‘Pursuing rational public defence’: Paul Hirst on teacher education

The question of the role of theory in initial teacher education was one that interested Paul Hirst throughout his long and distinguished academic career. When the story of teacher education in England is told by philosophers of education and, crucially, by teacher educators, we are reminded of Hirst’s contribution in two significant respects, as someone who both taught teachers and commented on the aim, purpose, and structure of teacher education. First, in the wake of the Robbins report, Hirst supported Peters in helping to establish education at London’s Institute of Education (IOE) as an academic subject which promoted theory, particularly philosophy, suited to the needs of pre-service teachers. Secondly, several decades later, Hirst provided invaluable comment on the influential Oxford Internship programme. This provision re-imagined the one-year professional programmes for postgraduates entering teaching as a partnership between schools and universities. Hirst’s commentary, while generous and supportive, argued that teachers needed greater attention paid to the pursuit of ‘rational public defence’ during their pre-service formation than was evident in the ‘practical theorising’ approach that underpins internship. Having examined Hirst’s contribution to and commentary on teacher education as a philosopher of education, I will argue that his example continues to offer insight today. In these neo-liberal times, there are ad hoc opportunities for philosophy of education to continue to be included meaningfully in teachers’ professional formation, although the extent and reach it can exercise are limited where the dominant discourse describes teachers as being ‘trained’ rather than educated. I offer examples of theory developing in practice, building on established ideas of what is appropriate.