103 found

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  1.  5
    Rousseau and Emile: Learning language and teaching language.Adam Weiler Gur Arye - 2022 - Journal of Philosophy of Education 56 (6):925-938.
    In Emile, Rousseau advances significant ideas about language, language learning and teaching: He posits a universal natural language that develops as the child matures; focuses on ‘private’ words invented by children, on the challenge facing children in their understanding of exceptions to general rules of the mother tongue and on recommended methods of teaching the mother tongue. The paper explores these notions, which feature at the end of Book I of Emile. It seeks to explain and interpret them as postulations (...)
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  2.  5
    Education of children with chronic illnesses: A phenomenological perspective.Zahra Asgari, Mohammad Hossein Heidari & Ramazan Barkhordari - 2022 - Journal of Philosophy of Education 56 (6):899-912.
    Recent research shows that 20% of children face a form of chronic illness during childhood. The illness and its associated physical and mental challenges can affect such children's ‘being’ and influence how they develop as people. A significant aspect of a child's life that can be profoundly influenced by a chronic illness is education. This study employed a phenomenological approach to shed more light on the special education of such children. Temporality and embodiment were examined as two philosophical bases in (...)
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  3.  6
    Education for metaphysical animals.David Bakhurst - 2022 - Journal of Philosophy of Education 56 (6):812–826.
    This essay explores the legacy of the four philosophers now often referred to as ‘The Wartime Quartet’: G.E.M. Anscombe, Iris Murdoch, Philippa Foot and Mary Midgley. The life and work of the four, who studied together in Oxford during the Second World War, is the subject of two recently published books, The Women Are Up to Something, by Benjamin Lipscomb, and Metaphysical Animals, by Clare Mac Cumhaill and Rachael Wiseman. The two books show us how Anscombe, Murdoch, Foot and Midgley (...)
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  4.  5
    Emerson's ‘Self‐Reliance’ and political self‐education.Léa Boman - 2022 - Journal of Philosophy of Education 56 (6):878-888.
    This paper studies how Emerson's ‘Self-Reliance’ offers a meaningful account of political and moral self-education in Western democracies. Emerson's moral perfectionism involves an ethical, political and democratic individualism that needs to be reconsidered. This paper explores a perfectionist interpretation of the modern forms of self-education as political and ordinary practices, first with the case of conspiracy theories, which express an individual desire for self-education but appear as the result of a lack of self-reliance and a failure of political self-education, and (...)
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  5.  1
    ‘A Summerhill in Scotland’? Experiences of freedom and community at Kilquhanity School (1940–1996).Emily Charkin - 2022 - Journal of Philosophy of Education 56 (6):985-997.
    In 1940, John and Morag Aitkenhead set up Kilquhanity School in rural Galloway, inspired by the writings of A.S. Neill and the practices at Summerhill School. In 1962, Aitkenhead wrote that he had swallowed ‘hook, line and sinker’ Neill's theories and that ‘but for him and his example, there could never have been this free school in Scotland’. Historians and commentators have tended to share his view, for example, describing Aitkenhead as a ‘disciple’ of Neill and Kilquhanity as an ‘approximate’ (...)
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  6.  8
    Interrupting the conversation: Donald MacKinnon, wartime tutor of Anscombe, Midgley, Murdoch and Foot.Clare Mac Cumhaill & Rachael Wiseman - 2022 - Journal of Philosophy of Education 56 (6):838–850.
    Elizabeth Anscombe, Mary Midgley, Iris Murdoch and Philippa Foot all studied at Oxford University during the Second World War. One of their wartime tutors was Donald MacKinnon. This paper gives a broad overview of MacKinnon's philosophical outlook as it was developing at this time. Four talks from between 1938 and 1941—‘And the Son of Man That Thou Visiteth Him’ (1938), ‘What Is a Metaphysical Statement?’ (1940), ‘The Function of Philosophy in Education’ (1941) and ‘Revelation and Social Justice’ (1941)—give a foretaste (...)
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  7.  6
    Pointing the way’: Alex Bloom and A.S. Neill on the enduring necessity and enacted possibility of radical democratic education as ‘a method of life.Michael Fielding - 2022 - Journal of Philosophy of Education 56 (6):970-984.
    Prompted by the centenary of the founding of Summerhill, in my contribution to this JOPE Suite on Democratic Education, I briefly explore both the admiring reciprocity and the subsidiary but significant differences of praxis between A.S. Neill and Alex Bloom, two remarkable pioneers of education in and for participatory democracy as a way of life. Because A.S. Neill's work is internationally renowned and Alex Bloom's has yet to re-establish the worldwide recognition it had in his own lifetime, my emphasis is (...)
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  8.  14
    ‘Politically devastating passions’: Romance and reality in the aesthetics of democracy.Alexis Gibbs - 2022 - Journal of Philosophy of Education 56 (6):866-877.
    To speak of democracy is often to speak less of a fact than of a hope. In his introduction to Democracy in America, Alexis de Tocqueville admitted that ‘… in America I saw more than America; I sought the image of democracy itself, with its inclinations, its character, its prejudices and its passions, in order to learn what we have to fear or to hope from its progress’. De Tocqueville recognised that democracy's success would rely on its constant promotion, the (...)
