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  1. Misplaced Priorities: Gutmann’s Democratic Theory, Children’s Autonomy, and Sex Education Policy.Josh Corngold - 2011 - Studies in Philosophy and Education 30 (1):67-84.
    This paper offers a critique of the “democratic state of education” proposed by Amy Gutmann in her influential book Democratic Education. In the democratic state of education, educational authority is shared among the state, parents and educational professionals; and educational objectives are geared toward equipping future citizens to participate in what Gutmann calls “conscious social reproduction”—the collective shaping of the future of society through democratic deliberation. Although I agree with some of Gutmann’s broad recommendations for civic education, I have misgivings (...)
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  • Sex education's community problem.Caitlin Howlett - 2022 - Journal of Philosophy of Education 56 (5):763-773.
    Legislating comprehensive sex education curricula has long been believed to be essential to aligning education about sex, sexuality and human relationships with the values of equality, inclusivity and autonomy. Defences of the need for ‘good’ sex education in public schools are contingent upon arguments about whose experiences ought to guide us in determining what sufficient alignment with such values might look like. The aim of this paper is to explore the assumptions underlying one prevailing norm in such defences: what I (...)
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  • Ends, principles, and causal explanation in educational justice.Jenn Dum - 2017 - Ethics and Education 12 (2):184-200.
    Many principles characterize educational justice in terms of the relationship between educational inputs, outputs and distributive standards. Such principles depend upon the causal pathway view of education. It is implicit in this view that the causally effective aspects of education can be understood as separate from the normative aspects of education. Yet this view relies on an impossible division of labor between empirical and normative work in educational research: it treats the causal roles that are understood and explained objectively through (...)
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  • Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship.Aviv Cohen & Tal Gilead - 2023 - Studies in Philosophy and Education 42 (2):201-217.
    A growing body of literature focuses on practice as a central aspect of teacher education. Whereas this approach emerged mainly from teacher preparation programs in specific content areas such as math, science, and literacy studies, socially related educational fields have served as a peripheral player alone. Recently, however, scholars have suggested incorporating a practice-based approach to teacher education into the social studies. In this article, we draw on complexity theory to reexamine this proposal, evaluating the connections between teaching practices and (...)
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  • The egalitarian virtues of educational vouchers.Harry Brighouse - 1994 - Journal of Philosophy of Education 28 (2):211–220.
    The paper argues that there is no fundamental incompatibility between the use of vouchers and managed market mechanisms in the distribution of education und the principled aims of egalitarian educational policy. It takes those aims to be equality of opportunity, education for autonomy, and democratic education, and shows in each case how a voucher scheme could accommodate the aim. It explains why a judiciously designed voucher scheme may constitute a more politically feasible method of achieving central egalitarian goals than attempts (...)
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  • The Egalitarian Virtues of Educational Vouchers.Harry Brighouse - 1994 - Journal of Philosophy of Education 28 (2):211-220.
    The paper argues that there is no fundamental incompatibility between the use of vouchers and managed market mechanisms in the distribution of education und the principled aims of egalitarian educational policy. It takes those aims to be equality of opportunity, education for autonomy, and democratic education, and shows in each case how a voucher scheme could accommodate the aim. It explains why a judiciously designed voucher scheme may constitute a more politically feasible method of achieving central egalitarian goals than attempts (...)
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  • Pedagogía crítica, acción dialógica y democracia participativa.Nathalia E. Jaramillo - 2011 - Postconvencionales: Ética, Universidad, Democracia 3:64-81.
    Se analizan los procesos educativos dentro de los contextos de la guerra, la privatización, y la tendencia general neoliberal en la educación. Específicamente, la autora reflexiona sobre las experiencias de tres colegios en Medellín, Colombia, que se encuentran en el punto de mira de un conflicto social continuo. En contraste con las ideologías prevalecientes y las condiciones sociales que limitan el rango pleno de las posibilidades de los jóvenes para desarrollar su potencial humano y participación en la vida cívica, se (...)
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