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  1. From Political Philosophy to Messy Empirical Reality.Miklos Zala, Simon Rippon, Tom Theuns, Sem de Maagt & Bert van den Brink - 2020 - In Trudie Knijn & Dorota Lepianka (eds.), Justice and Vulnerability in Europe. Edward Elgar Publishing. pp. 37-53.
    This chapter describes how philosophical theorizing about justice can be connected with empirical research in the social sciences. We begin by drawing on some received distinctions between ideal and non-ideal approaches to theorizing justice along several different dimensions, showing how non-ideal approaches are needed to address normative aspects of real-world problems and to provide practical guidance. We argue that there are advantages to a transitional approach to justice focusing on manifest injustices, including the fact that it enables us to set (...)
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  2. The Ethics of Doping: Between Paternalism and Duty.Evangelos D. Protopapadakis - 2020 - Pannoniana: Journal of Humanities 4 (1):35-49.
    The most plausible line of anti-doping argumentation starts with the fact that performance enhancing substances are harmful and put at considerable risk the health and the life of those who indulge in the overwhelming promises these substances hold. From a liberal point of view, however, this is not a strong reason neither to morally reject doping altogether, nor to put a blanket ban on it; on the contrary, allowing adult, competent and informed athletes to have access to performance enhancement drugs (...)
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  3. Integrating Thomistic Virtue Ethics with an Eriksonian Identity Perspective: A New Moral Identity Assessment.Tonia Bock, Heidi Giebel, Taylor Hazelbaker & Logan Tufte - 2019 - Journal of Moral Education:1-17.
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  4. Practical Ethics, 2nd Edition.Peter Singer - 1993 - Cambridge University Press.
  5. Reasonable Disagreement About, and Within, Watson and Hartley’s Political Liberalism.Paul Billingham - 2020 - Journal of Applied Philosophy 37 (5):836-845.
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  6. Theory Without Theories: Well-Being, Ethics and Medicine.Jennifer Hawkins - forthcoming - Journal of Medicine and Philosophy.
    No concept is more important for clear thinking about medical ethics than the concept of well-being or (what I take to be the same thing) the concept of what’s good for a person. Yet for a variety of reasons medical ethicists have generally had little to say about this notion. Medical ethics education, and bioethics more generally, would be better if people learned to think about welfare in a more substantial and structured way. Philosophers would typically approach such a problem (...)
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  7. Moral Motivation and Kant’s Ethics.Yong-Wook Shin - 2020 - Journal of Moral Education 32 (3):63-85.
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  8. Getting Out of an Infant’s Body: The Educational Implications of Spinoza’s Theory of Bodies.Eun-Ju Kim - 2020 - Journal of Moral Education 32 (3):19-43.
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  9. Chinul’s Concept of ‘Sudden Enlightenment and Gradual Cultivation’ and Dewey’s Concept of Experience.Yeong-Min Kwon - 2020 - Journal of Moral Education 32 (3):1-17.
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  10. Is Kohlberg’s Criticism of the Bag of Virtues Valid?Sang-Cheol Park - 2020 - Journal of Moral Education 32 (3):45-61.
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  11. Cultivating Virtue in Postgraduates: An Empirical Study of the Oxford Global Leadership Initiative.Jonathan Brant, Michael Lamb, Emily Burdett & Edward Brooks - 2020 - Journal of Moral Education 49 (4):415-435.
    ABSTRACT Although virtue ethics has emerged as an influential ethical theory within the academy, universities have not generally taken up the practical task of virtue cultivation. Some academics even resist the effort altogether. In response, this article presents an early-stage evaluation of one effort to cultivate virtue in postgraduate students, a theoretically derived and empirically measured character development programme at the University of Oxford. The study uses a pre- and post-test experimental design to assess whether participation results in measurable growth (...)
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  12. Applying Reflective Equilibrium. A Case Study in Justification.Tanja Rechnitzer - 2018 - Dissertation, University of Bern
    How should we proceed when searching for justified answers to normative questions? A prominent proposal is to use the method of reflective equilibrium (RE). Its basic Idea—that we should start from our existing judgments about relevant cases and bring them into equilibrium with systematic principles—is readily recited, but beyond that, conceptions of RE often stay sketchy. RE is seldom explicitly implemented, which makes it difficult to critically evaluate the method and to assess its potential. In my dissertation, I present the (...)
