Ethics and Education

ISSN: 1744-9642

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  1.  10
    Being in tension: the dependent response in social education.María Castillo-López - 2024 - Ethics and Education 19 (1):76-92.
    Social Education implies a constant exposition to human experiences of vulnerability and suffering. In this paper, Levinas’s philosophy of alterity and, specifically, the notion of hospitality constitutes our ethical lens to explore educational encounters in non-formal contexts within the Spanish Social Sector. The study is developed from a hermeneutic phenomenological approach into the depth of lived experiences of eight social educators who currently work with different populations groups. The testimonies, explored through semi-structured interviews, are presented in a conversational, dialogic, poetic (...)
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  2.  20
    Educating against intellectual vices.Noel L. Clemente - 2024 - Ethics and Education 19 (1):109-123.
    Intellectual character education has been primarily expressed in terms of educating for intellectual virtues (EFIV). This aim of teaching intellectual virtues has received some challenges, such as how it fails to articulate adequate action guidance through exemplarist pedagogy, and how it neglects the pervasiveness of intellectual vice among students. To respond to these challenges, this paper considers the aim of educating against intellectual vices (EAIV) – teaching students not to develop intellectual vices or weakening those that they have already developed (...)
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  3.  12
    The resonance approach for non-alienated relationships: beyond slowness in higher education.José L. López-González - 2024 - Ethics and Education 19 (1):21-37.
    Critical studies in higher education often embrace the ideas of the slowness movement to address time pressure. However, this desirable horizon presents some limitations. On the one hand, by emphasizing solutions at the individual level, boosting slowness may promote tactics incapable of producing changes to the underlying structural dynamics of time pressure. On the other hand, approaches based on slowness may also inadvertently foster a form of ethical paternalism within the context of ethical pluralism by prescribing substantive models of practice (...)
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  4.  14
    Job prospects, useful knowledge, and the ‘rip-off’ University: returning to John Henry Newman in our post-pandemic moment.Áine Mahon & Judith Harford - 2024 - Ethics and Education 19 (1):93-108.
    This paper re-examines the tension between professional and liberal education by revisiting The Idea of the University (1852), the seminal mid-nineteenth century treatise of John Henry Newman. In returning to Newman’s classic text, we are interested in the significance of his lectures for a contemporary Higher Education increasingly under pressure to be ‘useful:’ on this understanding, ‘useful’ denotes an arguably limited and utilitarian sense where the university guarantees its students a well-paying job on graduation. In pressing on this distinction between (...)
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  5.  13
    Exploring contract cheating in further education: student engagement and academic integrity challenges.Roya Rahimi, Jenni Jones & Carol Bailey - 2024 - Ethics and Education 19 (1):38-58.
    Contract cheating is a challenging problem facing higher and further education providers (HE and FE) worldwide. In the UK, contract cheating has been identified as a growing problem by the HEA and, more recently, the Quality Assurance Agency for Higher Education and the Department for Education. The high rate of contact cheating among students suggests that 8–9% of degrees awarded in the UK are unsafe. To address this issue, the current study with a new approach seeks to investigate student’s motivations, (...)
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  6.  4
    Affirming educative violence: Walter Benjamin on divine violence and schooling.Ori Rotlevy & Itay Snir - 2024 - Ethics and Education 19 (1):59-75.
    In his ‘Towards the Critique of Violence’, Walter Benjamin introduces the concept of ‘educative violence’ as a contemporary manifestation of ‘divine violence’. In this paper, we aim to interpret ‘educative violence’ by examining other instances where the young Benjamin addresses pedagogical issues. By connecting the concept of divine violence to Benjamin’s ideas of education in tradition and of the schooling of Geist, our goal is twofold: firstly, to comprehend the productive role that violence may play in the pedagogical context, and (...)
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  7.  6
    Teaching teachers how to not solve moral dilemmas.Sergei Talanker - 2024 - Ethics and Education 19 (1):1-20.
    Our survey of literature on moral dilemmas in teaching reveals that scholars declare the need to unequivocally resolve them yet refrain from doing so. This phenomenon is rooted in falure to distinguish between the different moral conflicts. The methods of resolving abstract hypothetical dilemmas, advocated but not implemented by the scholars, are poorly suited to deal with conflicts involving social pressure and high-stakes consequences for the parties involved, like most of the conflicts that teachers report. Thus, textbooks invite teachers to (...)
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