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  1. added 2019-01-14
    #FeesMustFall and the Decolonised University in South Africa: Tensions and Opportunities in a Globalising World.Dominic Griffiths - forthcoming - International Journal of Educational Research.
    Colonialism’s legacy in South Africa includes persistent economic inequality which, since the country’s universities charge fees, bars many from higher education, perpetuating the marginalisation of those previously disadvantaged by the apartheid regime. In 2015-6, country-wide unrest raged across university campuses, as students protested the yearly cycle of tuition increases under the slogan #FeesMustFall, demanding “free, decolonised education”. Protests ended in December 2017 when the government announced a sliding-scale payment policy alleviating the economic burden for poorer students. This paper sets the (...)
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  2. added 2018-12-31
    Exploring Video Feedback in Philosophy.Tanya Hall, Dean Tracy & Andy Lamey - 2016 - Teaching Philosophy 39 (2):137-162.
    This paper explores the benefits of video feedback for teaching philosophy. Our analysis, based on results from a self-report student survey along with our own experience, indicates that video feedback possesses a number of advantages over traditional written comments. In particular we argue that video feedback is conducive to providing high-quality formative feedback, increases detail and clarity, and promotes student engagement. In addition, we argue that the advantages of video feedback make the method an especially apt tool for addressing challenges (...)
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  3. added 2018-12-26
    Rationalizing Racism: Arizona Representatives Employment of Euphemisms for an Assault on Mexican American Studies.Maryam Miller - 2013 - Dissertation, The University of Arizona
    This study details the political climate and logic priming the termination of Mexican American Studies in elementary and high school programs within the state of Arizona. The author applies conceptual content analysis and intertextuality to decode euphemisms incorporated by opponents of the program. Primary sources by the state’s Attorney General Tom Horne and school board Superintendent of Public Instruction John Huppenthal are examined for rationales used in the elimination of a pedagogically empowering program for Latina/o students within Tucson Unified School (...)
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  4. added 2018-11-14
    The Very Idea of an Educated Public: On Philosophical Education and MacIntyre’s Project.Nathan Alexander Mueller - forthcoming - Journal of Philosophy of Education.
    In this paper, I aim to reconsider MacIntyre’s notion of an educated public. In particular, I aim to do so in light of his recent elucidation of the role of philosophical education in rejecting, or at least challenging, predominant and shared cultural assumptions. I begin by outlining MacIntyre’s original case for an educated public as found in The Idea of an Educated Public. I then briefly consider and respond to three prominent criticisms of MacIntyre’s original explication of the notion. In (...)
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  5. added 2018-11-01
    The Truth, but Not Yet: Avoiding Naïve Skepticism Via Explicit Communication of Metadisciplinary Aims.Jake Wright - forthcoming - Teaching in Higher Education.
    Introductory students regularly endorse naïve skepticism—unsupported or uncritical doubt about the existence and universality of truth—for a variety of reasons. Though some of the reasons for students’ skepticism can be traced back to the student—for example, a desire to avoid engaging with controversial material or a desire to avoid offense—naïve skepticism is also the result of how introductory courses are taught, deemphasizing truth to promote students’ abilities to develop basic disciplinary skills. While this strategy has a number of pedagogical benefits, (...)
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  6. added 2018-10-05
    School Discipline a Socially Literate Solution.Alfred S. Alschuler - 1980
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  7. added 2018-10-05
    Education Towards an Open Society.M. J. Ashley - 1980 - University of Cape Town.
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  8. added 2018-09-07
    Fostering Wisdom in the Classroom, Part 1.Brian Bruya & Monika Ardelt - 2018 - Teaching Philosophy 41 (3):239-253.
    This article reviews the literature on theories of wisdom pedagogy and abstracts out a single theory of how to foster wisdom in formal education. The fundamental methods of wisdom education are found to be: challenge beliefs; prompt the articulation of values; encourage self-development; encourage self-reflection; and groom the moral emotions. These five methods of wisdom pedagogy rest on two facilitating methods: read narrative or didactic texts and foster a community of inquiry. This article is companion to two further articles, one (...)