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  9.  8
    Murdoch on ethical formation in a changing world.Nora Hämäläinen - 2022 - Journal of Philosophy of Education 56 (6):827-837.
    In the past few years, we have seen emerging new work that brings into focus the role of historical change and its moral implications in Iris Murdoch's philosophy. This paper strengthens this reading of her work and investigates the implications of this aspect of Murdoch's thinking for education in general and for moral education in particular. It resituates the Platonic imagery of the individual's ascent towards the true and the good in a framework where our conceptions of the true and (...)
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  10.  1
    Murdoch on ethical formation in a changing world.Nora Hämäläinen - 2022 - Journal of Philosophy of Education 56 (6):827-837.
    In the past few years, we have seen emerging new work that brings into focus the role of historical change and its moral implications in Iris Murdoch's philosophy. This paper strengthens this reading of her work and investigates the implications of this aspect of Murdoch's thinking for education in general and for moral education in particular. It resituates the Platonic imagery of the individual's ascent towards the true and the good in a framework where our conceptions of the true and (...)
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  11.  4
    Creating and sustaining democratic spaces in education.Joanna Haynes & Judith Suissa - 2022 - Journal of Philosophy of Education 56 (6):939-942.
    This article explores the context for the accompanying suite of papers on creating and sustaining democratic spaces in education. Prompted by the centenary of Summerhill, the internationally famous democratic school founded in Suffolk, England, in 1921, by A.S. Neill, this collection of papers explores and broadens out the central questions at the heart of experiments in democratic education. We suggest that, at a time of distrust in and questioning of the central institutions of democratic government, and in the wake of (...)
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  12.  1
    Teaching, learning and philosophising as metaphysical animals: Introduction.Lesley Jamieson - 2022 - Journal of Philosophy of Education 56 (6):807-811.
    In recent years, a new scholarly gaze has been cast on four women‒Elizabeth Anscombe, Philippa Foot, Mary Midgley, and Iris Murdoch‒who have come to be known as the ‘Wartime Quartet’. During the postwar period, when women were still scarce in the discipline, these four flourished as philosophers. New details about their wartime education give us materials to reflect on what enabled them to develop their unique philosophical voices. Their work dispels widespread philosophical dogmas, especially scientistic interpretations of naturalism that exclude (...)
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  13.  4
    Philosophy of Gurukula education: Personal education and practical democracy.Jayaraman Jayalakshmi & Venkatasubramanian Smrithi Rekha - 2022 - Journal of Philosophy of Education 56 (6):1014-1025.
    Education, which is as old as humanity, has existed in various personal forms in non-western societies, where an osmotic exchange of wisdom, values and life skills within families, tribes and communities was instrumental in the formation and continuation of diverse wisdom traditions all over the world. A personal system of education, called Gurukula (Sanskrit guru, teacher; kula, family) education, thrived in pre-colonial South Asia for centuries before it was replaced by colonial education. This article discusses the philosophy and science behind (...)
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  14.  8
    Discovering disagreement: The story of an undergraduate Wartime Quartet reading group.Anne-Marie McCallion - 2022 - Journal of Philosophy of Education 56 (6):851–862.
    This paper describes and analyses the experience of the participants of an undergraduate reading group on ‘The Wartime Quartet’. In the first section, I explain the set-up of the reading group. In the second section, I discuss what the participants shared and the trends we noticed in our experiences as women and marginalised genders studying undergraduate philosophy In the third section, I explain why the philosophy of the Quartet was itself vital to our development and how it enabled us to (...)
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  15.  1
    Leadership matters in democratic education: Calibrating the role of Principal in one democratic school.Fintan McCutcheon & Joanna Haynes - 2022 - Journal of Philosophy of Education 56 (6):957-969.
    Through a series of conversations, Fintan McCutcheon and Joanna Haynes explore McCutcheon's reflections on school leadership in the contexts of the Educate Together movement (in the Republic of Ireland) and, specifically, in his aspiration to build an optimally democratic school in Balbriggan. Much of the academic and professional literature on school leadership depicts the role of school leaders as expressing a strong vision for the school, with charismatic communication and strategic skills, and putting explicit emphasis on high educational standards. On (...)
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  16.  6
    A democratic school: Teacher reconciliation, child‐centred dialogue and emergent democracy.Gillen Motherway - 2022 - Journal of Philosophy of Education 56 (6):998-1013.
    This article is an exploration of a democratic school where the author spent several years researching and engaging with teachers and students while investigating the practice of Philosophy for/with Children (P4C) within Irish Educate Together schools. I offer an account of how teachers in these contexts seek to reconcile and harmonise their P4C practice with their own educational and democratic outlooks. These perspectives were uncovered through a ‘lived enquiry’ study involving deep immersion in the day-to-day life of a school as (...)
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  17.  3
    Introduction to the Suite: Political education for human transformation.Naoko Saito & Sandra Laugier - 2022 - Journal of Philosophy of Education 56 (6):863-865.
