Margaret Gregson

Pedagogy and the intuitive appeal of learning styles in post‐compulsory education in England

Despite the rigorous and robust evaluation of learning styles theories, models and inventories, little objective evidence in support of their effectiveness has been found. The lack of unambiguous evidence in support of these models and practices leaves the continued popularity of these models and instruments as a puzzle. Two related accounts of the tenacious appeal are considered in this paper. First, the popularity of these accounts is explored in terms of their intuitive appeal. This notion is explicated in terms of what it is to be gripped by a metaphysical picture. It is argued that the simple and direct appeal of these models, viewed as metaphysical pictures, in part explains their continued popularity. Second, it is argued that when we situate these models in the arena of contemporary pedagogic practice in the Post‐compulsory Education and Training Sector it becomes possible to discern a number of ways in which they can also be recognized to serve specific instrumental ends. The apparent usefulness of these models will be challenged with reference to Dewey.

Phronesis and Democratic Education

This chapter offers a framework for understanding how practical wisdom can be enabled or disabled in an educational context. It provides a theoretical lens with which to bring the experiences of post-Access students into focus. Aristotle described practical wisdom as being gained through a long life of experience. Post-Access students often have rich life experiences which potentially can help them make good judgements about their education that contributes towards living a good life for themselves and their families. Narratives of their experiences can be understood as the art of representing and capturing decision-making, actions and consequences. It argues that students as well as educators can use practical wisdom to act well for others: their peers; their families and for the common good.

Basil Bernstein and Democratic Education

This chapter introduces the work and ideas of Basil Bernstein. It recognises his contribution to the discipline of Education as an important thinker who provides a theoretical framework or lens with which to analyse the experiences of post-Access students during their degrees in art and design. It begins by describing his early work in relation to pedagogic codes; framing and classification; and horizontal and vertical discourses. His ideas about progressive education are discussed in relation to visible and invisible pedagogy. The argument within this chapter is that Bernstein’s work describes the relationships between pedagogy, identity and social control, including his ideas about democratic education which offer insights into how social mobility and social justice might be better promoted.

Conclusion and Recommendations

This chapter draws the arguments of the book together, asking how the participants explored their experiences of education and to what extent did they consider them to be democratic. At the same time were they able to draw upon their practical wisdom in order to act well for themselves and others? And did receiving a democratic education mean that students as well the staff were able to deliberate wisely according to their previous experiences and practical wisdom?

Eliza’s Story of Exclusion

This chapter discusses Eliza’s experiences on her art and design degree. Eliza was the only black student in the group of participants and was in her early 50s when the study began. Even though she had a very successful professional career, she also wanted to develop her creativity in textiles (she was an accomplished dressmaker). Studying her degree part-time meant she needed to plan her schedule well in advance, so it was important she had accurate, timely, information about deadlines. Unfortunately, Eliza’s experiences seemed to revolve around her being treated in a dismissive manner by staff who did not understand her needs as a part-time student. Inclusion issues led to Eliza not receiving a democratic education and this impacted on her ability to fully utilise her practical wisdom.

Bob’s Story and Horizontal Discourse in the Studio

This chapter compares the narratives of post-Access student ‘Bob’ with those of ‘Chad’ in order to identify similar and different aspects of their recounted experiences. As well as drawing upon notions of phronesis, this chapter considers how the day-to-day discussions in the art and design studio were retold by Bob and how he internalised his own ‘otherness’. The importance of this kind of talk, what Bernstein called horizontal discourse, in the construction of horizontal solidarities, and vertical and horizontal knowledge is explored.

Chad’s Deliberations About Her Education in Art and Design

This chapter analyses a series of narratives constructed by and between ‘Chad’, a post-Access student, and one of the authors, an educational researcher. Chad’s narratives represent some of the experiences she had during her textiles degree. It is argued that how well students use their practical wisdom is partly dependent on the quality of the education they have received. A key question here is the extent to which mature adults sometimes continue to make poor decisions and to act in ways that perpetuate their sufferings because they do not exercise their potential to act with phronesis or practical wisdom? This discussion recounts some noticeable elements of Chad’s story that sometimes are linked to phronesis while at other times point to the absence of it.

Jane’s Story of Confidence, Inclusion and Participation Through Phronesis

This case study explores the experiences of Jane who offered an account of how she felt confident and included on her course. This led to her participating in order to make her educational experiences more positive for herself and others. At the same time she was able to practice practical wisdom at various points during her studies. This did not mean that Jane found higher education straightforward as she still had to work hard to overcome aspects of study she found challenging. Jane was in her early 50s. She was a mother to two grown-up children and lived with her husband. She came from a well-educated family; her father studied at Oxford University but she saw herself as the ‘non-academic’ member of the family.

Non-traditional Students in Art and Design Higher Education

The aim of this chapter is to establish the historical and current context of Access education in the United Kingdom. In the 1970s and 1980s working-class participation in higher education (HE) was encouraged and celebrated. Recently, there have been fewer attempts at promoting social mobility through educational policies. The chapter describes how post-Access to HE students are routinely referred to as ‘mature, non-traditional or non-standard’. The literature concerning the transition of students, and in particular mature students, to HE is then reviewed. It is argued that mature students’ previous experiences contribute towards their practical wisdom, and that this potentially helps them become adaptive in new situations and to be able to navigate around barriers they may experience during their periods of study.