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  1.  3
    The Securitisation of Values: Early Years Leaders Experiences of the Implementation of the Prevent Strategy.Babs Anderson - 2020 - Ethics and Education 15 (4):426-443.
    ABSTRACT This contribution examines the implementation of the ‘British’ values agenda within Early Childhood Care and Education settings in England, as introduced by the Prevent Duty. It begins by tracing the rise of the ECEC setting as the primary place of education of the young child, as this has shifted from the home environment. It examines the place of values education, culminating in the Government directive on the promotion of ‘British’ values, and how these values must be seen as integral (...)
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  2.  4
    Digitisation, Securitisation, and Upbringing: Interrelations and Emerging Questions.Naomi Hodgson & Stefan Ramaekers - 2020 - Ethics and Education 15 (4):391-412.
    ABSTRACT In recent years a tightening of safeguarding legislation and protocols that overlap with anti-terror legislation have given particular shape to discourses and practices of risk management and early intervention, particularly in early childhood education and parenting. Such developments have taken place in a context in which digital technology has become ubiquitous, enabling the role of surveillance in modes of governing to take on new forms. Here as well as giving an overview of literature on the digital in general, we (...)
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  3.  6
    Ecstatic Parenting: The ‘Shareveillant’ and Archival Subject and the Production of the Self in the Digital Age.Kip Kline - 2020 - Ethics and Education 15 (4):464-475.
    ABSTRACT This article situates the recent concept of ‘sharenting’ in relation to the literature on the ‘parenting culture’. Jean Baudrillard’s notion of the ecstatic is then introduced and used as a lens through which to understand and critique this contemporary parenting culture. The discussion that follows covers: ways in which social media contribute to the development of new iterations of the individual subject and their relationship to parenting culture; the congruence between those forms of subjectivity and Baudrillard’s notion of the (...)
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  4.  4
    Disruptive or Deliberative Democracy? A Review of Biesta’s Critique of Deliberative Models of Democracy and Democratic Education.Anniina Leiviskä - 2020 - Ethics and Education 15 (4):499-515.
    ABSTRACT Gert Biesta criticises deliberative models of democracy and education for being based on an understanding of democracy as a ‘normal’ order, which involves certain ‘entry conditions’ for democratic participation. As an alternative, Biesta introduces the idea of democracy as ‘disruption’ and the associated subjectification conception of education both of which he draws from the work of Jacques Rancière. This paper challenges Biesta’s critique of deliberative democracy by demonstrating that the ‘entry conditions’ for deliberation serve an important normative function. It (...)
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  5.  4
    Measuring the Young Child: On Facts, Figures and Ideologies in Early Childhood.Michel Vandenbroeck - 2020 - Ethics and Education 15 (4):413-425.
    ABSTRACT In this contribution, we look – both historically and in the present – at how children are objectified in data and how it is assumed that this objectivation is a way to dismiss ideology, or at least to separate the ideological from the scientific. We argue, however, that the separation of data from ideology is itself a highly ideological choice. As Freire points out: education never was and never can be objective. The objectivation of the child and, more generally, (...)
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  6.  2
    Bringing Up the Bio-Datafied Child: Scientific and Ethical Controversies Over Computational Biology in Education.Ben Williamson - 2020 - Ethics and Education 15 (4):444-463.
    ABSTRACT Scientific advances in genetic analysis have been made possible in recent years by technical developments in computational biology, or bioinformatics. Bioinformatics has opened up the human genome to diverse analyses involving automated laboratory hardware and machine learning algorithms and software. As part of an emerging field of social genomics, recent educational genetics studies using big data have begun to raise challenging findings linking DNA to predicted life outcomes. Bioinformatic technologies and techniques including ‘genome-wide association’ and ‘polygenic scoring’ are producing (...)
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  7.  2
    Why is Ethics Important in History Education? A Dialogue Between the Various Ways of Understanding the Relationship Between Ethics and Historical Consciousness.Silvia Edling, Heather Sharp, Jan Löfström & Niklas Ammert - 2020 - Ethics and Education 15 (3):336-354.
    ABSTRACT In light of current tendencies, where appreciating plurality and uphold everyone’s equal value is being questioned from different directions, there is arguably a need to revive the ethical dimension of history education as a way of learning about difficult histories, including traumatic pasts. Since the 1970s historical consciousness has played an important role in articulating an approach to history with an ethical mindset. Although many theories suggest that there is a connection between ethics and historical consciousness, a deeper understanding (...)
