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Forthcoming articles
  1. Vasco D'Agnese (forthcoming). And They Lived Happily Ever After’: The Fairy Tale of Radical Constructivism and von Glasersfeld's Ethical Disengagement. Ethics and Education:1-21.
    Is von Glasersfeld's constructivism actually radical? In this article, I respond to this question by analyzing von Glasersfeld's main works. I argue that the essential theoretical move of radical constructivism – namely the assertion that reality is the construction of a human mind that only responds to the subjective perception of ‘what fits’ – results in a conservative vision of reality, knowledge, and education. To the extent that the friction with, and the challenge of, reality is eliminated, knowledge remains only (...)
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  2. R. S. Peters (forthcoming). Criteria of Education. Ethics and Education.
     
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  3. R. S. Peters (forthcoming). Respect for Persons and Fraternity. Ethics and Education.
     
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  4. Joris Vlieghe (forthcoming). Traditional and Digital Literacy. The Literacy Hypothesis, Technologies of Reading and Writing, and the ‘Grammatized’ Body. Ethics and Education:1-18.
    This article discusses, from a theoretical and philosophical perspective, the meaning and the importance of basic literacy training for education in an age in which digital technologies have become ubiquitous. I discuss some arguments, which I draw from the so-called literacy hypothesis approach , in order to understand the significance of a ‘traditional’ initiation into literacy. I then use the work of Bernard Stiegler on bodily gestures and routines, related to different technologies, in order to elaborate and criticize the claims (...)
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  5. Michalinos Zembylas (forthcoming). Pedagogy of Discomfort’ and its Ethical Implications: The Tensions of Ethical Violence in Social Justice Education. Ethics and Education:1-12.
    This essay considers the ethical implications of engaging in a pedagogy of discomfort, using as a point of departure Butler's reflections on ethical violence and norms. The author shows how this attempt is full of tensions that cannot, if ever, be easily resolved. To address these tensions, the author first offers a brief overview of the notion of pedagogy of discomfort and discusses its relevance with Foucault's idea of ‘ethic of discomfort’ and the promise of ‘safe classroom.’ Then, he focuses (...)
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