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  13. From Critique of Ideology to Politics: Habermas on Bildung.A. S.?Rensen - 2015 - Ethics and Education 10 (2):252-270.
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  14. What is Reality? Walter Benjamin, Roland Barthes, Jacques Derrida, Judith Butler, and the Artist Karin Kneffel on the Deconstruction of the Familiar as Liberation From Determination.Martina Sauer - 2020 - Art Style, Art and Culture International Magazine, Special Issue_6, On the Postmodern Age, Ed. By Martina Sauer 6 (6):101-120.
    What is reality? It is postmodern or poststructuralist philosophers like Roland Barthes, who realized that it only seems that the media present reality in the form of facts, because they actually spread myths. Accordingly, Jacques Derrida made it clear that communication via media is not based on logic, but is characterized by a significant “différance” between a “marque” (trace) of the past and the expectations of the future. Both agreed, that the initial misunderstanding of the concept of reality must be (...)
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  15. Learning Virtue.Lorraine L. Besser - 2020 - Journal of Moral Education 49 (3):282-294.
    ABSTRACT This paper explores the task of learning virtue through the lens of self-determination theory. Drawing on SDT’s account of motivation and of innate psychological needs, I defend a theory of learning virtue that emphasizes knowing why virtue is important is pivotal to the development of virtue.
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  16. An Educational Meaning of Aristotle’s Conception Habit.Eun-Woo Kim - 2020 - Journal of Moral Education 32 (2):51-70.
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  17. Theory of Time and Theory of Education: Augustinus and Kierkegaard.Young-Long Kim - 2020 - Journal of Moral Education 32 (2):23-49.
  18. The Conceptions of Philia Between Plato and Aristotle: Educational Implication.Young-Ho Park - 2020 - Journal of Moral Education 32 (2):71-91.
  19. 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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  20. Rethinking Same‐Sex Sex in Natural Law Theory.Kurt Blankschaen - 2020 - Journal of Applied Philosophy 37 (3):428-445.
    Many prominent proponents of Old and New Natural Law morally condemn sexual acts between people of the same sex because those acts are incapable of reproduction; they each offer a distinct set of supporting reasons. While some New Natural Law philosophers have begun to distance themselves from this moral condemnation, there are not many similarly ameliorative efforts within Old Natural Law. I argue for the bold conclusion that Old Natural Law philosophers can accept the basic premises of Old Natural Law (...)
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  21. What is a Science of Virtue?Nancy E. Snow - forthcoming - Journal of Moral Education:1-15.
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  22. Sociological Contributions for Researching Morality and Cultivating States of Moral Character.David Ian Walker - forthcoming - Journal of Moral Education:1-11.
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  23. Science, Scholarship, and Intellectual Virtues: A Guide to What Higher Education Should Be Like.Barry Schwartz - forthcoming - Journal of Moral Education:1-12.
  24. Solving the Puzzle of Partiality.Sungwoo Um - forthcoming - Journal of Social Philosophy.
    If each person is equally valuable and thus deserves equal treatment, why should the fact that we have a close relationship with someone permit or even direct us to treat her preferentially? We may call this the puzzle of partiality. This paper aims to analyze previous attempts to solve the puzzle of partiality and introduce my new approach. I first examine Simon Keller’s individuals view, to show the difficulties of a view that puts each individual’s equal worth at its center (...)
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  25. Justice in the Public Square.Raymond Hain - 2016 - International Journal of Applied Philosophy 30 (1):149-162.
    This paper develops some foundations for an Aristotelian ethics of the built environment by combining the formal elements of Aristotelian justice with the design theory of Christopher Alexander. The resulting ordered set of human actions and their corresponding built environments require social deliberation about the integration of activities. This deliberation is required at all levels of human action, is characterized by local and step-wise decision making, and in important ways makes it possible for us to know if and how we (...)
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  26. Hans Jonas, Transhumanism, and What It Means to Live a «Genuine Human Life».Lewis Coyne & Michael Hauskeller - 2019 - Revue Philosophique De Louvain 117 (2):291-310.
    In The Imperative of Responsibility, published in German in 1979 and in English five years later, Hans Jonas introduced a new moral imperative for the technological age that runs as follows : «Act so that the effects of your action are compatible with the permanence of genuine human life». This article has two objectives: firstly to clarify what it means to live, in Jonas’ sense, a genuine human life, and secondly whether we can still live such a life if we (...)