    This is a brief introduction to the second part of a suite of papers on the theme ‘Political Education for Human Transformation’. Sceptical of the familiar and somewhat narrow frameworks for citizenship education, this East-West collaboration looks again at the very idea, and the possible means, of education for democracy. It examines the principle of an equality of voices as crucial to mature democratic citizenship, expanding on this through the idea of the ‘education of one's experience’. This is a matter (...)
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  18.  7
    Character education and the instability of virtue.Richard Smith - 2022 - Journal of Philosophy of Education 56 (6):889-898.
    Character education in schools in England is flourishing. I give many examples of the enthusiasm for it as well as drawing attention to the UK government's new ambivalence towards it. Character education seems largely impervious to the many criticisms to which it has been subjected. I touch on these only briefly as my focus is on a criticism that has received little coverage. This is because the virtues on offer are unstable. They are best understood as sites on which we (...)
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  19.  6
    The libidinal body in community‐based education: Evidence of somaesthetics from Borneo's Dayaknese communities.Setiono Sugiharto - 2022 - Journal of Philosophy of Education 56 (6):913-924.
    Amidst the lingering prominence of idealist and rationalist traditions in the philosophy of education, the notion of living, sentient body (or soma) seems to have received scant attention by educational philosophers hitherto. These traditions—whose strong influence can be traced back to such philosophers as Plato, Descartes, Leibniz and Wolff—elevate and privilege the import of reasoning and mind over the body, rendering the latter ancillary and even distorting to the pursuit of knowledge and truth. Drawing on the idea of somaestehtic philosophy (...)
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  20.  5
    Democracy and schooling: The paradox of co‐operative schools in a neoliberal age?Tom Woodin & Cath Gristy - 2022 - Journal of Philosophy of Education 56 (6):943–956.
    From the first co-operative trust school at Reddish Vale in Manchester in 2006, the following decade would witness a remarkable growth of ‘co-operative schools’ in England, which at one point numbered over 850. This paper outlines the key development of democratic education by the co-operative schools network. It explains the approach to democracy and explores the way values were put into practice. At the heart of co-operativism lay a tension between engaging with technical everyday reforms and utopian transformative visions of (...)
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  21.  5
    Assessing a touchy subject: The problem of evaluating sex education then and now.Lisa Andersen & Lauren Bialystok - 2022 - Journal of Philosophy of Education 56 (5):663–676.
    Assessment is a necessary task in all areas of education, but there is no agreement on how to assess the impacts of different approaches to sex education, both on an individual level and on a population level over time. The history of mid-20th Century Family Life Education in the United States illuminates some of the obstacles that have made assessing sex education programmes so difficult: control groups, access to large numbers of research subjects and the means to verify self-reporting are (...)
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  22.  18
    Teaching good sex: The limits of consent and the role of the virtues.David Archard - 2022 - Journal of Philosophy of Education 56 (5):645-653.
    I offer an account of sexual ethics, and thus of an education in sexual morality, that tries to make some sense of how a view of consent as central to those ethics might be combined with an education in certain virtues. I do so by exploring what some see as the shortcomings of a standard of consent, namely, how it can deal with instances of prima facie bad sex. I consider and reject various attempts to show that consensuality is sufficient (...)
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  23.  1
    Preface.David Bakhurst & Paul Standish - 2022 - Journal of Philosophy of Education 56 (5):639-640.
    Journal of Philosophy of Education, EarlyView.
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  24.  7
    Sex ed for social justice: Using principles of hip‐hop–based education to rethink school‐based sex education.Sin R. Guanci - 2022 - Journal of Philosophy of Education 56 (5):752-762.
    Forming and sustaining healthy relationships of any kind requires empathy, thought, communication and effort, all of which are learned skills. Many of these skills can and should be learned in a variety of places, including and especially in schools. One of the most appropriate venues for teaching interpersonal relationship skills in school is through ‘sex ed’ classes. I argue that student-centred, anti-racist, culturally affirming and appropriate, inclusive, egalitarian and relationship-based learning environments are necessary for sex education that benefits all students. (...)
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  25.  13
    Consent and mutuality in sex education.Michael Hand - 2022 - Journal of Philosophy of Education 56 (5):677-684.
    Journal of Philosophy of Education, EarlyView.
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  26. Introduction.Michael Hand & Stephen G. Parker - 2022 - Journal of Philosophy of Education 56 (5):641–644.
  27.  6
    Sexuality education and religion: From dialogue to conversation.Seán Henry & Joshua M. Heyes - 2022 - Journal of Philosophy of Education 56 (5):727-738.
    The relationship between sexuality education and religion is often framed antagonistically, especially when it comes to tensions between the teaching of sexuality education and the priorities of some religious communities. In this paper, we argue that this antagonism can be structured as much by the prevalent forms of engagement that display it (dialogue and debate), as it is by the antagonism between contrasting ethical systems. While we acknowledge the importance of debate and dialogue in the public sphere, we contend that (...)