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  9. added 2018-09-07
    Wisdom Can Be Taught: A Proof-of-Concept Study for Fostering Wisdom in the Classroom.Brian Bruya & Monika Ardelt - 2018 - Learning and Instruction 58:106-114.
    We undertook a short-term longitudinal study to test whether a set of methods common to current theories of wisdom transmission can foster wisdom in students in a measurable way. The three-dimensional wisdom scale (3D-WS) was administered to 131 students in five wisdom-promoting introductory philosophy courses and 176 students in seven introductory philosophy and psychology control courses at the beginning and end of the semester. The experimental group was divided in two (“Wisdom 1” and “Wisdom 2”), and each was taught a (...)
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  10. added 2018-09-07
    Ethnocentrism and Multiculturalism in Contemporary Philosophy.Brian Bruya - 2017 - Philosophy East and West 67 (4):991-1018.
    There has recently been much talk of the dangers of implicit bias and speculation about how to diminish it.1 I took a couple of the implicit bias tests on the Harvard website2—tests on bias toward women and toward African Americans—and found to my dismay that I am not as unbiased as I would hope to be. My own implicit bias can have significant ramifications toward my colleagues and co-workers and especially toward my students—I don't want my personal biases to negatively (...)
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  11. added 2018-09-04
    Distributed Learning: Educating and Assessing Extended Cognitive Systems.Richard Heersmink & Simon Knight - 2018 - Philosophical Psychology 31 (6):969-990.
    Extended and distributed cognition theories argue that human cognitive systems sometimes include non-biological objects. On these views, the physical supervenience base of cognitive systems is thus not the biological brain or even the embodied organism, but an organism-plus-artifacts. In this paper, we provide a novel account of the implications of these views for learning, education, and assessment. We start by conceptualising how we learn to assemble extended cognitive systems by internalising cultural norms and practices. Having a better grip on how (...)
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  12. added 2018-08-13
    Epistemologia e Currículo: registro do II Workshop de Filosofia e Ensino da UFRGS.Gisele Dalva Secco, Ronai Pires da Rocha, Daniel Simão Nascimento, Nastassja Pugliese, Frank Thoma Sautter, Marta Vitória de Alencar & Renato Matoso Brandão - 2015 - Porto Alegre, RS, Brasil: Federal University of Rio Grande do Sul.
    O livro reúne textos apresentados no II Workshop de Filosofia e Ensino, realizado na UFRGS em 2015, com a temática "Epistemologia e Currículo" -/- .
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  13. added 2018-08-04
    Adorno's Critique of Halbbildung: Mapping an Emancipatory Educational Program for Critical Consciousness.Ranier Abengana - 2017 - In Jānis Ozoliņš (ed.), Civil Society, Education and Human Formation: Philosophy's Role in a Renewed Understanding of Education. London: Routledge. pp. 178-196.
    This chapter aims to highlight the theoretical framework offered by Critical Theory as a tool by which we can interpret contemporary problems in education. Specifically, I intend to shed light on the salient points of Adorno’s critique of education, in relation to, and against the backdrop of his critique of culture and society. I hope to do so in the following ways: Firstly, to discuss the basic tenets of a critical educational theory by determining the contributions that critical theory can (...)
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  14. added 2018-07-31
    Contemplative Science: An Insider's Prospectus.W. B. Britton, A. C. Brown, C. T. Kaplan, R. E. Goldman, M. Deluca, R. Rojiani, H. Reis, M. Xi, J. C. Chou, F. McKenna, P. Hitchcock, Tomas Rocha, J. Himmelfarb, D. M. Margolis, N. F. Halsey, A. M. Eckert & T. Frank - 2013 - New Directions for Teaching and Learning 134:13-29.
    This chapter describes the potential far‐reaching consequences of contemplative higher education for the fields of science and medicine.
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  15. added 2018-07-18
    Assessment, Truth and Religious Studies.John Tillson - forthcoming - Studies in Philosophy and Education:1–16.
