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This -thesis is concerned with beliefs in and about education. It attempts to develop ways in which such beliefs can be studied in relation to the context of which they are an essential part. Part I explores the nature of belief. The concept of "value- knowledge" is used to emphasize the commitment that underlying beliefs entail. A "tree-root" metaphor is also employed to explore the ways in which beliefs are structured, both internally and in relation to their social context. It is argued that commitment and structure are two aspects of the same thing. A methodology is developed which relates creative thought to belief. Part II considers various treatments of educational ideologies. It is suggested that insufficient attention has generally been given to the commitment and structuring of beliefs. Certain dimensions are elaborated on which educational beliefs and ideologies might usefully be considered. Parts III and BT develop this analysis by examining various meanings and implications of "open education" and by exploring the notion of "closure". Finally, Part V illustrates the methodology by reference to the educational beliefs of early nineteenth-century British Radicals, early twentieth-century American Progressives and contemporary British Child-centred educationists. Though the thesis is intended primarily as a contribution to the sociology of education, it is suggested that it has important implications for the sociology of knowledge.

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My thesis is a philosophical conversation inquiring into the concept of quality and excellence in education. I present an argument that supports the technical appropriation of business models of quality in those aspects of state education that are preoccupied with accountability. My argument does not support the assessing of quality or of excellence in teaching with performance checklists or tests results. Philosophical texts, relevant educational literature and government papers are consulted, and these inform the analysis of conversations with teacher colleagues. The conversations give rise to a possible new theory of quality based on teachers’ moral integrity and professional judgement. I study the work of industrialists Juran and Demming and the success of the quality movement in industry in the twentieth century. I review some of the innovative practices in the 1990s that teachers engaged in following an industrial model of quality. I study the relevant philosophy of Plato and Dewey after analysing the conversations about quality that I have with practising teachers. I write dialogues as a self-study in an attempt to reconceptualise the strands of the concept of education of quality in education. I propose a theory based on moral principles that runs counter to the prevailing ethos of performativity. The inappropriateness of the industrial model in assessing quality in education is clearly articulated in the teachers’ conversations. The stories transparently reveal that education is more a moral endeavour than a business or managerial enterprise. The stories indicate that there can be no predetermined definitive list, nor any measurable means of evaluating the concept of quality that gets to the heart of the matter. There can be degrees of excellence in judging teachers’ performance according to required outcomes, but this does not relate to the intrinsic aims of education.

The purpose of my research is to investigate whether there is a relationship between coaching and transformative learning within adult learners. I approached the research project with a hermeneutic hunch, based on my experience of adult learners, which suggests that coaching reflects a similar process to that of transformative learning. I have taken a constructionist stance to my research philosophy and the ontological and epistemological position I assumed is based on the theoretical perspective of hermeneutics. The primary task of hermeneutic philosophy is to ultimately integrate all knowledge of the sciences into personal knowing as it is experienced. As coaching deals very much with the subjective nature of the coachee, I argue that a hermeneutic approach is best suited to gain an understanding of the inner world of the coachee. I drew on sensemaking as described by Weick (1995) as a methodological framework which I go on to argue is also a key component in the coaching process. The influence of sensemaking as a methodology led me to adopt a storytelling approach in making sense of the data I collected as being the most appropriate method. As suggested by Boje (2008) the re-storying I engaged in provide a new and alternative story which is based on collective sensemaking of the individual stories. Based on the data collected I conclude that there is a strong relationship between adult learning and coaching. Further contribution to knowledge includes perceiving coaching as a sensemaking process co-constructed through the relationship between the coach and coachee. This is demonstrated by a final heuristic which has evolved throughout the research journey.

This thesis argues for the Capabilities Approach in education, based on Aristotelian philosophy, in preference to the performative approach of the present Standards Agenda in education. This agenda confines learning to reaching standardised numerical targets and considers persons predominantly as economic units. Instead, Aristotelian philosophy provides a renewed understanding of realising potential and well-being, thus strengthening education theory and practice. A particular contribution of the thesis is to make explicit the ethical dimension in education. Importantly, it explains the nature of this dimension and the theory that supports it. The thesis maintains that the basic shared human capacity for care, affiliation, and deliberation forms an essential part of the moral imperative that society must work to realise. It argues that the Capabilities Approach which has already influenced development in economics, health, and social policy, should also influence education. The Aristotle-inspired Capabilities Approach focuses on the essential role of the capabilities of practical reason and affiliation. It includes a flexible method of reflection which seeks a synthesis between emotion and reason, informed by an ethical framework about what human beings share. The development of these capabilities enables human activity to occur in complex interdependence, promoting deliberated trust and co-operation in society, which in turn supports meaningful discourse, understanding, and positive action between individuals and groups. This thesis argues that education should have a significant role in nurturing these capabilities, to enable children and young people to flourish during their school years and beyond. The ability to plan, monitor, and evaluate learning and life decisions with reference to their well-being requires these capabilities. Crucially, the Aristotle-inspired Capabilities Approach is inclusive of and sensitive to the needs of vulnerable groups and individuals in society. It redefines our understanding of realising potential which includes an ethical dimension, and offers practical ideas about how education can help young people live a fulfilled life.

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