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This commentary article explores one of the most important philosophical problems underlying the inequality of school achievement. If the inequality of school achievement is to be adequately addressed then it must begin with causes. The widely accepted conceptual framework within which the problem and its solutions are framed is the within/beyond school dualism. This commentary reviews New Zealand education policy historically and in recent times to argue for a proximal-distal continuum as a better way to conceptualise the inequality of school achievement.

With academic journals, we think of the ethical aspects of the research contained in the articles rather than with the journal itself. However, journal editing has its own set of ethical concerns, which this article addresses. One is ensuring that the anonymity of institutions and participants, in research and the reporting of practice, is preserved. Another is to ensure a clear separation between "owner" of the journal and the editorial judgement, so that editorial independence is preserved. This defence of free speech is especially important when a journal, its editorial board and contributors, are variously associated with a government agency or Board of Trustees. (Contains 1 footnote.)

In 1964, Richard Peters examined the place of philosophy in the training of teachers. He considered three things: Why should philosophy of education be included in the training of teachers; What portion of philosophy of education should be included; How should philosophy be taught to those training to be teachers. This article explores the context of the time when Peters set out his views, describes philosophy of education at the London Institute of Education at one period in Peters' time there, and then discusses the current state of philosophy of education, using New Zealand as an example of opportunities and challenges. Finally, asking whether Peters was nearly right about the place of philosophy in the training of teachers, it is concluded that he was right about its importance but got it wrong about his conception of philosophy.

Initial teacher education programmes, in order to comply with the requirements for teacher registration, are usually expected to introduce student teachers to the mandated curriculum. Often this is done uncritically, so students tend to accept rather than examine the underlying epistemological model which partitions knowledge into distinct "pillars of wisdom". But there is little agreement over how knowledge is to be partitioned, which raises the question of if it can be partitioned at all. A different philosophical model--holism--is proposed based on the metaphor of a spider's web, and the Queensland "New Basics" project is given as an example which fits this alternative approach. A second problem is in the overcrowding of the curriculum and here Project 2061 offers a set of robust criteria for making rational decisions about curriculum content.

There is a certain similarity between the Philosophy of Education Society of Australasia (PESA) and the leaning tower of Pisa. Both have a certain presence on the landscape: the tower has a commanding appearance on the Italian countryside while PESA has left its mark on the academic fabric of Australasia. Both are much loved: Pisa by visiting tourists and PESA by its members. Both lean: Pisa at an angle that gives it its unique character and PESA through intellectual and political forces. Both were at one time in danger of collapse and both have been rescued. Neither is yet completely safe. However, with both, there is much to celebrate. In this article, the author describes his student life, academic career, and his attendance at PESA conferences.

The article presents a public debate on the National Standards of education, which is expected to be implemented at the start of the 2010 school year in New Zealand. Those who are against the standards note that the debate focuses on the dispute considering education as an avenue of political struggle. Professor John Hattie warns that the standards may generate league tables allowing teachers to do little for the academic achievement of their students.

The article reports on the concerns on the introduction of the National Standards on Reading, Writing and Mathematics in New Zealand. The author mentions that the initiative failed to get the support from politicians due to concerns of its conceptual base. He adds that some people believed that the scheme should be exposed to assess on whether it lived up to standard.

The article presents a report on the use of equity in initial teacher education (ITE) in New Zealand. Topics discussed in the report include society retention, systemic issues, programmes and recruitment. ITE implications due to insufficient confidence in a successful working with Māori students are noted and discussed.