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Megan J. Laverty [8]Megan Jane Laverty [2]
  1.  33
    David T. Hansen & Megan J. Laverty (2010). Teaching and Pedagogy. In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication 223.
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  2.  4
    Megan J. Laverty (2014). The World of Instruction: Undertaking the Impossible. Ethics and Education 9 (1):42-53.
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  3.  14
    Megan J. Laverty (2009). Learning Our Concepts. Journal of Philosophy of Education 43 (1):27-40.
    Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order (our ordinary language-use) from second-order conceptual clarification (conducted exclusively by academically trained philosophers). This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit this distinction and argue that our first-order use of concepts encompasses second-order concern. Individuals learn and teach concepts as they use them. Conceptual understanding (...)
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  4.  21
    Megan J. Laverty (2011). Can You Hear Me Now? Jean-Jacques Rousseau on Listening Education. Educational Theory 61 (2):155-169.
    In this essay Megan J. Laverty argues that Jean-Jacques Rousseau's conception of humane communication and his proposal for teaching it have implications for our understanding of the role of listening in education. She develops this argument through a close reading of Rousseau's most substantial work on education, Emile: Or, On Education. Laverty elucidates Rousseau's philosophy of communication, beginning with his taxonomy of the three voices—articulate, melodic, and accentuated—illustrating the ways in which they both enhance and obfuscate understanding. Next, Laverty provides (...)
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  5.  14
    Sophie Haroutunian-Gordon & Megan J. Laverty (2011). Listening: An Exploration of Philosophical Traditions. Educational Theory 61 (2):117-124.
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  6.  2
    Megan J. Laverty (2015). “There Is No Substitute for a Sense of Reality”: Humanizing the Humanities. Educational Theory 65 (6):635-654.
    Do the humanities have a future? In the face of an increased emphasis on the so-called practical applicability of education, some educators worry that the presence of humanistic study in schools and universities is gravely threatened. In the short-term, scholars have rallied to defend the humanities by demonstrating how they do, in fact, advance our practical interests. Martha Nussbaum, for example, argues that the humanities uniquely support democratic citizenship by cultivating critical thinking and narrative imagination — two skills needed for (...)
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  7.  9
    Megan Jane Laverty (2014). As Luck Would Have It: Thomas Hardy’s Bildungsroman on Leading a Human Life. Studies in Philosophy and Education 33 (6):635-646.
    In this essay, I demonstrate the value of the Bildungsroman for philosophy of education on the grounds that these narratives raise and explore educational questions. I focus on a short story in the Bildungsroman tradition, Thomas Hardy’s “A Mere Interlude”. This story describes the maturation of its heroine by narrating a series of events that transform her understanding of what it means to lead a human life. I connect her conceptual shift with two paradigms for leading a human life. One (...)
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  8.  14
    Megan J. Laverty (2009). Gert J.J. Biesta, Beyond Learning: Democratic Education for a Human Future. Studies in Philosophy and Education 28 (6):569-576.
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  9.  1
    William Gaudelli & Megan J. Laverty (2015). What Is A Global Experience? Education and Culture 31 (2):13-26.
    The perceived importance of a global experience in higher education is hard to underestimate. University presidents are known to boast of their “percentage,” or the proportion of undergraduates who study abroad. At least part of the rationale is a cosmopolitan one: an essential part of being acknowledged as educated derives in part from an appreciation of different cultures and development of worldliness. The expectation is that a global experience will stand out as an enduring memorial of an encounter with others. (...)
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