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  1. The Hirst‐Carr Debate Revisited: Beyond the Theory‐Practice Dichotomy.Koichiro Misawa - 2011 - Journal of Philosophy of Education 45 (4):689-702.
    This article examines the benefits and burdens of the debate between Paul Hirst and Wilfred Carr over a set of issues to do with philosophy and education specifically and theory and practice more generally. Hirst and Carr, in different ways, emphasise the importance of Aristotelian practical philosophy as an antidote to the theory‐oriented confined method of ‘conceptual analysis’ that has haunted the philosophy of education. Despite their proper recognition of the irreducible character of practice to theory, they fail to provide (...)
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  • Beyond the Reflective Teacher.Terence H. McLaughlin - 1999 - Educational Philosophy and Theory 31 (1):9–25.
  • Postliberal Education.Robert A. Davis - 2015 - Ethics and Education 10 (1):23-35.
    The 2014 INPE McLaughlin Lecture explores the emergent concept of the ‘postliberal’ and the increasing frequency of its formal and informal uses in the languages of educational theory and practice. It traces the origins of the term ‘postliberal’ to certain strains of modern Christian theology, maps its migration into liberal democratic theory and examines its important role in the discussion of religious schooling as led for a time by Terry McLaughlin himself. Acknowledging the looseness of the concepts ‘liberal’ and ‘postliberal’ (...)
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  • Newman's Theory of a Liberal Education: A Reassessment and its Implications.D. G. Mulcahy - 2008 - Journal of Philosophy of Education 42 (2):219-231.
    John Henry Newman provided the basic vocabulary and guiding rationale sustaining the ideal of a liberal education up to our day. He highlighted its central focus on the cultivation of the intellect, its reliance upon broadly based theoretical knowledge, its independence of moral and religious stipulations, and its being its own end. As new interpretations enter the debate on liberal education further educational possibilities emanate from Newman's thought beyond those contained in his theory of a liberal education. These are found (...)
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  • Education(Al) Research, Educational Policy-Making and Practice.Charles Clark - 2011 - Journal of Philosophy of Education 45 (1):37-57.
    Professor Whitty has endorsed the consensus that research into education is empirical social science, distinguishing ‘educational research’ which seeks directly to influence practice, and ‘education research’ that has substantive value but no necessary practical application.The status of the science here is problematic. The positivist approach is incoherent and so supports neither option. Critical educational science is virtually policy-inert. The interpretive approach is empirically sound but, because of the value component in education, does not support education research either, or account for (...)
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  • Educating Ethically: Culture, Commitment and Integrity.Paul Smeyers - 1996 - Studies in Philosophy and Education 15 (1-2):147-157.
  • Values, Autonomy and Well-Being: Implications for Learning and Teaching in Physical Education.Malcolm Thorburn - 2014 - Educational Studies 40 (4):396-406.
  • R.S. Peters' 'The Justification of Education' Revisited.Stefaan E. Cuypers - 2012 - Ethics and Education 7 (1):3 - 17.
    In his 1973 paper ?The Justification of Education? R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ?transcendental argument? has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters? justificatory project itself is futile. This article takes another look at Peters? justificatory project. As against a Kantian interpretation, it proposes an axiological-perfectionist interpretation to bring out the (...)
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  • John Wilson on Moral Education.Terence H. McLaughlin & J. Mark Halstead - 2000 - Journal of Moral Education 29 (3):247-268.
    This paper provides a description and evaluation of the main features of John Wilson's approach to moral education. In the first section we analyse the central elements of his approach under eight headings, and in the second, we outline a number of areas of difficulty and lines of criticism relating to his claims, arguments and conclusions. Our aim is twofold: to invite recognition of the extensiveness, distinctiveness, ambition and importance of Wilson's contribution to moral education, and to facilitate a judicious (...)
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