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  1.  5
    Academic Friendship in Dark Times.Penny Enslin & Nicki Hedge - 2019 - Ethics and Education 14 (4):383-398.
    ABSTRACTBringing philosophical work on friendship to bear on the growing body of critique about the state of the neoliberal academy, this paper defends academic friendship. Initially a vignette illustrates the key features of academic friendship and the multiple demands on academics to account for themselves in the neoliberal university. We locate academic friendship in the context of that neoliberal university before discussing managerialist threats to this relationship. We indicate how the performativity-driven working environment contrasts radically and unfavourably with some defining (...)
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  2.  3
    Does Turnitin Support the Development of International Students’ Academic Integrity?Louise Kaktiņš - 2019 - Ethics and Education 14 (4):430-448.
    ABSTRACTAustralian universities are grappling with the challenge of plagiarism among students, particularly international students, with a reliance on software such as Turnitin. Measuring plagiarism in this way has limitations, with consequences for the internalisation of academic integrity by international students. An appraisal of such software demonstrates how its purported aims may differ substantially from pragmatic applicability. While academics are reluctant to encourage student obsession with Turnitin similarity percentages to the detriment of genuine academic engagement, higher education providers increasingly view clear-cut (...)
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  3. Understanding Cheating Behaviours: Proactive and Reactive Intentions.Tânia Marques, Manuel Portugal Ferreira & Jorge F. S. Gomes - 2019 - Ethics and Education 14 (4):415-429.
    ABSTRACTThe understanding of a wide array of practices related to fraud, bribery, corruption, and more widely, illicit practices have been capturing the attention of practitioners and management researchers worldwide. A substantial portion of the extant research has used university students to measure their actual or intended cheating behaviours and often studies have tested for variations across countries and cultures. We highlight some major concerns in this stream of inquiry and discuss both the definition and some inconclusive results in prior studies, (...)
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  4.  2
    An Edifying Philosophy of Education? Starting a Conversation Between Rorty and Post-Critical Pedagogy.Stefano Oliverio - 2019 - Ethics and Education 14 (4):482-496.
    ABSTRACTIn this paper, I will establish a conversation between Rorty and the recent proposal of post-critical pedagogy. The assumption is that through this dialogue some tenets of the latter could find a Rortyan redescription that avoids the risk of ‘metaphysical’ formulations, whereas Rorty’s ideas can increase in their relevance with respect to education thanks to the post-critical perspective. In particular, the conversation will develop by focusing on the shared attitude towards the critical-negative attitude of poststructuralist thought, the significance of the (...)
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  5.  2
    Symposium Introduction Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe Education?Stefano Oliverio - 2019 - Ethics and Education 14 (4):449-452.
    ABSTRACTThis introduction outlines the rationale of the symposium 'Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe Education?'. In particular, it argues that, despite some early statements of Richard Rorty, he may turn out to be a particularly timely thinker in reference to debates occurring in the field of educational theory and philosophy, especially by suggesting an engagement with the latter through vocabularies of hope. Moreover, after highlighting that a valuable dialogue may be established (...)
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  6.  4
    Does Neo-Aristotelian Character Education Maintain the Educational Status Quo? Lessons From the 19th-Century Bildung Tradition.Wouter Sanderse - 2019 - Ethics and Education 14 (4):399-414.
    ABSTRACTAs neo-Aristotelian character education approaches have become more popular, the list of objections has increased too. This paper focuses on the objection that while character education proponents claim to be ‘progressive’ and ‘reformative’ they seem to maintain the educational status quo. This paper examines what happens to neo-Aristotelian character education approaches when they are implemented in schools. First, a range of authors is consulted that has critically followed character education approaches, in particular the one advocated by the Jubilee Centre for (...)
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  7. Rorty, Post-Critical Pedagogy and Hope: A Response.Marina Schwimmer - 2019 - Ethics and Education 14 (4):497-504.
    ABSTRACTThe paper is a response to the articles published in the current issue analysing Rorty’s philosophy of hope. In these articles, Bianca Thoilliez, Stefano Oliverio and Kai Wortmann highlight the pragmatist characteristics of post-critical pedagogy. Taking a poststructuralist perspective, I propose to examine some limits of the association between Rorty’s philosophy of hope and post-critical pedagogy. I will discuss, in turn, their take on the definition of hope, on the place of critique in post-critical pedagogy and on the affirmative ethos (...)
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  8.  5
    Hope and Education Beyond Critique. Towards Pedagogy with a Lower Case ‘P’.Bianca Thoilliez - 2019 - Ethics and Education 14 (4):453-466.
