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  1. Freedom With Authority: A Ruber Model for Teaching.142 133 - 1968 - Educational Theory 18 (2):133-142.
  2. Playing in the in-Between: Implications for Early Childhood Education of New Views on Social Relations.Cynthia June À Beckett - unknown
    Social relations are commonly seen as exchanges between entities, a view implicitly indebted to Hegel?s account of the development of independent subjectivity. It is an analysis that explains many social interactions but that cannot explain key moments in social life. These moments occur in the non-Euclidean space and time of the in-between. This concept will be elucidated in this thesis through analysis of fieldwork examples and in relation to the work of Martin Buber and Donald Winnicott. The in-between arises when (...)
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  3. Student Evaluations: The Ratings Game.John V. Adams - 1997 - Inquiry : An Interdisciplinary Journal of Philosophy 1 (2):10-16.
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  4. Public Goods and Education.Jonny Anomaly - 2018 - In Andrew I. Cohen (ed.), Philosophy and Public Policy. Lanham, MD: Rowman and Littlefield.
  5. The Islamic Concept of Education Reconsidered.Khosrow Bagheri & Zohreh Khosravi - 2006 - AMERICAN JOURNAL OF ISLAMIC SOCIAL SCIENCES 23 (4):88-103.
    Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic concept of education (...)
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  6. The future human image: Whom and How to educate in younger generation.Book 1.Oleg Bazaluk (ed.) - 2011 - ISPC.
    В коллективной монографии рассматривается состояние системы образова-ния главным образом в России и Украине к концу первого десятилетия XXI сто-летия. Поднимается целый пласт проблем, связанный с непрерывным развитием общества и техносферы, а также ролью в этом процессе семьи, педагогов («хо-рошего учителя» в терминологии В. Сухомлинского) и соответствующих госу-дарственных институтов, предлагаются пути их решения. В монографии анали-зируются перспективы развития системы образования, акцентируется внимание на формировании нового типа личности – планетарно-космической, как некоего конечного идеального образа воспитательного воздействия на подрастающие поколения – образа человека (...)
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  7. COSMIC EDUCATION: FORMATION OF A PLANETARY AND COSMIC PERSONALITY.Oleg Bazaluk & Tamara Blazhevich - 2012 - Philosophy and Cosmology 1 (10):147-160.
    The major stages of development of cosmic pedagogy have been researched. Based on the achievements of the modern neurosciences as well as of psychology, cosmology, and philosophy, the authors provide their reasoning for the cosmic education and its outlooks for the educational systems of the world. Through the studies of how important human mind is for the Earth and the cosmos and by researching the evolution of human mind within the structure of the Universe, the authors create a more advanced (...)
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  8. The Literary Life of Educational Authority.Charles Bingham - 2006 - Journal of Philosophy of Education 40 (3):357–369.
    This article looks into the workings of educational authority. While scholarly debate in education usually promotes authority as either good or bad, the same debate seldom asks questions about how authority works. This article is, then, an answer to the question ‘How?’ How does educational authority operate? It operates, it is suggested, in much the same way that literary authority operates. To make the case for educational authority as literary authority, the paper uses the philosophical work of Jacques Derrida and (...)
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  9. Procreation, Parenthood, and Educational Rights: Ethical and Philosophical Issues.Michael Cholbi & Jaime Ahlberg (eds.) - 2016 - Routledge.
    _Procreation, Parenthood, and Educational Rights_ explores important issues at the nexus of two burgeoning areas within moral and social philosophy: procreative ethics and parental rights. Surprisingly, there has been comparatively little scholarly engagement across these subdisciplinary boundaries, despite the fact that parental rights are paradigmatically ascribed to individuals responsible for procreating particular children. This collection thus aims to bring expert practitioners from these literatures into fruitful and innovative dialogue around questions at the intersection of procreation and parenthood. Among these questions (...)