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  28.  10
    Sex education's community problem.Caitlin Howlett - 2022 - Journal of Philosophy of Education 56 (5):763-773.
    Legislating comprehensive sex education curricula has long been believed to be essential to aligning education about sex, sexuality and human relationships with the values of equality, inclusivity and autonomy. Defences of the need for ‘good’ sex education in public schools are contingent upon arguments about whose experiences ought to guide us in determining what sufficient alignment with such values might look like. The aim of this paper is to explore the assumptions underlying one prevailing norm in such defences: what I (...)
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  29.  7
    In defence of mutuality as an ethical standard in sexual relationships: A Reply to Michael Hand and Michael Reiss.Sharon Lamb & Samuel Gable - 2022 - Journal of Philosophy of Education 56 (5):695–706.
    Our 2021 article in Ethical Theory and Moral Practice argued that mutuality, defined as ‘loving attention’ towards a sexual partner, should be a moral standard for ethical sex. We specified that this loving attention should occur in the form of attempting to know what could be knowable about the other person and taking a ‘thick’ view of the other in their particular social and psychological contexts. We contrasted this orientation with the comparatively ‘thin’ view of people from a rights-based ethical (...)
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  30.  13
    Why didn't you scream? Epistemic injustices of sexism, misogyny and rape myths.Alison MacKenzie - 2022 - Journal of Philosophy of Education 56 (5):787-801.
    In this paper, I discuss rape myths and mythologies, their negative effects on rape and sexual assault complainants, and how they prejudicially construct women qua women. The backdrop for the analysis is the Belfast Rugby Rape Trial, which took place in 2018. Four men, two of whom were well-known rugby players, were acquitted of rape and sexual assault in a nine-week criminal trial that dominated local, national and international attention. The acquittal resulted in ‘I Believe Her’ rallies and protests across (...)
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  31.  9
    Gender diversities and sex education.Cris Mayo - 2022 - Journal of Philosophy of Education 56 (5):654-662.
    Journal of Philosophy of Education, EarlyView.
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  32.  14
    What can philosophy contribute to ‘education to address pornography's influence’?Aidan McGlynn - 2022 - Journal of Philosophy of Education 56 (5):774-786.
    Responses to the pernicious influences of mainstream pornography on its viewers fall into two main sorts: regulation and education. Pornography has long been a core topic in analytic feminist philosophy, but it has largely focused on issues around regulation, in particular with trying to undermine arguments against regulation on the grounds that pornography should count as protected speech. Here I instead look at some ways that philosophy can contribute to an education-based approach, in particular to what has been called an (...)
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  33.  10
    Consent, mutuality and respect for persons as standards for ethical sex and for sex education.Michael J. Reiss - 2022 - Journal of Philosophy of Education 56 (5):685-694.
    This article examines Lamb, Gable & de Ruyter's critique of consent as the standard by which one can determine if a sexual encounter is ethical in their ‘Mutuality in sexual relationships: a standard of ethical sex?’. Their examination of this issue is to be welcomed for a number of reasons, including growing criticism of ‘consent’ as the gold standard in medical and social science research ethics. The focus of this article is specifically on school sex education (principally, for 11–16-year-olds). Contrary (...)
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  34.  9
    Lessons in love: Countering student belief in romantic love myths.Jeff Standley - 2022 - Journal of Philosophy of Education 56 (5):739-751.
    Journal of Philosophy of Education, EarlyView.
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  35.  2
    The problem with faith‐based carve‐outs: RSE policy, religion and educational goods.Ruth J. Wareham - 2022 - Journal of Philosophy of Education 56 (5):707-726.
    In September 2020, relationships and sex education (RSE) became compulsory in all English secondary schools, and relationships education became compulsory in all English primary schools, marking a significant step forward in the fight to establish children's rights. Although the new RSE regime will help to ensure that many English schools provide pupils with a far more comprehensive RSE curriculum than ever before, the statutory guidance underpinning it includes a number of caveats that mean, although the subject is compulsory, not all (...)
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  36.  2
    Ignorance: Aesthetic unlearning.Emile Bojesen - 2022 - Journal of Philosophy of Education 56 (4):601-611.
    This article proceeds from a consideration of what John Baldacchino calls ‘viable ignorance’, attempting to take leave from the critical and pedagogical obligations of certain elements of Barbara Johnson's ‘positive ignorance’. It considers Friedrich Nietzsche, Jean-François Lyotard and the composer, Karlheinz Stockhausen's reflections on modes of experience, and the cultivation of complementary dispositions, where the knowing, egocentric subject is transformed into, or undermined as, what Nietzsche calls ‘a medium of overpowering forces’. The disposition itself is outlined through close readings of (...)
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  37.  4
    Alternative(s): Better or just different?Sebastian Engelmann - 2022 - Journal of Philosophy of Education 56 (4):523-534.
    This paper aspires to show the often-obscured structure of alternatives in education. Alternative education is generally understood as an umbrella term for educational thought and practice for and in schools differing from an assumed ‘mainstream’, where ‘alternative’ is often taken to mean ‘better’. In many cases, ‘mainstream’ serves as an empty signifier that can be substituted by various forms of criticism. Just as progressive education is supposed to remedy all the ills of traditional education, alternative education is often positioned as (...)