    ABSTRACTFor Rorty, any attempt to articulate a theory of truth as such is of no interest. This implies that although it may be meaningful to differentiate the truths from the falsehoods, it is pointless to say what the property of goodness is in the things we believe are good to do. Rorty points out that our no longer understanding Philosophy – with the capital ‘P’–as the framing of normative notions would make room for a post-philosophical culture where the philosophers’ activity (...)
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  9.  1
    Post-Critical Pedagogy as Poetic Practice: Combining Affirmative and Critical Vocabularies.Kai Wortmann - 2019 - Ethics and Education 14 (4):467-481.
    ABSTRACTCurrently, the repetition of a critical way of speaking results in a stagnating tendency in educational debates. This had led to the endeavour of developing a ‘post-critical pedagogy’. This paper employs Rortyan and Latourian language in order to tackle the question of how such a post-critical pedagogy should deal with critique. It argues that if one takes critique as what Latour calls a debunking activity, then post-critical pedagogy should leave critique behind. If however critique means simply to say how something (...)
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  10.  7
    Philosophy for Teachers in South Africa – Re-Imagining Provision to Support New Teachers’ Applied Ethical Decision-Making.Nuraan Davids & Janet L. Orchard - 2019 - Ethics and Education 14 (3):333-350.
    Conventional teacher education programmes do not equip practitioners adequately to navigate ethically complex situations that arise in teaching. One initiative responding to this deficit is ‘Philosophy for Teachers’, a twenty four hour residential approach to community philosophy. Piloted originally in England, a further workshop took place in South Africa in October 2017, comprising student teachers, teacher educators and philosophers from three historically different universities in the Western Cape. Significant new insights to emerge included greater clarity on the respective contributions of (...)
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  11.  11
    Descriptive Inquiry: Care of the Principal Self.Cara E. Furman - 2019 - Ethics and Education 14 (3):298-315.
    ABSTRACTThis paper investigates how principals can be supported in their work as teacher leaders. My focus is on how principals can help teachers respond ethically to classroom challenges. I argue that in aiding teachers, school leaders themselves need support and ongoing development. I turn to the care of the self to conceptually explore ethical self-cultivation. I then argue that a practice, Descriptive Inquiry, serves as a way for principals to care for themselves. To make this argument, I draw on a (...)
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  12.  11
    Education for Forgiveness in the Context of Developing Prudence.Jarosław Horowski - 2019 - Ethics and Education 14 (3):316-332.
    ABSTRACTThe purpose of my paper is to determine the consequences of including an education for forgiveness in the context of developing prudence. I aim to answer two questions: what is prudent forgiveness; what constitutes education for prudent forgiveness? I present my analyses in six parts. After introduction, I point to the advantages and doubts concerning forgiveness. Then, I present prudence as a basic virtue guiding human actions. I draw mainly on the approach proposed by Thomas Aquinas, who argued that prudence (...)
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  13.  10
    Éducation Sentimentale? Rethinking Emotional Intelligence with Michel Henry: From Incarnation to Education.Wiebe Koopal & Joris Vlieghe - 2019 - Ethics and Education 14 (3):367-382.
    ABSTRACTIn this paper we explore the possibility of rethinking the concept of emotional intelligence within the context of education. By developing a pedagogical dialogue with Michel Henry’s phenomenology of incarnation, we try to move beyond existing models of emotional intelligence by shifting the emphasis from the intellectual significance of emotion to a more original incarnate affectivity within intelligence, understood as lived sense-making. We claim that this ontological and ontogenetic perspective on emotion puts it at the heart of education. Yet only (...)
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  14.  8
    Exploring the Role of Exemplarity in Education: Two Dimensions of the Teacher’s Task.Morten Timmermann Korsgaard - 2019 - Ethics and Education 14 (3):271-284.
    ABSTRACTThis paper explores the role of exemplarity in education through a conceptualisation of two different dimensions of exemplarity in educational practice. Pedagogical exemplarity, which relates to the pedagogical and ethical dimension of educational practice. In other words, this dimension explores the educational moments when someone takes up an exemplary function in educational practice. Didactical exemplarity, which relates to the exemplary function of subject matter or educational content. In other words, this dimension explores the educational moments when something takes up an (...)
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  15.  13
    Evolution Education: Treating Evolution as a Sensitive Rather Than a Controversial Issue.Michael J. Reiss - 2019 - Ethics and Education 14 (3):351-366.