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  8.  6
    On the Idea of Intrinsic Human Worth.Geoffrey Hinchliffe - 2020 - Ethics and Education 15 (3):300-314.
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  9.  5
    What Lies Within Gert Biesta’s Going Beyond Learning?Marianna Papastephanou - 2020 - Ethics and Education 15 (3):275-299.
    ABSTRACT Gert Biesta astutely criticizes thepolitics of learning through which learning has been popularized and exalted. He offers a valuable critical diagnostics of this politics, but, I argue, his conclusions about ‘going beyond learning’ incriminate learning wholesale. Through a close reading of one of Biesta’s related articles, I show that he sweepingly indicts learning per se, and not only its politics in the ‘learning age’. Biesta departs from current theoretical underpinnings of learning but deep down accepts too much of the (...)
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  10.  5
    Anthropocentric Tendencies in Environmental Education: A Critical Discourse Analysis of Nature-Based Learning.Nicole Ross - 2020 - Ethics and Education 15 (3):355-370.
    ABSTRACT Although environmental and eco-centric efforts have been made in education, the sphere of influence and cogency of these efforts is limited by their anthropocentric framing of the environment. In order to subvert anthropocentric ideals, it is necessary to reposition humans in relation to other living and non-living forms. This study examines the anthropocentric tendencies perpetuated in environmental education efforts. The impetus of this work is to locate specific moments wherein human dominion is invoked within educational efforts that purportedly champion (...)
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  11.  9
    The Future of Ethics and Education: Philosophy in a Time of Existential Crises.Charles C. Verharen - 2020 - Ethics and Education 15 (3):371-389.
    ABSTRACT Philosophy confronts two existential crises: the threats to its existence from scientists like Stephen Hawking who claim that philosophy is dead; and the threat to life itself from catastrophic climate change. The essay’s first theoretical part critiques Nietzsche’s claim that philosophy’s primary function is to guarantee the future of life. The essay’s second practical part claims that philosophy must meet the challenge of life’s extinction through a revised model for ethics in education. Taking its start from recent conceptualizations of (...)
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  12.  3
    Theories of Justice Underpinning Equity in Education for Refugee and Asylum-Seeking Youth in the U.S.: Considering Rawls, Sandel, and Sen.Catherine Ward - 2020 - Ethics and Education 15 (3):315-335.
    ABSTRACT This paper probes theories of justice underpinning the concept of equity to deconstruct the term and ascertain how best to equitably support refugee and asylum-seeking youth in U.S. schools. Building upon theories posited by John Rawls, Michael Sandel, and Amartya Sen, the paper aims to extend beyond ideal theory into a theoretical framework of equity with operationalizing potential. Recognizing refugee and asylum-seeking youth as part of the U.S. social contract and therefore bound to government support, the paper represents that (...)
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  13.  5
    The Moral Fallibility of Spinoza’s Exemplars: Exploring the Educational Value of Imperfect Models of Human Behavior.Johan Dahlbeck & Moa De Lucia Dahlbeck - 2020 - Ethics and Education 15 (2):260-274.
    ABSTRACTWhile Spinoza stipulates an ideal moral person in the propositions on the ‘free man’ in Ethics IV, this account does not seem to be intended to function as a pedagogical tool of political relevance. Hence, it does not seem to correspond to the purpose of moral exemplarism. If we look for that kind of practical guidance, Spinoza’s political works seem more relevant. Interestingly, when we approach Spinoza’s political theory with moral exemplarism in mind, we find that instead of constructing his (...)
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  14.  10
    Introduction: The Role of the Exemplar in Arendt and Spinoza: Insights for Moral Exemplarism and Moral Education.Johan Dahlbeck & Morten Timmermann Korsgaard - 2020 - Ethics and Education 15 (2):135-143.
    ABSTRACTIn late October of 2019, we brought together scholars from very different traditions in order to explore the notion of exemplarity and the role of exemplars in education. Bringing together scholars working on ethics and moral exemplarism, Spinoza scholars and Arendt scholars, we attempted to bring these different perspectives to bear on the role of exemplarity in education. Not in order to create a synthesis of ideas or to find solutions for practical issues, but in order to explore collegially the (...)
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  15.  23
    Arendt's Krisis.Steven DeCaroli - 2020 - Ethics and Education 15 (2):173-185.
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  16.  12
    Singularity, Similarity, and Exemplarity in Spinoza’s Philosophy.Moira Gatens - 2020 - Ethics and Education 15 (2):200-212.
