David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Hypatia 16 (4):105-123 (2001)
: The effects of head injury, even mild traumatic brain injury, are wide-ranging and profound. Persons with adult-onset head injury offer feminist philosophers important perspectives for philosophical methodology and philosophical research concerning personal identity, mind-body theories, and ethics. The needs of persons with head injury require the expansion of typical teaching strategies, and such adaptations appear beneficial to both disabled and non-disabled students
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References found in this work BETA
Paulo Freire (2008/1986). Pedagogy of the Oppressed. In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge
Caroline Whitbeck (1995). Teaching Ethics to Scientists and Engineers: Moral Agents and Moral Problems. Science and Engineering Ethics 1 (3):299-308.
Kathleen Haney (1994). Empathy and Ethics. Southwest Philosophy Review 10 (1):57-65.
Simone Weil (1951/2000). Waiting for God. Harpercollins.
Dr Caroline Whitbeck (1995). Teaching Ethics to Scientists and Engineers: Moral Agents and Moral Problems. [REVIEW] Science and Engineering Ethics 1 (3):299-308.
Citations of this work BETA
Maeve O'Donovan (2010). Cognitive Diversity in the Global Academy: Why the Voices of Persons with Cognitive Disabilities Are Vital to Intellectual Diversity. [REVIEW] Journal of Academic Ethics 8 (3):171-185.
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