    This paper addresses the question of what should determine whether students’ answers to closed questions are marked as correct or incorrect in the context of formal religious education, and when their answers to open ended questions should be given more or less credit. Drawing on insights from Craig Bourne, Emily Caddick Bourne and Clare Jarmy, I argue that a combination of judged truth, and a range of well-argued cases about what ought to be believed given certain premises should constrain these (...)
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  16. added 2018-07-12
    Preparing Elementary School Teachers for Social Studies Instruction in the Context of edTPA.Sohyun An - 2017 - Journal of Social Studies Research 41 (1):25-35.
  17. added 2018-07-12
    Preservice Elementary Teachers׳ Economic Literacy: Closing Gates to Full Implementation of the Social Studies Curriculum.Kenneth V. Anthony, Rebecca C. Smith & Nicole C. Miller - 2015 - Journal of Social Studies Research 39 (1):29-37.
  18. added 2018-06-27
    The Principle of Sufficient Autonomy and Mandatory Autonomy Education.Danielle Zwarthoed - 2017 - Law, Ethics and Philosophy 5:175-188.
    This essay discusses two contributions of the principle of sufficient autonomy to educational justice. In Just Enough, Liam Shields criticizes instrumental accounts of autonomy. According to these accounts, autonomy is valuable insofar as it contributes to well-being. Shields argues that instrumental arguments fail to support mandatory autonomy education in all cases, while his non-instrumental principle of sufficient autonomy does support this. This essay develops a version of the instrumental argument and argues this version can do the work of supporting mandatory (...)
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  19. added 2018-06-26
    Moral Education: Hegemony Vs. Morality.Sanjit Chakraborty - 2017 - International Journal of Applied Ethics 6:53-65.
    The paper inculcates the path of modern education by implementing cum ensuing the form and content of moral education from the stances of prescriptivist R. M Hare and existentialist Sartre. In the first part of the paper, Hare’s tune for language-centric moral concepts and its prescriptive plus universalistic application for society enhance an outlook for moral education where learners should be taught to apply morality from a prescriptive sense, not by memorizing it in a descriptive manner. Besides, Sartre’s existentialist appeal (...)
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  20. added 2018-06-20
    International Handbook of Philosophy of Education.Paul Smeyers (ed.) - 2018 - Springer.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  21. added 2018-06-14
    Introduction: Maxine Greene on Democracy and the Social Imagination. Abowitz - 2016 - Education and Culture 32 (1):1.
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  22. added 2018-06-14
    How Ought War To Be Remembered in Schools?David Aldridge - 2014 - Impact 2014 (21):1-45.
    Each year a national day of commemoration of the war dead is celebrated on 11th November in the United Kingdom. Despite public controversy about the nature and purpose of remembrance, there has been no significant discussion of the role schools should play in this event. In this centenary year of the outbreak of the First World War, with the government planning to send groups from every secondary school in Britain to tour the battlefields of the western front over the next (...)
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  23. added 2018-06-14
    What is Common About Common Schooling? Rational Autonomy and Moral Agency in Liberal Democratic Education.Hanan Alexander - 2007 - Journal of Philosophy of Education 41 (4):609–624.
  24. added 2018-06-14
    Education in the Jewish State.H. A. Alexander - 2000 - Studies in Philosophy and Education 19 (5/6):491-507.
    This essay argues that schooling in Israel is tied too closely to ideology. This results in an indoctrinary orientation that contributes to divisiveness and imperils Israeli democracy. After reviewing and critiquing the roots of this orientation, I advance an alternative that understands education as an agent of the good rather than ideology. Israeli schooling requires a vision of goodness broad enough to encompass competing conceptions of Jewish life espoused by the majority as well as non-Jewish orientations affirmed by various minorities. (...)
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  25. added 2018-06-14
    Empathy and Evaluation: Understanding the Private Meanings of Behavior. [REVIEW]H. A. Alexander - 1991 - Studies in Philosophy and Education 11 (2):123-134.