    ABSTRACTIn the Preface to Part Four of the Ethics, Spinoza offers the reader an exemplar of human nature. However, Spinoza does not conceive of human nature as a universal in which each human being participates, simply by virtue of being human. Rather, each human being is conceived as singular. Thriving individual lives assume thriving communities composed of like-minded and like-embodied individuals. The model, or exemplar, then, may be considered to play the role of an enabling fiction in his educational and (...)
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  17.  4
    Visiting Exemplars. An Arendtian Exploration of Educational Judgement.Morten Timmermann Korsgaard - 2020 - Ethics and Education 15 (2):247-259.
    ABSTRACTThe role of exemplification and exemplars is receiving increasing attention in educational theory. Usually, this is connected to emulation models in character and moral education. Exemplars in this framework are those who show us how to act and what to do, and inspire us emotionally to improve. In Hannah Arendt’s unfinished work on judgement, the exemplar plays a different role. Instead of functioning as an inspiration for behavioural change, the exemplar inspires thinking. In Men in Dark Times and the lecture (...)
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  18.  8
    Between Horror and Boredom: Fairy Tales and Moral Education.David Lewin - 2020 - Ethics and Education 15 (2):213-231.
    ABSTRACTWhere do a child’s morals come from? Interactions with other human beings provide arguably the primary contexts for moral development: family, friends, teachers and other people. It is the artistic products of human activity that this essay considers: literature, film, art, music. Specifically, I will consider some philosophical issues concerning the influence of folk and fairy tales on moral development. I will discuss issues of representation and reduction: in particular, how far should stories for children elide the complexities inherent to (...)
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  19.  7
    Spinoza’s Ethics of Ratio: Discovering and Applying a Spinozan Model of Human Nature.Heidi M. Ravven - 2020 - Ethics and Education 15 (2):232-246.
    ABSTRACTI argue that Spinoza attributes to society the role of moral educator, a role that is to be carried out via Religion and Politics and hence also via an educational system. In his account, the social body is given the task of applying and transmitting a notion of virtue whose criterion is enhanced freedom, yet that freedom paradoxically must be acquired initially via authoritative coercive rules of praxis. The aim is to achieve an infinite broadening of perspective upon oneself and (...)
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  20.  7
    Politics as a Model of Pedagogy in Spinoza.Justin Steinberg - 2020 - Ethics and Education 15 (2):158-172.
    ABSTRACTIn this paper, I argue that Spinoza’s political theory gives us a model for how he might have approached a treatise on moral education. Indeed, his account of the method and aims of politics resembles Renaissance humanist rhetorical approaches to pedagogy – particularly, the work of sixteenth century Spanish humanist Juan Luis Vives – so strongly that it is hardly an exaggeration conclude that, for him, politics is education writ large. For Spinoza and for Vives, the governor-or-instructor must study the (...)
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  21.  9
    Paths to Flourishing: Ancient Models of the Exemplary Life.Maria Silvia Vaccarezza - 2020 - Ethics and Education 15 (2):144-157.
    ABSTRACTThe current “exemplarist turn” within virtue ethics is increasingly shedding light on the importance of exemplars both as enabling one to identify the virtues and for the importance they bear for orienting one’s conduct, as well as for educating the novice. However, even if categorizations of exemplars have already been proposed, there seems to be a lack of discussion on the kind of imitation different exemplars are supposed to elicit. In order to offer a preliminary answer to this question, in (...)
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  22.  7
    Meeting with the ‘Unfamiliar Other’ in Multimodal Education.Jūratė Baranova & Lilija Duoblienė - 2020 - Ethics and Education 15 (1):33-47.
    ABSTRACTThe article reflects upon the possibility of educating sensitivity to the pain of the different Other by using feature cinema. The authors rely on the methodology suggested by Stanley Louis Cavell and Andrew Klevan, and also on the suggestions and conclusions by William B. Russell, III and Stewart Waters. The authors of this article reflected upon the results of their own interview with gymnasium students and selected three feature films suggested by them as a case study for the possibility of (...)
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  23.  6
    Against Technology-Mediated Personalized Learning: Resources From John William Miller and Henry Bugbee to Support Parental Resistance.Jeff Frank - 2020 - Ethics and Education 15 (1):98-112.
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  24.  5
    Childhood, Education and Distribuendum Gaps.Lars Lindblom - 2020 - Ethics and Education 15 (1):48-61.