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  38.  7
    Fulfilment: Crisis, discontinuity and the dark side of education.Norm Friesen & Tobias Hölterhof - 2022 - Journal of Philosophy of Education 56 (4):547-559.
    The Oxford English Dictionary defines fulfilment as ‘satisfaction or happiness as a result of fully developing one's potential or realizing one's aspirations; self-fulfillment’. Not only has the idea of fulfilment underpinned ‘approximately twenty centuries of philosophy’ as Lefebvre notes, it plays an indispensable role in both popular and scholarly accounts of education and upbringing. Experiences of education, of upbringing and of ‘life lessons’, however, are so often not about the fulfilment of oneself, about the discovery and actualisation of one's full (...)
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  39.  3
    Fulfilment: Crisis, discontinuity and the dark side of education.Norm Friesen & Tobias Hölterhof - 2022 - Journal of Philosophy of Education 56 (4):547-559.
    The Oxford English Dictionary defines fulfilment as ‘satisfaction or happiness as a result of fully developing one's potential or realizing one's aspirations; self-fulfillment’. Not only has the idea of fulfilment underpinned ‘approximately twenty centuries of philosophy’ as Lefebvre notes, it plays an indispensable role in both popular and scholarly accounts of education and upbringing. Experiences of education, of upbringing and of ‘life lessons’, however, are so often not about the fulfilment of oneself, about the discovery and actualisation of one's full (...)
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  40.  6
    ‘The unbearable surplus of being human’: Happiness, virtues and the delegitimisation of the negative.Naomi Hodgson - 2022 - Journal of Philosophy of Education 56 (4):560-573.
    The increased governmental focus on happiness since the late 1990s, and particularly since the economic crash of 2008, has been informed predominantly by a conceptualisation of happiness promoted by the field of positive psychology, and adopted and developed in fields such as behavioural economics and more recently in fields such as neuroeducation. Concepts, or traits, associated with feeling happy or satisfied with our lives, such as resilience, are now promoted across both public and private domains as a means to improve (...)
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  41.  4
    Alienation: The foundation of transformative education.Karsten Kenklies - 2022 - Journal of Philosophy of Education 56 (4):577-592.
    Nothing reveals the differences between an internal (i.e., inherently pedagogical) reflection on educational processes and an external (i.e., derived from a philosophical, sociological, psychological, theological or other perspective) more clearly than the differing attitudes towards alienation. Looked at from outside a pedagogical context, alienation appears only negative, deserving nothing but contempt and rejection; examined from inside a pedagogical framework, it proves to be a conditio sine qua non, the process through which transformative education is possible. This article juxtaposes both perspectives (...)
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  42.  1
    Alienation: The foundation of transformative education.Karsten Kenklies - 2022 - Journal of Philosophy of Education 56 (4):577-592.
    Nothing reveals the differences between an internal (i.e., inherently pedagogical) reflection on educational processes and an external (i.e., derived from a philosophical, sociological, psychological, theological or other perspective) more clearly than the differing attitudes towards alienation. Looked at from outside a pedagogical context, alienation appears only negative, deserving nothing but contempt and rejection; examined from inside a pedagogical framework, it proves to be a conditio sine qua non, the process through which transformative education is possible. This article juxtaposes both perspectives (...)
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  43.  6
    Beyond virtue and vice: A return to uncertainty.Karsten Kenklies, David Michael Lewin & Philip Tonner - 2022 - Journal of Philosophy of Education 56 (4):497-501.
    Education is astonishingly simple. We have all been through it, whether as children or later in life—indeed, many of us are still going through it in some form or other; we all know what works; and we are all committed to realising its individual and social potential. Such a view of the matter might dispense with the need for philosophy of education altogether as the problems of education are seen as little more than puzzles to be solved. We know (or (...)
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  44.  2
    Beyond virtue and vice: A return to uncertainty.Karsten Kenklies, David Michael Lewin & Philip Tonner - 2022 - Journal of Philosophy of Education 56 (4):497-501.
    Education is astonishingly simple. We have all been through it, whether as children or later in life—indeed, many of us are still going through it in some form or other; we all know what works; and we are all committed to realising its individual and social potential. Such a view of the matter might dispense with the need for philosophy of education altogether as the problems of education are seen as little more than puzzles to be solved. We know (or (...)
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  45.  13
    Indoctrination.David Lewin - 2022 - Journal of Philosophy of Education 56 (4):612-626.
    The indoctrination debates have been a key feature of the philosophy of education over the past 50 years. While it is generally acknowledged that the pejorative associations of indoctrination only emerged over the last 100 years, those normative associations are widely taken to be an essential part of the concept itself as are the positive connotations of education. I explore some of the problems of assuming that the term must refer to something negative and the essentialism that this implies. The (...)
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  46.  4
    Obedience.Samuel D. Rocha - 2022 - Journal of Philosophy of Education 56 (4):627-636.
