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    Ariel Sarid (2012). Systematic Thinking on Dialogical Education. Educational Philosophy and Theory 44 (9):926-941.
    Dialogic or dialogical education is an umbrella term that encompasses a myriad of different and at times conflicting approaches. As there is no agreed-upon definition of ‘dialogue’ (not that there is or should be one unified definition), and even fewer clear and systematic guidelines for application, researchers and practitioners in the DE field are faced with countless questions and dilemmas. My aim in this paper is therefore to offer some ideas for a general outline of how to employ systematic thinking (...)
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    Ariel Sarid (2012). Between Thick and Thin: Responding to the Crisis of Moral Education. Journal of Moral Education 41 (2):245-260.
    This article presents a moral orientation that can serve as a commonly shared foundation for developing moral consciousness in (postmodern) multicultural democratic societies. To this end, I distinguish between two prevailing generic views of moral education??thin? and ?thick??and claim that the tensions between them contribute to the sense of crisis of moral education (and public schooling in general). I begin by showing these tensions through a discussion of representatives of each side of the thin?thick dichotomy, as well as through Lickona?s (...)
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    Ariel Sarid (2014). Reconciling Divisions in the Field of Authentic Education. Journal of Philosophy of Education 49 (2):n/a-n/a.
    The aim of this article is twofold: first, to identify and address three central divisions in the field of authentic education that introduce ambiguity and at times inconsistencies within the field of authentic education. These divisions concern a) the relationship between autonomy and authenticity; b) the division between the two basic attitudes towards ‘care’ in the authenticity literature, and; c) the well-worn division between objective and subjective realms of knowledge and identity construction. Addressing these divisions through Charles Taylor's distinction between (...)