  26. added 2018-06-05
    Freedom and Influence in Formative Education.Kyla Ebels-Duggan - 2018 - In David Schmidtz & Carmen Pavel (eds.), Oxford Handbook of Freedom. New York, NY, USA:
    The principle that children’s freedom should be preserved in their upbringing is sometimes thought to provide an alternative to imposing a particular conception of the good on them. But to sustain the alternative we must distinguish between those desires and proclivities that are educated into a person and those that are his own. Several philosophers appeal to innate or presocial tendencies to ground this distinction, but that approach fails. The ability to exercise first person authority over a desire or commitment (...)
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  27. added 2018-06-05
    Autonomy as Intellectual Virtue.Kyla Ebels-Duggan - 2015 - In Harry Brighouse & Michael MacPherson (eds.), The Aims of Higher Education: Problems of Morality and Justice. Chicago, IL, USA:
    Many thinkers agree that facilitating the development of students’ autonomy is a proper aim of education generally and higher education in particular. I defend a version of the autonomy view, but not as I think its other advocates imagine it. I suggest that an important aim of education is the facilitation of intellectual virtues. What is right about the idea that education should facilitate students’ autonomy is best captured in virtue terms as intellectual charity and humility.
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  28. added 2018-06-01
    The Scandal of the Irrationality of Academia.Nicholas Maxwell - forthcoming - Philosophy and Theory in Higher Education 1.
    Academic inquiry, in devoting itself primarily to the pursuit of knowledge, is profoundly and damagingly irrational, in a wholesale, structural fashion, when judged from the standpoint of helping to promote human welfare. Judged from this standpoint, academic inquiry devoted to the pursuit of knowledge violates three of the four most elementary rules of rational problem-solving conceivable. Above all, it fails to give intellectual priority to the tasks of (1) articulating problems of living, including global problems, and (2) proposing and critically (...)
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  29. added 2018-06-01
    We Need Progress in Ideas About How to Achieve Progress.Nicholas Maxwell - 2018 - Metascience (2).
    Steven Pinker's book Enlightenment NOW is in many ways a terrific book, from which I have learnt much. But it is also deeply flawed. Science and reason are at the heart of the book, but the conceptions that Steven Pinker defends are damagingly irrational. And these defective conceptions of science and reason, as a result of being associated with the Enlightenment Programme for the past two or three centuries, have been responsible, in part, for the genesis of the global problems (...)
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  30. added 2018-05-21
    Caring and Agency: Noddings on Happiness in Education.Hanan Alexander - 2013 - Educational Philosophy and Theory 45 (5):488-493.
  31. added 2018-04-24
    Goldman and Siegel on the Epistemic Aims of Education.Alessia Marabini & Luca Moretti - manuscript
    Philosophers have claimed that education aims at fostering disparate epistemic goals. In this paper we focus on an important segment of this debate involving conversation between Alvin Goldman and Harvey Siegel. Goldman claims that education is essentially aimed at producing true beliefs. Siegel contends that education is essentially aimed at fostering both true beliefs and, independently, critical thinking and rational belief. Although we find Siegel’s position intuitively more plausible than Goldman’s, we also find Siegel’s defence of it wanting. We suggest (...)
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  32. added 2018-04-18
    Twenty-One Statements About Political Philosophy: An Introduction and Commentary on the State of the Profession.Mark R. Reiff - 2018 - Teaching Philosophy 41 (1):65-115.
    While the volume of material inspired by Rawls’s reinvigoration of the discipline back in 1971 has still not begun to subside, its significance has been in serious decline for quite some time. New and important work is appearing less and less frequently, while the scope of the work that is appearing is getting smaller and more internal and its practical applications more difficult to discern. The discipline has reached a point of intellectual stagnation, even as real-world events suggest that the (...)
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  33. added 2018-04-11
    On the Distinctive Educational Value of Philosophy.Michael Hand - 2018 - Journal of Philosophy in Schools 5 (1).
