purpose

I take the view that professional educators are critical to society. They help shape our society but for far too long, we have failed to question the approved shape of that society and our role in bringing it about. Surely, the interests, values, concerns, anxieties, experience and expertise of educators count for something?

I believe that the stimulation of professional conversation is critical both in recognition of the key role played by educators in shaping and bringing purpose to society and in terms of the different perspectives that can be brought to bear when making sense of professional life. Whilst we have plenty of official consultations surveys of what educators think they are almost always shackled to a governmental orthodoxy or 'given' as they tend to be called.

This website will gradually fill with comment, news and activities designed to stimulate critical professional discussion. It represents no-one’s views but my own unless specifically stated otherwise. In places I make clear that activities, for example, may be adopted as they are, adapted or used as the basis for something better.

Use of my material is free, although acknowledgement will be nice.

 

Why Critical Learning?

The term, Continuing Professional Development (CPD) causes me problems. Too frequently we are considered to be developing only when we try to fit into a model whose purpose has been defined by someone else.

Training is essential at times, but as a word that purports to encompass all that happens to people becoming and continuing as professional educators it falls far short. This is why I balk when I see or hear Initial Teacher Training (ITT) or In-service Training (INSET).

Professional Learning, however, allows us scope to explore and draw attention to matters beyond a received template. When we use the word ‘learning’ we remove the limits and the imposition of an officially approved kind of development.