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  10. Teaching by Convincing: Strategies of Argumentation in Lectures.Anna Cros - 2001 - Argumentation 15 (2):191-206.
    The aim of this article is to show the argumentative component in the discourse of teachers. This is done on the basis of an analysis of the argumentative strategies used by teachers during the first class of a university course in order to increase their discourse efficiency. The analysis of the corpus studied shows that in such a session teachers use argumentative strategies in order to control the social distance which separates them from students. In doing so, they make a (...)
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  11. La neutralité axiologique, vertu professorale ou exigence institutionnelle?Marc-Kevin Daoust & Félix Schneller - forthcoming - Penser L'Éducation.
    La neutralité axiologique est souvent présentée comme une vertu professorale, ou comme une composante essentielle d'une déontologie de l'enseignement. Nous mettons cette conception de la neutralité axiologique à l'épreuve, notamment parce qu'elle ne permet pas d'expliquer 1) l'importance d'un enseignement diversifié, 2) l'importance, pour les personnes subissant une influence illégitime, d'avoir des recours institutionnels, et 3) l'importance qui devrait être accordée par l'Université à l'autonomie des étudiant-e-s. Pour ces raisons, nous proposons plutôt d'interpréter la neutralité axiologique comme une exigence institutionnelle, (...)
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  12. In Search of a Guiding Vision for Jewish Education.David Hartman - 1996 - The David and Rae Finegood Institute for Diaspora Education of the Shalom Hartman Institute.
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  13. Teaching Autonomy: The Obligations of Liberal Education in Plural Societies. [REVIEW]Donald Kerr - 2006 - Studies in Philosophy and Education 25 (6):425-456.
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  14. Intellectual Virtues and Education: Essays in Applied Virtue Epistemology.Ian James Kidd - 2015 - In Jason Baehr (ed.), Educating for Intellectual Virtues: Applying Virtue Epistemology to Educational Theory and Practice. Routledge. pp. 54-70.
    Many contemporary philosophical virtue theorists have begun to restore the sense of an intimacy between virtue, character, and ‘the good life’, and, in turn, philosophers of education explore the ways that educational practice could contribute to the cultivation of virtuous character. Certainly many philosophers and educationalists will agree with Ben Kotzee that it is ‘obvious’ that education ought to ‘form good intellectual character’ (2013: p.163). I am sympathetic to this claim, but also sensitive to the worries of those sceptics who (...)
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  15. Towards a Dynamic Systems Approach to Moral Development and Moral Education: A Response to the JME Special Issue, September 2008.Minkang Kim & Derek Sankey - 2009 - Journal of Moral Education 38 (3):283-298.
    Is 'development' a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated model of moral functioning, called for in the September 2008 Special Issue of the Journal of Moral Education (37[3]). Our paper argues that the notion (...)
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  16. Раздельное образование как средство учета гендерных характеристик в процессе формирования планетарно-космической личности учащихся средних школ.Tetiana Matusevych - 2013 - In Олег Базалук (ed.), Образ человека будущего: Кого и Как воспитывать в подрастающих поколениях.
    The philosophy of education, being an integrative and anthropologic knowledge, has to perform a prognostic and axiological function, forming a perspective of a world-view genesis of personality and provide theoretical and methodological background for the innovation processes in the education. The forming of harmonious, intellectually developed, creative, conscientious, responsible, purposeful and healthy human personality – these are all the main tasks of the educational system. There are many approaches in performing of such strategic task. One of them, starting from the (...)
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  17. La educación y el problema del mundo.José Murillo - 2009 - Logos: Revista de Lingüística, Filosofía y Literatura 19 (2):56-73.
    Education moves in the space of distance between those who are coming into the world and the world that they arrive. Since Modern Age, this distance formed by the opposing subject and object, has tended to be an impassable abyss. In this way, the world unfolds in two: the world whose image under investigation in the field of Education is the blackboard, and the world of everyday life. In front of the blackboard the student is installed, constituted as a subject, (...)