    This is a phenomenological description of existential obedience, which draws out a contrast between it and ressentiment and existential envy, and compares it with pedagogical obedience. The discussion is developed with reference especially to the work of Erich Fromm, Emerson, and Nietzsche. Eds: This paper forms part of a special issue titled ‘Beyond Virtue and Vice: Education for a Darker Age’, in which the editors invited authors to engage in exercises of ‘transvaluation’. Certain apparently settled educational concepts (from agency and (...)
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  47. Preface.Paul Standish - 2022 - Journal of Philosophy of Education 56 (4):495-496.
  48.  5
    Authority: On the revaluation of a value.Philip Tonner - 2022 - Journal of Philosophy of Education 56 (4):593-600.
    This paper, while not presenting a general discussion of authority in education, attempts to uncover some of the anomalies, paradoxes and tensions in the concept. It will argue for a revaluation of authority as an educational virtue, as a form of participatory guidance that is an aid to growth. The paper intends to help provoke continued debate over our perceived educational virtues and vices. I argue that virtuous authority is authority exercised from the point of view of a larger experience (...)
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  49.  1
    Authority: On the revaluation of a value.Philip Tonner - 2022 - Journal of Philosophy of Education 56 (4):593-600.
    This paper, while not presenting a general discussion of authority in education, attempts to uncover some of the anomalies, paradoxes and tensions in the concept. It will argue for a revaluation of authority as an educational virtue, as a form of participatory guidance that is an aid to growth. The paper intends to help provoke continued debate over our perceived educational virtues and vices. I argue that virtuous authority is authority exercised from the point of view of a larger experience (...)
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  50.  3
    Agency: The constraint of instrumentality.Rachel Wahl - 2022 - Journal of Philosophy of Education 56 (4):505-522.
    Enhancing agency—or in a more colloquial term, promoting empowerment—is typically viewed as an unquestioned good. International organisations promote the empowerment of girls and other vulnerable groups around the world. Domestically, democracies rely for their legitimacy on the idea that citizens have agency; hence, civic educators aim to strengthen student ‘voice’ and their inclination to participate. This is all for good reason, as justice does depend in part on the agency of individuals and oppressed groups. But a focus on individual or (...)
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  51.  2
    Balance: Benefit or bromide?Emma Williams - 2022 - Journal of Philosophy of Education 56 (4):535-546.
    There seem to be obvious virtues to keeping a sense of balance. In this paper, I consider some examples from ordinary life and education where the pursuit of balance would appear to be a benefit. Yet I also draw upon lines of thinking from John Stuart Mill and Adam Phillips to examine whether the apparent good sense of balance can be disturbed. I show how Mill's and Phillips’ ideas extend into a consideration of the aesthetics of balance and the idea (...)
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  52.  4
    Balance: Benefit or bromide?Emma Williams - 2022 - Journal of Philosophy of Education 56 (4):535-546.
    There seem to be obvious virtues to keeping a sense of balance. In this paper, I consider some examples from ordinary life and education where the pursuit of balance would appear to be a benefit. Yet I also draw upon lines of thinking from John Stuart Mill and Adam Phillips to examine whether the apparent good sense of balance can be disturbed. I show how Mill's and Phillips’ ideas extend into a consideration of the aesthetics of balance and the idea (...)
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  53.  4
    Re‐reading Kerschensteiner today: Doing VET in German vocational schools—A search for traces.Peter F. E. Sloane - 2022 - Journal of Philosophy of Education 56 (3):408-424.
    Journal of Philosophy of Education, EarlyView.
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  54.  2
    Vocational guidance and vocational counsellors.Aloys Fischer - 2022 - Journal of Philosophy of Education 56 (3):450-466.
    Journal of Philosophy of Education, Volume 56, Issue 3, Page 450-466, June 2022.
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  55.  4
    Vocational guidance in general and vocational education schools in Germany: The relevance of informed choice for successful vocational education and the legacy of Aloys Fischer.Erika Gericke - 2022 - Journal of Philosophy of Education 56 (3):467-478.
    Journal of Philosophy of Education, Volume 56, Issue 3, Page 467-478, June 2022.
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  56.  1
    Vocational guidance in general and vocational education schools in Germany: The relevance of informed choice for successful vocational education and the legacy of Aloys Fischer.Erika Gericke - 2022 - Journal of Philosophy of Education 56 (3):467-478.
    Journal of Philosophy of Education, Volume 56, Issue 3, Page 467-478, June 2022.
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  57.  2
    The legitimation of school‐based Bildung in the context of vocational education and training: The legacy of Eduard Spranger.Philipp Gonon - 2022 - Journal of Philosophy of Education 56 (3):438-449.
    Journal of Philosophy of Education, EarlyView.
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  58.  2
    The legitimation of school‐based Bildung in the context of vocational education and training: The legacy of Eduard Spranger.Philipp Gonon - 2022 - Journal of Philosophy of Education 56 (3):438-449.
    Journal of Philosophy of Education, Volume 56, Issue 3, Page 438-449, June 2022.
