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  1. Charles Bingham (2006). The Literary Life of Educational Authority. Journal of Philosophy of Education 40 (3):357–369.
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  2. David Hartman (1996). In Search of a Guiding Vision for Jewish Education. The David and Rae Finegood Institute for Diaspora Education of the Shalom Hartman Institute.
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  3. Donald Kerr (2006). Teaching Autonomy: The Obligations of Liberal Education in Plural Societies. [REVIEW] Studies in Philosophy and Education 25 (6):425-456.
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  4. Minkang Kim & Derek Sankey (2009). Towards a Dynamic Systems Approach to Moral Development and Moral Education: A Response to the JME Special Issue, September 2008. Journal of Moral Education 38 (3):283-298.
    Is 'development' a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated model of moral functioning, called for in the September 2008 Special Issue of the Journal of Moral Education (37[3]). Our paper argues that the notion (...)
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  5. Rob Reich (2009). Educational Authority and the Interests of Children. In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
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  6. Markus Seidel (2014). Throwing the Baby Out with the Water: From Reasonably Scrutinizing Authorities to Rampant Scepticism About Expertise. Informal Logic 34 (2):192-218.
    In this paper, I argue that many arguments from expert opinion are strong arguments. Therefore, in many cases it is rational to rely on experts since in many cases the fact that an expert says that p makes it highly likely that p is true. I will defend this claim by providing 5 arguments that illuminate and elaborate on 5 crucial claims about expertise. In this way, I aim to undermine recent attempts to establish a rampant scepticism about arguments from (...)
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  7. P. A. van der Ploeg (1998). Minority Rights and Educational Authority. Journal of Philosophy of Education 32 (2):177–193.