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  18. L'Università Fascista di Bologna e Giovanni Gentile. Una conferenza inedita del 1930.Rossano Pancaldi - 2012 - Giornale Critico Della Filosofia Italiana 8 (1):82-124.
    In 1924 the Fascist University was founded in Bologna. This essay reconstructs the foundation of this study centre, its cultural purposes and contacts with the academic world Giovanni Gentile had frequent relations with this cultural centre. On March 9th, 1930 he participated in a crowded lecture making a speech that was to remain unknown. It is published here and analyzed in relation to his complete works and the reactions aroused in Bologna and in the national cultural environments. The essay ends (...)
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  19. The Fascist University of Bologna and Giovanni Gentile, an Unpublished Conference From 1930.Rossano Pancaldi - 2012 - Giornale Critico Della Filosofia Italiana 8 (1):82-124.
    In 1924 the Fascist University was founded in Bologna. This essay reconstructs the foundation of this study centre, its cultural purposes and contacts with the academic world Giovanni Gentile had frequent relations with this cultural centre. On March 9th, 1930 he participated in a crowded lecture making a speech that was to remain unknown. It is published here and analyzed in relation to his complete works and the reactions aroused in Bologna and in the national cultural environments. The essay ends (...)
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  20. Education, Values and Authority: A Semiotic View.Eetu Pikkarainen - 2014 - In Inna Semetsky & Andrew Stables (eds.), Pedagogy and Edusemiotics: theoretical challenges/practical opportunities. Sense Publisher. pp. 91-105.
    How can we theoretically and philosophically study the problem of values and authority in the context of education? The chapter uses the framework of action theoretical semiotics developed mainly on the conceptual structures of Greimassian semiotic theory. This detailed and elaborated theory of human discourse (utilized usually in terms of literary and “cultural” texts) will be expanded by biosemiotic and Peircean points of view to fit in the special problem area of education as transformation or extension from the biosemiotic and (...)
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  21. Educational Authority and the Interests of Children.Rob Reich - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
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  22. Reliability of a Speaker and Recognition of a Listener: Bocheński and Nyāya on the Relation of Authority.Agnieszka Rostalska - 2017 - Kervan. International Journal of Afro-Asiatic Studies 21:155-173.
    In the Nyāyasūtras (NS), the fundamental text of the Nyāya tradition, testimony is defined as a statement of a reliable speaker (āpta). According to the NS, such a speaker should possess three qualities: competence, honesty and desire to speak. The content of a discourse, including the prescriptions, is also considered reliable due to the status of a given author and the person that communicated it. -/- The Polish philosopher J.M. Bocheński similarly stresses the role of a speaker; he holds that (...)
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  23. Throwing the Baby Out with the Water: From Reasonably Scrutinizing Authorities to Rampant Scepticism About Expertise.Markus Seidel - 2014 - Informal Logic 34 (2):192-218.
    In this paper, I argue that many arguments from expert opinion are strong arguments. Therefore, in many cases it is rational to rely on experts since in many cases the fact that an expert says that p makes it highly likely that p is true. I will defend this claim by providing 5 arguments that illuminate and elaborate on 5 crucial claims about expertise. In this way, I aim to undermine recent attempts to establish a rampant scepticism about arguments from (...)
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  24. The Special Exclusion Services Unit - Administrational Doubles and Their Unlawful Pseudo-Function in Higher Education; the Univ. Of Oslo Case and the Univ. Of Agder Case (2016, Re-Edited May 2017).Kai Soerfjord - manuscript
  25. Fake Specialists Running 'Cognitive Science' in Norwegian Ed-Sci (Jan. 2017) “Ed-Sci-Professor” Job-Title Equipped with NO ACADEMIC Degree in Ed-Sci.Kai Soerfjord - manuscript
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  26. Minority Rights and Educational Authority.P. A. van der Ploeg - 1998 - Journal of Philosophy of Education 32 (2):177–193.