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  27. Rethinking Libertarianism: Elizabeth Anderson's Private Government. [REVIEW]David Ellerman - 2018 - Challenge 61:156-182.
    In her recent book Private Government, Elizabeth Anderson makes a powerful but pragmatic case against the abuses experienced by employees in conventional corporations. The purpose of this review-essay is to contrast Anderson’s pragmatic critique of many abuses in the employment relation with a principled critique of the employment relationship itself. This principled critique is based on the theory of inalienable rights that descends from the Reformation doctrine of the inalienability of conscience down through the Enlightenment in the abolitionist, democratic, and (...)
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  28. The Case for Workplace Democracy.David Ellerman - 2018 - In Council democracy: towards a democratic socialist politics. New York, NY, USA: pp. 210-227.
    In this chapter I seek to provide a theoretical defense of workplace democracy that is independent from and outside the lineage of Marxist and communist theory. Common to the council movements, anarcho- syndicalism and many other forms of libertarian socialism was the idea “that workers’ self- management was central.” Yet the idea of workers’ control has not been subject to the same theoretical development as Marx’s theory, not to mention capitalist economic theory. This chapter aims to contribute at a theoretical (...)
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  29. GEM Anscombe, Faith in a Hard Ground: Essays on Religion, Philosophy and Ethics. [REVIEW]Sergio Volodia Marcello Cremaschi - 2009 - Rivista di Filosofia Neo-Scolastica 101 (4):587-590.
    I discuss this collection of published and unpublished essays on religion and ethics by GEM Anscombe edited by Mary Geach and Luke Gormally. My main doubt concerns the criteria on which papers have been included in this volume. I argue that, while part of the material included typically belongs to a discussion between believers, some of these are good examples of applied ethics with no direct link with the Christian faith and addressed to a universal audience of reasonable partners of (...)
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  30. The Concept of Human Nature: A Perspective of the Doctrine of the Mean.Jong-Duk Park - 2020 - Journal of Moral Education 32 (1):85-109.
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  31. 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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  32. Theorie und Praxis der Menschenwürde.Ralf Stoecker - 2019 - Paderborn, Deutschland: Mentis.
    Die Würde des Menschen ist unantastbar. – Trotz ihrer prominenten Rolle im Grundgesetz und in vielen anderen Dokumenten nach dem Zweiten Weltkrieg hat sich die moderne Philosophie lange Zeit nur wenig um die Menschenwürde gekümmert. Erst als um die Jahrtausendwende herum die Würde von Embryonen zur Diskussion stand, zeigte es sich, wie spannend und schwierig es ist, ein angemessenes philosophisches Verständnis der Menschenwürde zu finden. Dieses Buch basiert auf drei Grundgedanken: dass die Menschenwürde aus ihren Verletzungen heraus verstanden werden muss, (...)
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  33. What is a Relational Virtue?Sungwoo Um - 2020 - Philosophical Studies (1):1-17.
    In this paper, I introduce what I call relational virtue and defend it as an important subcategory of virtue. In particular, I argue that it offers a valuable resource for answering questions concerning the value of intimate relationships such as parent-child relationship or friendship. After briefly sketching what I mean by relational virtue, I show why it is a virtue and in what sense we can meaningfully distinguish it from other sorts of virtue. I then describe some distinctive features of (...)
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  34. Does Aristotle Believe That Habituation is Only for Children?Wouter Sanderse - 2018 - Journal of Moral Education:1-13.
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  35. A Developmental Theory for Aristotelian Practical Intelligence.Matt Ferkany - 2018 - Journal of Moral Education:1-18.
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  36. Brian Besong. An Introduction to Ethics. A Natural Law Approach. [Book Review].Piotr Ufnal - 2019 - Forum Philosophicum: International Journal for Philosophy 24 (1):225-230.
  37. A Developmental Theory for Aristotelian Practical Intelligence.Matt Ferkany - 2020 - Journal of Moral Education 49 (1):111-128.
    In Aristotelian virtue theories, phronesis is foundational to being good, but to date accounts of how this particularly important virtue can emerge are sketchy. This article plumbs recent thinking in Aristotelian virtue ethics and developmental theorizing to explore how far its emergence can be understood developmentally, i.e., in terms of the growth in ordinary conditions of underlying psychological capacities, dispositions, and the like. The purpose is not to explicate Aristotle, nor to assimilate Aristotelian ideas to cognitive developmental moral theorizing, but (...)