    ABSTRACTEvolution is often seen as a site of contestation within the school curriculum. The topic of evolution is therefore often considered to be ‘controversial’. I first examine what is meant by ‘controversial’ and conclude that while, in an everyday sense, the topic of evolution can indeed be considered to be controversial, this term can mislead. A more fruitful way forward may be to regard the topic of evolution as ‘sensitive’. I examine reasons why evolution might be considered sensitive – noting (...)
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  16.  12
    Turning the Gaze to the Self and Away From the Self – Foucault and Weil on the Matter of Education as Attention Formation.Johannes Rytzler - 2019 - Ethics and Education 14 (3):285-297.
    ABSTRACTThrough writings of Simone Weil and Michel Foucault, the article explores the notion of education as the formation of the attending and attentive subjects. Both writers have in different ways acknowledged the important relation between attention and the self. While Weil develops a spiritual form of attention, an attention which can be trained in any form of serious studying, aiming at dissolving the illusion of the self, Foucault understands attention as an important aspect in the Greek notion of the care (...)
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  17.  8
    Contact Religious Authority and the Creation of Hyper-Solidarity: Reflections on Israeli Politics and Islamic Political Thought.Ayman K. Agbaria - 2019 - Ethics and Education 14 (2):227-240.
    ABSTRACTThe purpose of this paper is to problematize the place of religious authority in politics and education. Specifically, this essay highlights the role of religious authority in establishing a moral order that values compliance and conformity at the expense of liberty and critique. In doing so, the essay reflects on Israeli politics and Islamic political thought. Pondering on both, the essay explains how the authority conferred through the use of religious language creates a condition of hyper-solidarity. Under conditions of hyper-solidarity, (...)
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  18.  10
    Phronesis, Dialogue, and Hope: A Response to Nicholas Burbules.Hanan A. Alexander - 2019 - Ethics and Education 14 (2):138-142.
    ABSTRACTIn this essay I agree with Nicholas Burbules that ‘Phronesis’ is an ethical and political category that grounds the possibility of intercultural communication in translation from one particular context to another rather than in the presumption of one or another account of universalism. After a brief review of the development of this idea in key milestones of Western philosophy, I argue that it requires an education in dialogue across difference that can foster hope for peaceful coexistence among diverse traditions and (...)
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  19.  12
    Thoughts on Phronesis.Nicholas C. Burbules - 2019 - Ethics and Education 14 (2):126-137.
    ABSTRACTThis essay explores the concept of phronesis in two contexts: phronesis as a virtue, in fact a meta-virtue because it guides the exercise of other virtues; and phronesis as an element in theories of practice. I argue that these two aspects are closely related, because ethics – especially virtue ethics – is best understood as a kind of practice. The second part of the essay explores some of the consequences of thinking about ethics in this way.
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  20.  4
    The Bare Classroom- Representation and the Liminal Presence of Others.Ido Gideon - 2019 - Ethics and Education 14 (2):258-270.
    ABSTRACTThis article begins with an account of an improvised classroom in a refugee camp. From this account, and building on Heidegger's' analysis of spatiality, two fundamental characteristics are identified as: first, that classrooms are 'sanctioned-off' from the world, and secondly, that educational situations involve attention to the world.Arendt's distinction between education and politics is presented not only as a normative call to action, but also, and perhaps primarily, as a phenomenology of education as a basic human activity. The article turns (...)
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  21.  9
    Am I or Can I Be a Citizen of the World? Examining the Possibility of Cosmopolitan-Patriotic Education in Israel.Eran Gusacov - 2019 - Ethics and Education 14 (2):213-226.
    ABSTRACTIt appears as if a discussion about the need for patriotic education is relevant not only for the Western countries, which have many nationalities and cultures, but also especially for the State of Israel, whose social cohesion is being weakened and there is a fear that the different factions in the society are unable to work together. In this paper, I take a much-needed first step for a systematic study of the issue of education for patriotism, as a solution for (...)
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  22.  13
    Education of Moral Beings: The Distortion of Habermas’ Empirical Sources.Hanna-Maija Huhtala & Katariina Holma - 2019 - Ethics and Education 14 (2):171-183.
    ABSTRACTThis article scrutinises one of the mainstream views of how one grows into responsible membership of society; the view based on Jürgen Habermas’, Lawrence Kohlberg’s and Jean Piaget’s theories. Habermas praises Kohlberg’s and Piaget’s psychological theories and uses them as empirical sources crucial for his theoretical work. We argue that this view should be revised in light of new empirical findings as Habermas’ Kohlberg’s and Piaget’s view is based on a false understanding of the development and functioning of human reason (...)
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  23.  7
    Violence in Schools: Zero Tolerance Policies.Zdenko Kodelja - 2019 - Ethics and Education 14 (2):247-257.