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  59.  4
    Citizenship and the Joy of Work.Geoffrey Hinchliffe - 2022 - Journal of Philosophy of Education 56 (3):479-489.
    Journal of Philosophy of Education, EarlyView.
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  60.  2
    The school workshop as the basis for the continuation school.Georg Kerschensteiner - 2022 - Journal of Philosophy of Education 56 (3):399-407.
    Journal of Philosophy of Education, Volume 56, Issue 3, Page 399-407, June 2022.
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  61.  2
    Founding German vocational education: Kerschensteiner, Spranger and Fischer as key figures in the classical German VET theory.Dina Kuhlee, Christian Steib & Christopher Winch - 2022 - Journal of Philosophy of Education 56 (3):383-398.
    Journal of Philosophy of Education, EarlyView.
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  62.  1
    The educational task of the German vocational school.Eduard Spranger - 2022 - Journal of Philosophy of Education 56 (3):425-437.
    Journal of Philosophy of Education, EarlyView.
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  63. Preface.Paul Standish - 2022 - Journal of Philosophy of Education 56 (3):381-382.
    Journal of Philosophy of Education, Volume 56, Issue 3, Page 381-382, June 2022.
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  64.  25
    Enlightenment as perfection, perfection as enlightenment? Kant on thinking for oneself and perfecting oneself.Peter Baumann - 2022 - Journal of Philosophy of Education 56 (2):281-289.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 281-289, April 2022.
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  65.  13
    Literature as an educator: Ethics, politics and the practice of writing in Thomas Mann's life and work.Andrius Bielskis - 2022 - Journal of Philosophy of Education 56 (2):265-280.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 265-280, April 2022.
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  66.  14
    ‘Someone’ versus ‘something’: A reflection on transhumanist values in light of education.Tomas Bokedal, Solveig Magnus Reindal, Svein Rise & Stein M. Wivestad - 2022 - Journal of Philosophy of Education 56 (2):227-237.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 227-237, April 2022.
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  67.  3
    Conserving the dignity of teaching through ethics as ‘ mise en question ’.Katja Castillo, Jani Kukkola & Pauli Siljander - 2022 - Journal of Philosophy of Education 56 (2):318-328.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 318-328, April 2022.
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  68.  5
    Aesthetica and eudaimonia : Education for flourishing must include the arts.Laura D'Olimpio - 2022 - Journal of Philosophy of Education 56 (2):238-250.
    Journal of Philosophy of Education, EarlyView.
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  69.  9
    Aesthetica and eudaimonia : Education for flourishing must include the arts.Laura D'Olimpio - 2022 - Journal of Philosophy of Education 56 (2):238-250.
    Journal of Philosophy of Education, EarlyView.
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  70.  9
    On the theoretical foundations of the ‘Philosophy for Children’ programme.Florian Franken Figueiredo - 2022 - Journal of Philosophy of Education 56 (2):210-226.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 210-226, April 2022.
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  71.  4
    ‘Theatre, Revolution and Love’: Moral–aesthetic education in Asja Lācis' proletarian children's theatre.Katja Frimberger - 2022 - Journal of Philosophy of Education 56 (2):329-341.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 329-341, April 2022.
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  72.  12
    Basic education as a collective good: In defence of the school as a public social institution.Tarna Kaisa Kannisto - 2022 - Journal of Philosophy of Education 56 (2):305-317.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 305-317, April 2022.
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  73.  5
    Where is education? Arendt's educational philosophy in between private and public.Julien Kloeg - 2022 - Journal of Philosophy of Education 56 (2):196-209.
    Journal of Philosophy of Education, EarlyView.
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  74.  30
    Moral sensitivity: The central question of moral education.Roger Marples - 2022 - Journal of Philosophy of Education 56 (2):342-355.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 342-355, April 2022.
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  75.  14
    The existential turn in philosophy of education: In defence of liberal autonomy.Alistair Miller - 2022 - Journal of Philosophy of Education 56 (2):356-370.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 356-370, April 2022.
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  76.  9
    The Fantastic school: Catherine Malabou and an ontological basis in defence of the school.Sevket Benhur Oral - 2022 - Journal of Philosophy of Education 56 (2):290-304.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 290-304, April 2022.
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  77.  11
    Luce Irigaray: A philosophy of teaching in ancient and modern perspective.Richard White - 2022 - Journal of Philosophy of Education 56 (2):251-264.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 251-264, April 2022.
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  78.  7
    Cognitive gain and the close reading of literature.Kevin Williams - 2022 - Journal of Philosophy of Education 56 (2):371-376.
    Journal of Philosophy of Education, EarlyView.
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  79.  7
    ‘We are creating conditions for young people that are un-survivable’: An interview with Sanah Ahsan.Sanah Ahsan & Emma Williams - 2022 - Journal of Philosophy of Education 56 (1):88-93.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 88-93, February 2022.
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  80.  6
    Mental health, resilience and existential literature.Alison M. Brady - 2022 - Journal of Philosophy of Education 56 (1):78-87.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 78-87, February 2022.