  34. added 2018-04-06
    On the Nature of the Core Curriculum.Raymond Aaron Younis - forthcoming - The 5th ACU Learning and Teaching Conference: Exploring Excellence in Learning and Teaching (Selected Papers).
    On the nature, meaning and significance of the "core curriculum" in higher education.
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  35. added 2018-04-06
    Education at the Crossroads? (On the Tragedy of "Humanism").Raymond Aaron Younis - 2018 - Selected Papers From the 2018 International ACERP Conference (IAFOR).
    A critical account of "Humanism" and some of its extreme forms and manifestations; reflection on some of the important challenges these raise in relation to higher education in the 21st century.
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  36. added 2018-04-03
    Philosophy and Its Relation to Other Disciplines in Derrida’s Writings on Education.Samir Haddad - 2017 - Philosophy Today 61 (2):365-377.
    In this essay I examine Derrida’s attempts to transform how philosophy is conceived, specifically as this occurs in his writings on education. In these writings Derrida challenges two understandings of philosophy—in his interventions into debates on lycée education he targets philosophy in France, while in texts related to the founding of the Collège International de Philosophie at stake is philosophy understood as a broader European institution. I argue that in each case key in Derrida’s challenge is his rethinking of philosophy’s (...)
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  37. added 2018-04-03
    The Enlightenment Idea of Human Rights in Philosophy and Education and Postmodern Criticism.Christoph Lüth, Dieter Jedan, Thomas Altfelix & Rita E. Guare (eds.) - 2002 - Winkler.
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  38. added 2018-03-09
    Wisdom-Inquiry.Nicholas Maxwell - 2010 - The Philosophers' Magazine 50:84-85.
    The most exciting and important new philosophical idea of the past decade, in my view, is the discovery that we urgently need to bring about a revolution in science, and in academic inquiry more generally, so that the basic intellectual aim becomes to seek and promote wisdom. We urgently need to transform our schools and universities so that they become rationally devoted to helping humanity learn how to tackle our grave global problems, and thus make progress towards as good a (...)
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  39. added 2018-03-09
    What’s Wrong With Science? Towards a People’s Rational Science of Delight and Compassion, Second Edition.Nicholas Maxwell - 2009 - London: Pentire Press.
    What ought to be the aims of science? How can science best serve humanity? What would an ideal science be like, a science that is sensitively and humanely responsive to the needs, problems and aspirations of people? How ought the institutional enterprise of science to be related to the rest of society? What ought to be the relationship between science and art, thought and feeling, reason and desire, mind and heart? Should the social sciences model themselves on the natural sciences: (...)
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  40. added 2018-03-06
    (Un)Obvious Education, or Complexities of the Polish Education Aimed at Older People.Krystyna Kamińska - 2017 - In Łukasz Tomczyk & Andrzej Klimczuk (eds.), Selected Contemporary Challenges of Ageing Policy. Uniwersytet Pedagogiczny W Krakowie. pp. 121--147.
    The contemporary combination of information infrastructure with the commonly experienced transformation of knowledge created, in relation to education especially for older adults, an entirely new area of activeness. In accordance with the social awareness, education became an accessible good regardless of age. In this context, the maximal extending of the potential group of education receivers means, on the one hand, meeting the real social expectations towards so-called educational services. On the other hand, it is another challenge which the contemporary education (...)
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  41. added 2018-02-27
    A Theory of Moral Education.Michael Hand - 2018 - London: Routledge.
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  42. added 2018-02-16
    Exploring an Interdisciplinary Expedition in a Global History Class.Lorrei DiCamillo - 2015 - Journal of Social Studies Research 39 (3):151-162.
  43. added 2018-01-19
    The Death of the Soul: Critical Essays on the University.Thomas Scott Martin - 2017 - Nagoya: Chisokudo Publications.
    Thomas Martin'€™s collection of essays, both satirical and pointed, are gathered from his dissident campus newsletter The Examined Life, founded with the purpose of critiquing the life of the secular university at the University of Nebraska at Kearney. The Medieval foundations of the university much preceded today'€™s universities which, by becoming secular, have cut off their roots. Although created as one body which recognizes and accepts man'€™s natural rights aimed at the common good, it has become a multi-bodied, ever progressive, (...)
