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Forthcoming articles
  1.  3
    Sara Irisdotter Aldenmyr (forthcoming). What Values, Whose Perspective in Social and Emotional Training? A Study on How Ethical Approaches and Values May Be Handled Analytically in Education and Educational Research. Ethics and Education:1-18.
    This present article takes an interest in the fairly new phenomena of social and emotional training programs in youth education. Prior research has shown that values and norms produced in these types of programs are supporting ethical systems that teachers may not always be aware of. This motivates the development of methods for analyzing these activities from an ethical point of view. An analysis model has been developed and piloted in the analyses of two different classroom activities. The model is (...)
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  2.  1
    Emile Bojesen (forthcoming). The Primacy of Pity: Reconceiving Ethical Experience and Education in Rousseau. Ethics and Education:1-10.
    For Rousseau, there are only three things he does not reason away apart from reason itself: self-interest, the good and, at least until Emile, pity. This paper argues that it is Rousseau’s original formulation of pity in the Second Discourse that is able to provide the extra-rational conception of ethics that his political and educational philosophy lacks when limited to a reading of the Social Contract and Emile. This paper will also show how the reconceptualisation of these existential predicates is (...)
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  3. Richard Davies (forthcoming). Youth Work and Ethics: Why the ‘Professional Turn’ Won’T Do. Ethics and Education:1-11.
    Youth work is deemed to require a distinctive commitment to ethical behaviour from the adults involved. This is expressed in the requirements for the initial education of workers, in the subject benchmarks and national expectations for youth workers. A significant influence in this debate is Howard Sercombe. Sercombe seeks a substantive framework for youth work ethics. The project offers clear potential benefits alongside equally great dangers. His platform is an integration of two foundations: a particular definition of (...)
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    Vasco D’Agnese (forthcoming). Facing Paradox Everyday: A Heideggerian Approach to the Ethics of Teaching. Ethics and Education:1-16.
    In this paper, I wish to offer insight into the role of paradox in teaching. I will do so by analyzing teachers’ everyday work, taking a qualitative approach and constructing a small-scale empirical study. Philosophically, my attempt is framed by Heidegger’s thought. Drawing from research data, I argue the following: paradoxes and dilemmas are the very basis of teaching, and a teacher cannot see paradoxes and dilemmas if she/he has already made an choice of disengagement from the profession. Stated otherwise, (...)
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  5. Alexis Gibbs (forthcoming). Academic Freedom in International Higher Education: Right or Responsibility? Ethics and Education:1-11.
    This paper explores the conceptual history of academic freedom and its emergence as a substantive right that pertains to either the academic or the university. It is suggested that historical reconceptualisations necessitated by contingent circumstance may have led to academic freedom being seen as a form of protection for those working within universities whose national legislation recognises the right to teach and research without external interference, rather than as a responsibility to the wider society or (...)
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  6. Ethan L. Hutt (forthcoming). Surveying the Nation: Longitudinal Surveys and the Construction of National Solutions to Educational Inequity. Ethics and Education:1-19.
    This paper examines the origins and influences of the introduction of longitudinal student data-sets as a way of gaining insight into the operation of American schools and as a tool for policy-makers. The paper argues that the creation of this new form of data in the 1960s and 1970s represented a relatively new way of thinking about American schools that allowed policy-makers to view the American education system as relatively uniform and the goal of policy to optimize its function. The (...)
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  7. R. S. Peters (forthcoming). Criteria of Education. Ethics and Education.
     
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  8. R. S. Peters (forthcoming). Respect for Persons and Fraternity. Ethics and Education.
     
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  9. Itay Snir (forthcoming). Re-Politicizing the Scholastic: School and Schoolchildren Between Politicization and de-Politicization. Ethics and Education:1-14.
    This paper addresses the question ‘what is school?’, and argues that the answer to this question has an essential political dimension. I focus on two very different attempts to characterize school – Ivan Illich’s Deschooling Society and Jan Masschelein and Maarten Simons’s In Defence of the School – and demonstrate that both texts miss the political potential which is inherent in school. The two texts are analyzed along two relational axes: relations between school and society, and relations between children and (...)
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