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  81.  13
    ‘Something extra’: In defence of an uncanny humanism.Josh Cohen - 2022 - Journal of Philosophy of Education 56 (1):173-179.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 173-179, February 2022.
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  82.  4
    Clinical education and philosophically informed reflective practice.Alex Cousins - 2022 - Journal of Philosophy of Education 56 (1):29-40.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 29-40, February 2022.
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  83.  8
    Well‐being in the Irish secondary school: Reflections on a curricular approach.Emma Farrell & Áine Mahon - 2022 - Journal of Philosophy of Education 56 (1):51-54.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 51-54, February 2022.
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  84.  6
    Attending to Macbeth : Cultural therapy or therapy for culture?Andrew Fletcher - 2022 - Journal of Philosophy of Education 56 (1):159-172.
    Journal of Philosophy of Education, EarlyView.
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  85.  2
    Attending to Macbeth: Cultural therapy or therapy for culture?Andrew Fletcher - 2022 - Journal of Philosophy of Education 56 (1):159-172.
    Journal of Philosophy of Education, EarlyView.
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  86.  2
    Want to improve school mental health interventions? Ask young people what they actually think.Lucy Foulkes & Emily Stapley - 2022 - Journal of Philosophy of Education 56 (1):41-50.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 41-50, February 2022.
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  87.  6
    I've got anxiety.Richard G. T. Gipps - 2022 - Journal of Philosophy of Education 56 (1):124-128.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 124-128, February 2022.
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  88.  10
    Psychiatry and mental health care in the classroom: A reflection on the potential effects of policy implementation.Marie Gojmerac - 2022 - Journal of Philosophy of Education 56 (1):22-28.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 22-28, February 2022.
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  89.  6
    Dressing the wound in education: A reading of Kore‐eda's Shoplifters.Soyoung Lee - 2022 - Journal of Philosophy of Education 56 (1):148-158.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 148-158, February 2022.
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  90.  7
    Dressing the wound in education: A reading of Kore‐eda's Shoplifters.Soyoung Lee - 2022 - Journal of Philosophy of Education 56 (1):148-158.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 148-158, February 2022.
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  91.  33
    Neoliberalism and mental health education.Michelle Maiese - 2022 - Journal of Philosophy of Education 56 (1):67-77.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 67-77, February 2022.
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  92.  9
    ‘Psychoanalysis is one more way of taking people seriously’: Adam Phillips in conversation with Emma Williams.Adam Phillips & Emma Williams - 2022 - Journal of Philosophy of Education 56 (1):180-189.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 180-189, February 2022.
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  93.  2
    Expressing an interest in mental health education.Adrian Skilbeck - 2022 - Journal of Philosophy of Education 56 (1):129-138.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 129-138, February 2022.
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  94. The politics of distress.Richard Smith - 2022 - Journal of Philosophy of Education 56 (1):105-114.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 105-114, February 2022.
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  95.  1
    Inner and outer, psychology and Wittgenstein's painted curtain.Paul Standish - 2022 - Journal of Philosophy of Education 56 (1):115-123.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 115-123, February 2022.
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  96.  4
    Existential health in an age of medical totalitarianism.Adam Szymanski - 2022 - Journal of Philosophy of Education 56 (1):94-104.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 94-104, February 2022.
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  97.  13
    The dangers of mental health promotion in schools.Sami Timimi & Zoe Timimi - 2022 - Journal of Philosophy of Education 56 (1):12-21.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 12-21, February 2022.
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  98.  9
    Toddlers as soul workers: A critical take on emotions and well‐being in early childhood education.Nele Van Damme & Stefan Ramaekers - 2022 - Journal of Philosophy of Education 56 (1):55-66.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 55-66, February 2022.
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  99.  9
    Toddlers as soul workers: A critical take on emotions and well‐being in early childhood education.Nele Van Damme & Stefan Ramaekers - 2022 - Journal of Philosophy of Education 56 (1):55-66.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 55-66, February 2022.
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  100.  5
    Introduction: The crisis in mental health and education.Emma Williams - 2022 - Journal of Philosophy of Education 56 (1):4-11.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 4-11, February 2022.
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  101.  5
    Making a drama out of a mental health crisis.Emma Williams - 2022 - Journal of Philosophy of Education 56 (1):139-147.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 139-147, February 2022.
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  102.  20
    Reflection and synthesis: How moral agents learn and moral cultures evolve.Joanna Burch-Brown - 2022 - Journal of Philosophy of Education 55 (6):935-948.
    Journal of Philosophy of Education, Volume 55, Issue 6, Page 935-948, December 2021.
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  103. A Kantian approach to education for moral sensitivity.Paul Formosa - 2022 - Journal of Philosophy of Education 55 (6):1017-1028.
    An important aspect of moral expertise is moral sensitivity, which is the ability to be sensitive to the presence of morally salient features in a context. This requires being able to see and acquire the morally relevant information, as well as organise and interpret it, so that you can undertake the related work of moral judgement, focus (or motivation) and action. As a distinct but interrelated component of ethical expertise, moral sensitivity can and must be trained and educated. However, despite (...)
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