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  38. Can We Measure Practical Wisdom?Jason Swartwood - 2020 - Journal of Moral Education 49 (1):71-97.
    ABSTRACTWisdom, long a topic of interest to moral philosophers, is increasingly the focus of social science research. Philosophers have historically been concerned to develop a rationally defensible account of the nature of wisdom and its role in the moral life, often inspired in various ways by virtue theoretical accounts of practical wisdom. Wisdom scientists seek to, among other things, define wisdom and its components so that we can measure them. Are the measures used by wisdom scientists actually measuring what philosophers (...)
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  39. An Introduction to the Special Issue on Wisdom and Moral Education.Kristján Kristjánsson - 2020 - Journal of Moral Education 49 (1):1-8.
    ABSTRACTThis essay introduces the present special issue on wisdom and moral education, which draws on a conference held in Oxford in 2017. Some of the seven contributions make use of the Aristotelian concept of phronesis, or practical wisdom, while others focus more on the wisdom concept as it has developed in contemporary psychology. One straddles the distinction between the two. All the contributions, however, address in different ways practical questions about how wisdom can be evaluated and how it relates to (...)
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  40. The Implications of Schopenhauer’s Theory of Will for Moral Education: In Relation to the Theory of Buddhist Practice.Hyo-Jin Chang - 2019 - Journal of Moral Education 31 (3):163-186.
  41. I-Ching and Ghost: Internalization of School Subjects and Teacher.Chae-Hyeong Park - 2019 - Journal of Moral Education 31 (3):89-113.
  42. The Case for Emissions Egalitarianism.Olle Torpman - 2019 - Ethical Theory and Moral Practice 22 (3):749-762.
    There is a fixed limit on the greenhouse gas emissions that the atmosphere can absorb before triggering dangerous climate changes. One of the debates in climate ethics concerns how the available emissions should be divided between people. One popular answer, sometimes called “Emissions Egalitarianism”, proposes a distribution of emissions permits that gives everyone an equal per capita share of the atmospheric absorptive capacity. However, several debaters have objected to EE. First, it has been argued that there is no principled reason (...)
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  43. 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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  44. 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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  45. Politics and Education in View of Schiller’s Concept of Human Being.Joo-Hee Chang - 2019 - Journal of Moral Education 31 (2):211-238.
  46. The Educational Interpretation of Plato’s Meno: Virtue and Recollection.Sung-Mo Chang - 2019 - Journal of Moral Education 31 (2):187-210.
  47. The Social Creation of Morality and Complicity in Collective Harms: A Kantian Account.Garrath Williams - 2019 - Journal of Applied Philosophy 36 (3):457-470.
    This article considers the charge that citizens of developed societies are complicit in large-scale harms, using climate destabilisation as its central example. It contends that we have yet to create a lived morality – a fabric of practices and institutions – that is adequate to our situation. As a result, we participate in systematic injustice, despite all good efforts and intentions. To make this case, the article draws on recent discussions of Kant’s ethics and politics. Section 1 considers Tamar Schapiro’s (...)
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  48. What Can Virtue Ethics Offer Pacifists?Steven Steyl - 2018 - The Acorn 18 (1):29-50.
    Though warfare has been a popular subject of inquiry in Aristotelian virtue ethics since antiquity, pacifism has almost never been afforded sympathetic study. This paper helps to fill that lacuna by asking whether and how secular virtue ethics can provide a theory of pacifism, whether and how it might defeat some common/foreseeable objections, and what additional work needs to be done in order for virtue ethicists to provide a philosophically robust account of pacifism. I begin by translating a pacifist argument (...)
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  49. 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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  50. Frantz Fanon, Psychiatry and Politics Nigel C. Gibson & Roberto Beneduce, 2017 London: Rowman & Littlefield International 322 Pp, £80 , £24.99. [REVIEW]Rafe Mcgregor - 2019 - Journal of Applied Philosophy 36 (2):348-349.
    Frantz Fanon, Psychiatry and Politics affords a much-needed and long-awaited addition to the literature on Frantz Fanon, an exhaustive study of the least-known aspect of his short but remarkable life, his psychiatric practice and publications. The monograph is co-authored by Nigel C. Gibson and Roberto Beneduce, with a foreword by Alice Cherki and translations by Lisa Damon. Gibson is a leading Fanon scholar, jointly responsible for the appropriation of Fanon’s oeuvre by postcolonial studies in the nineteen nineties, and Beneduce is (...)
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