6 found
Sort by:
  1. Ann Chinnery (forthcoming). On Timothy Findley's The Wars and Classrooms as Communities of Remembrance. Studies in Philosophy and Education:1-9.
    In this paper I explore the connection between narrative ethics and the increasing emphasis on historical consciousness as a way to cultivate moral responsibility in history education. I use Timothy Findley’s World War I novel, The Wars, as an example of how teachers might help students to see history neither simply as a collection of artefacts from the past, nor as an effort to construct an objective view about what went on in those other times and places, but rather as (...)
    Direct download (2 more)  
     
    My bibliography  
     
    Export citation  
  2. Ann Chinnery (2014). Caring for the Past: On Relationality and Historical Consciousness. Ethics and Education 8 (3):253-262.
    Direct download (3 more)  
     
    My bibliography  
     
    Export citation  
  3. Ann Chinnery (2010). Editorial: Reviews and Rejoinders in Studies in Philosophy and Education. Studies in Philosophy and Education 29 (5):417-419.
    Direct download (5 more)  
     
    My bibliography  
     
    Export citation  
  4. Ann Chinnery & Heesoon Bai (2008). 15 Justice in the Name of the Other. In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. 18--228.
    No categories
     
    My bibliography  
     
    Export citation  
  5. Bernadette Baker, Ylva Boman, Michael Bonnett, Deborah Britzman, Mikael Carleheden, Ann Chinnery, James Conroy, Ian Davies, Eduardo Duarte & Richard Edwards (2005). The Editor Wishes to Express His Gratitude to the Following People for Their Willingness to Act as Manuscript Reviewer for the Journal Between June 2004 and September 2005. They Have Made an Indispensable Contribution to the Journal. [REVIEW] Studies in Philosophy and Education 24:531.
    Direct download  
     
    My bibliography  
     
    Export citation  
  6. Ann Chinnery (2003). Aesthetics of Surrender: Levinas and the Disruption of Agency in Moral Education. Studies in Philosophy and Education 22 (1):5-17.
    Education has long been charged with the taskof forming and shaping subjectivity andidentity. However, the prevailing view ofeducation as a project of producing rationalautonomous subjects has been challenged bypostmodern and poststructuralist critiques ofsubstantial subjectivity. In a similar vein,Emmanuel Levinas inverts the traditionalconception of subjectivity, claiming that weare constituted as subjects only in respondingto the other. In other words, subjectivity isderivative of an existentially priorresponsibility to and for the other. Hisconception of ethical responsibility is thusalso a radical departure from the prevailingview (...)
    Direct download (6 more)  
     
    My bibliography  
     
    Export citation