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  1. The Ethics of Narrative Art: Philosophy in Schools, Compassion and Learning From Stories.Laura D'Olimpio & Andrew Peterson - 2018 - Journal of Philosophy in Schools 5 (1):92-110.
    Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us (...)
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  • From Laboratory to Praxis: Communities of Philosophical Inquiry as a Model of (and for) Social Activism.Arie Kizel - 2016 - Childhood and Philosophy 12 (25):497 – 517.
    This article discusses the conditions under which dialogical learner-researchers can move out of the philosophical laboratory of a community of philosophical inquiry into the field of social activism, engaging in a critical and creative examination of society and seeking to change it. Based on Matthew Lipman’s proposal that communities of philosophical inquiry can serve as a model of social activism in the present, it presents the community of philosophical inquiry as a model for social activism in the future. In other (...)
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  • Does Classic School Curriculum Contribute to Morality? Integrating School Curriculum with Moral and Intellectual Education.Arik Segev - 2017 - Educational Philosophy and Theory 49 (1):89-98.
    Phillip Cam recently published a study on the separation between the teaching and learning of classic school curriculum on the one hand and morality on the other. He suggests an approach to integrate them. The goal of this article was to suggest a complementary alternative approach, to Cam’s. Based on a MacIntyrean paradigm, I argue that seeing the CSC as ‘practices’ would also enable that integration. This approach differs from the one proposed by Cam, since it preserves the structure of (...)
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  • Does Classic School Curriculum Contribute to Morality? Integrating School Curriculum with Moral and Intellectual Education.Arik Segev - 2017 - Educational Philosophy and Theory 49 (1):89-98.
    Phillip Cam recently published a study on the separation between the teaching and learning of classic school curriculum on the one hand and morality on the other. He suggests an approach to integrate them. The goal of this article was to suggest a complementary alternative approach, to Cam’s. Based on a MacIntyrean paradigm, I argue that seeing the CSC as ‘practices’ would also enable that integration. This approach differs from the one proposed by Cam, since it preserves the structure of (...)
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  • Educational Conservatism and Democratic Citizenship in Hannah Arendt.Ramona Mihăilă, Gheorghe H. Popescu & Elvira Nica - 2016 - Educational Philosophy and Theory 48 (9).
    The purpose of this article was to gain a deeper understanding of Arendt’s educational philosophy, her perspective of political involvement as a kind of political education, and natality as the fundamental nature of education. The current study has extended past research by elucidating Arendt’s view of participatory democratic politics, her analysis of citizenship education programs, and her assessment of the crisis of education. The findings of this study have implications for Arendt’s idea of pedagogical authority, the specific character of Arendt’s (...)
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