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Forthcoming articles
  1. Lisa Hall (forthcoming). Developing an Ethics of Relational Responsibility – Locating the Researcher Within the Research and Allowing Connection, Encounter and Collective Concern to Shape the Intercultural Research Space. Ethics and Education:1-11.
    The choice to undertake a PhD is essentially the choice of an individual to complete an individual task that carries the name of the researcher as the cognitive authority and reinforces the place of their respective University within the western academy, with all of the structure of power and authority that comes along with that. But what happens when the research itself takes place in an intercultural space, and the rules and values of the academic space stand in contrast to (...)
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  2. Sarah Jean DesRoches (forthcoming). Québec's Interculturalism: Promoting Intolerance in the Name of Community Building. Ethics and Education:1-13.
    As philosophers such as Fendler, Bauman and Young have shown, the concept of community poses significant challenges for diversity by reinforcing similarity, necessarily bracketing that which is viewed as outside, other or strange. In this paper, I interrogate the concept of community as it applies to Québec's intercultural context. I explore how intercultural dialogue, a mechanism to promote intercultural community building has, through a number of public displays of xenophobia, reinforced a discourse of intolerance in Québec's public sphere. Québec's Geography, (...)
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  3. Parvaneh Ghazinejad & Claudia Ruitenberg (forthcoming). Is Respecting Children's Rationality in Their Best Interest in an Authoritarian Context? Ethics and Education:1-12.
    Based on the experiences of one of the authors teaching philosophy for children (P4C) in Iran, the paper asks whether respecting children's rationality, in the form of cultivating their ability and disposition to think critically, is in their best interest in an authoritarian context such as Iran. It argues that, in authoritarian contexts, respect for children's capacity for rational thought must be balanced with responsibility for their safety in their community. In other words, children's ‘best interest’ must consider children both (...)
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  4. Lisa Kretz (forthcoming). Emotional Responsibility and Teaching Ethics: Student Empowerment. Ethics and Education:1-16.
    ‘This class is so [insert expletive] depressing.’ I overheard a student communicating this to a friend upon exiting one of my ethics courses and I wondered how my classes could generate a sense of empowerment rather than depression, a sense of hope rather than despair. Drawing from David Hume's and Martin Hoffman's work on the psychology of empathy and sympathy, I contend that dominant Western philosophical pedagogy is inadequate for facilitating morally empowered students. Moreover, I stipulate that an adequate analysis (...)
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  5. Daniela Mercieca & Duncan P. Mercieca (forthcoming). Reading with Love: Reading of Life Narrative of a Mother of a Child with Cerebral Palsy. Ethics and Education:1-12.
    This paper draws upon Deleuze and Guattari's ideas to suggest a different kind of reading of a narrative of a mother of a child with severe disability, and thus a different kind of ethical response to them. This reading gives readers the possibility of opening up experiences of parents and children with disability, rather than compartmentalising such stories. The reader becomes, is transformed, through reading these narratives and through engaging with the intensities which are recognised in the text, asking the (...)
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  6. Stefan Ramaekers & Joris Vlieghe (forthcoming). Infants, Childhood and Language in Agamben and Cavell: Education as Transformation. Ethics and Education:1-13.
    In this paper we explore a new way to deal with social inequality and injustice in an educational way. We do so by offering a particular reading of a scene taken from Minnelli's film The Band Wagon which is often regarded as overly western-centred and racist. We argue, however, that the way in which words and movements in this scene function are expressive of an event that can be read as a new beginning and that it is for this reason (...)
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  7. Adrian Skilbeck (forthcoming). Serious Words for Serious Subjects. Ethics and Education:1-12.
    In this paper, I create philosophical space for the importance of how we say things as an adjunct to attending to what is said, drawing on Stanley Cavell's discussions of moral perfectionism and passionate utterance. In the light of this, I assess claims made for the contribution drama makes to moral education. In Cities of Words, Cavell gestures towards Plato's dialogue Euthyphro, where Socrates asks what kind of disagreement causes hatred and anger. The answer is disagreement on moral questions. The (...)
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  8. SunInn Yun (forthcoming). The Aims of Education and the Leap of Freedom. Ethics and Education:1-16.
    This paper considers the place of freedom in discussions of the aims of education. Bearing in mind remarks of R.S. Peters to the affect that the singling out of aims can ‘fall into the hands of rationalistically minded curriculum planners’, it begins by considering the views of Roland Reichenbach regarding Bildung and his account of this in ateleological terms. The particular place of freedom is examined in the light of the writings of Martin Heidegger and Jean-Luc Nancy. The meaning of (...)
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  9. R. S. Peters (forthcoming). Criteria of Education. Ethics and Education.
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  10. R. S. Peters (forthcoming). Respect for Persons and Fraternity. Ethics and Education.
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