    ABSTRACTThe state can act in ways that cause injustice between children, but the standard opportunity accounts of the distribuendum fail to explain how this can be the case. Such accounts have a problem of distribuendum gaps. First, they fail to identify the locus of injustice between children, as they must explain such injustice in terms of inequalities between adults. Second, they have an inability to identify cases of injustice where adulthood is not affected. In order to solve these problems, while (...)
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  25.  11
    Ethics Education in Teacher Preparation: A Case for Stakeholder Responsibility.D. Michael Malone - 2020 - Ethics and Education 15 (1):77-97.
    ABSTRACTFew would argue against the importance of ethics in early childhood teacher preparation and practice. However, arguing for something in principle does not always lead to action. The purpose of this paper is to bring attention to the need for a sharper applied focus on ethics in early childhood education than that which currently exists. A context for professional ethics in early childhood education is outlined, a case highlighting specific ethical considerations is presented, and, finally, concerns and insights are discussed. (...)
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  26.  7
    New Public Management (NPM) in the Iranian Higher Education; a Moral Analysis.Hamdollah Mohammadi & Mohammad Hassan Mirzamohammadi - 2020 - Ethics and Education 15 (1):113-133.
    ABSTRACTThe purpose of this paper is to criticize the New Public Management in the higher education of Iran with a moral lens. Qualitative content analysis was used for this purpose and the fourth to sixth National Development Plans as well as the Comprehensive Scientific Map of Iran were investigated. The model of NPM that is promoted in the Iranian higher education mostly emphasizes corporatization and the diversification of financial resources, while less attention has been paid to the other dimensions, such (...)
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  27.  7
    Intercultural Education and Everyday Life: Suggestions From Michel de Certeau.Federico Rovea - 2020 - Ethics and Education 15 (1):62-76.
    ABSTRACTIn recent years, the reflection on intercultural education has focused on the importance of managing everyday situations in intercultural contexts. This focus is generally recognized as fundamental for the shift from the perspective of multiculturalism to a more interculturalist approach. An example of the interculturalist turn can be found in the EU document White Paper on Intercultural Dialogue ‘Living Together As Equals in Dignity’, which promotes the intercultural approach in education. In this article, referring to the later works by Michel (...)
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  28.  5
    Towards an Immanent Ontology of Teaching Leonard Bernstein as a Case-Study.Joris Vlieghe & Piotr Zamojski - 2020 - Ethics and Education 15 (1):1-17.
    ABSTRACTIn this article, we argue that it is possible to approach teaching from a fully affirmative perspective: as an educational practice that has its own internal logic and intrinsic value. By analysing a fragment from one of the Leonard Bernstein’s Young People’s Concerts presented in this article as a teaching event, we show that when starting from an empirical example of teaching it is possible to distinguish principles and gestures that testify to an ontological dimension of teaching. This is possible, (...)
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  29.  6
    Happiness and Social Justice Education: Ethical, Political and Pedagogic Lessons.Michalinos Zembylas - 2020 - Ethics and Education 15 (1):18-32.
    ABSTRACTThis paper aims: to draw attention to relational and political understandings of happiness in education discourses and their implications for remedying racial and social inequalities and suffering, and to illustrate how unhappiness and suffering might offer valuable ethical, political and pedagogic lessons on the limits of the promise of happiness in social justice education. The analysis draws on Sara Ahmed’s work to theorise multiculturalism and racial equality as ‘happy objects’, namely, as objects towards which good feelings are directed and bad (...)
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  30.  75
    Vegan Parents and Children: Zero Parental Compromise.Carlo Alvaro - 2020 - Ethics and Education (4):476-498.
    Marcus William Hunt argues that when co-parents disagree over whether to raise their child (or children) as a vegan, they should reach a compromise as a gift given by one parent to the other out of respect for his or her authority. Josh Millburn contends that Hunt’s proposal of parental compromise over veganism is unacceptable on the ground that it overlooks respect for animal rights, which bars compromising. However, he contemplates the possibility of parental compromise over ‘unusual eating,’ of animal-based (...)
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  31. Moral Exemplars in Education: A Liberal Account.Michel Croce - 2020 - Ethics and Education (x):186-199.
    This paper takes issue with the exemplarist strategy of fostering virtue development with the specific goal of improving its applicability in the context of education. I argue that, for what matters educationally, we have good reasons to endorse a liberal account of moral exemplarity. Specifically, I challenge two key assumptions of Linda Zagzebski’s Exemplarist Moral Theory (2017), namely that moral exemplars are exceptionally virtuous agents and that imitating their behavior is the main strategy for acquiring the virtues. I will introduce (...)
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