    ABSTRACTThere is a wide consensus that violence in schools is something so morally wrong that it must not be tolerated. Therefore, the intolerance shown by a teacher towards students’ violent behaviour in school could be understood as a virtue and his moral obligation and legal duty. On the other hand, extreme toleration towards an evil such as violence becomes a vice, for example, when a teacher makes it possible for an innocent student to become a victim of other students’ physical (...)
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  24.  3
    The Adventure of Study: Thinking with Artifices in a Palestinian Experimental University.Hans Schildermans, Maarten Simons & Jan Masschelein - 2019 - Ethics and Education 14 (2):184-197.
    ABSTRACTThe question concerning the relation between thinking and the university is the starting point of this paper. After a very brief outline of some reflections on this topic, the case of Campus in Camps, a Palestinian experimental university, is presented to shed light on this issue. Inspired by Isabelle Stengers’ ecology of practices, it is possible to discern four requirements on thinking in the work of Campus in Camps, namely storytelling, comparing, mapping, and using. It will be argued that the (...)
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  25.  4
    The Philosophical Challenges of Critical Peace Education in the Palestinian-Israeli Context.Roi Silberberg - 2019 - Ethics and Education 14 (2):198-212.
    ABSTRACTThis article presents and analyzes two examples of peace education practices in the Israeli-Palestinian context. Zochrot is an organization dedicated to raising public awareness of the Palestinian Nakba, especially among Jews in Israel. The School for Peace is a Jewish-Arab organization that conducts encounter activities with the goal of encouraging participants to become active in relation to the Palestinian-Israeli conflict. Both practices are grounded in critical pedagogy and postcolonial literature, and their aim is to change existing power structures. Current political (...)
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  26.  9
    From Ethics to Ethics: Combatting Dangers to Democracy.Lynda Stone - 2019 - Ethics and Education 14 (2):143-156.
    ABSTRACTThis article posits an interpersonal ethical commitment to combat dangers to democracy in current times. Largely within an American context, two complementary pillars of ethics are presented. The first is from Nel Noddings and the ethics of care and the second developed primarily from Richard Rorty in a neo-pragmatist view. The contexts of present dangers, worldwide, especially in the USA, and then of this nation’s schooling, situate the ethics. A suggestion for teachers, students, and their schools as ‘citizen educators’ to (...)
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  27.  9
    Fitting Religious Life Into the Life of Schools. James and Rorty in Conversation.Bianca Thoilliez - 2019 - Ethics and Education 14 (2):157-170.
    ABSTRACTThe article investigates which epistemological considerations justify how religious life fits into the school life, and examines the debate on the participation of religiosity in the education system. I do this, first, by addressing the pedagogical implications of the distinction between public and private as maintained by Richard Rorty and, second, by reconsidering the pluralist metaphysics held by William James as an alternative path to understanding and re-addressing the question of religious life in school life. The article analyzes how the (...)
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  28.  4
    Education and Hope.Joris Vlieghe - 2019 - Ethics and Education 14 (2):117-125.
    ABSTRACTThis introduction sets a framework for the special issue on Education and Hope which contains a selection of papers presented at the 16th Conference of the International Network of Philosophers of Education. It sketches the issue of how education and hope are closely intertwined notions. This introduction also gives an overview of the articles included in this issue and how they are thematically arranged. In a short conclusion the issue of hope is related to the issue of speed and slowness.
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  29.  7
    Religious Education or Education About Religion?Joris Vlieghe - 2019 - Ethics and Education 14 (2):241-246.
    ABSTRACTIn this reply to Agbaria’s reflections on religious authority I first make a distinction between three forms of authority: theological, sociological and educational. Defending the need for a purely educational account of authority, I develop with Arendt a thing-centered approach towards education. This allows me to transcend the traditional opposition between teacher – and student-centered views in education. From this perspective I argue for making a further distinction, viz. between religious education and education about religion. I will defend the last (...)
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  30.  7
    Mencius’ Extension of Moral Feelings: Implications for Cosmopolitan Education.Charlene Tan - 2019 - Ethics and Education 14 (1):70-83.
    ABSTRACTThis article explores Mencius’ extension of moral feelings and its potential to address a key challenge in cosmopolitan education: how to motivate students to expand their existing affection and obligations towards their family and community to the rest of the world. Rather than strong universalism, a Mencian orientation is aligned with rooted cosmopolitanism that takes into account localised and cultural contexts that underpin, determine and give value to social practices. Mencius’ approach, as argued in this essay, highlights the spontaneous human (...)
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