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  44. added 2017-12-30
    The Problem of Rational Moral Enlistment.John Tillson - 2017 - Theory and Research in Education 15 (2):165-181.
    How can one bring children to recognize the requirements of morality without resorting only to non-rational means of persuasion (i.e. what rational ground can be offered to children for their moral enlistment)? Michael Hand has recently defended a foundationalist approach to answering this question and John White has responded by a) criticizing Hand’s solution to the Problem of Rational Moral Enlistment, and b) attempting to circumvent the problem by suggesting a Humean route which understands moral enlistment as grounded in sentiment. (...)
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  45. added 2017-11-21
    Randomized Controlled Trials: How Can We Know 'What Works'?Nancy Cartwright, Baljinder Virk & Stella Mascarenhas-Keyes - forthcoming - Critical Review: A Journal of Politics and Society 29 (3).
    We attempt to map the limits of evidence-based policy through an interactive theoretical critique and empirical case-study. We outline the emergence of an experimental turn in EBP among British policymakers and the limited, broadly inductive, epistemic approach that underlies it. We see whether and how field professionals identify and react to these limitations through a case study of teaching professionals subject to a push to integrate research evidence into their practice. Results suggest that many of the challenges of establishing evidential (...)
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  46. added 2017-11-08
    The Teacher is a Learner: Dewey on Aims in Education.Atli Harðarson - 2018 - Educational Philosophy and Theory 50 (5):538-547.
    In Chapter VIII of Democracy and Education, Dewey objects to all three of the following propositions: education serves predefined aims; Education serves aims that are external to the process of education; and Education serves aims that are imposed by authority. From the vantage point of policy-makers and authors of curriculum guides, these three propositions seem plausible, even self-evident. In this paper, I set forth a critical interpretation and evaluation of Dewey’s objections to them and argue that he saw the aims (...)
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  47. added 2017-11-08
    Confucius’ Junzi : The Conceptions of Self in Confucian.Jinhua Song & Xiaomin Jiao - 2017 - Educational Philosophy and Theory 50 (13):1171-1179.
    Confucius reinvented the concept of Junzi (君子), an idea of personhood which invites continual assessment whether the concerns people were once devoted to are worthy of ongoing devotion, and how they make a place in the world—a place where they hope they can exercise some governance in their lives. Junzi (君子)is a agent, and has the properties and powers to monitor their lives, and to contribute to societal transformation. Cultivating a person is centrally involved in the politics of subjectivity, in (...)
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  48. added 2017-11-07
    Epistemic Corruption and Education.Ian James Kidd - forthcoming - Episteme:1-16.
    I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.
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  49. added 2017-10-31
    Hölderlin’s Idea of ‘Bildungstrieb’: A Model From Yesteryear?Violetta L. Waibel - 2018 - Educational Philosophy and Theory 50 (6-7):640-651.
    The term Bildungstrieb, which was used toward the end of the eighteenth century by thinkers like Johann Gottfried Herder, Immanuel Kant, or Friedrich Schiller, but which is obsolete in today’s vernacular, was of great importance for Friedrich Hölderlin. In this article, I explore the historical roots of this concept in the biology of the time, which was then still searching for the right concepts to describe the organic. Bildungstrieb is found in Kant’s teleology in the Critique of Judgment, where Kant (...)
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  50. added 2017-08-31
    The Prudential Value of Education for Autonomy.Mark Piper - 2011 - Philosophy of Education 45 (1):19-35.
    A popular justification of education for autonomy is that autonomy possession has intrinsic prudential value. Communitarians have argued, however, that although autonomy may be a core element of a well-lived life in liberal societies, it cannot claim such a prudential pedigree in traditional societies in which the conception of a good life is intimately tied to the acceptance of a pre-established worldview. In this paper I examine a recent attempt made by Ishtiyaque Haji and Stefaan Cuypers to respond to this (...)
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