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  1. The Epistemology of Education.Lani Watson - 2016 - Philosophy Compass 11 (3):146-159.
    The landscape of contemporary epistemology has significantly diversified in the past 30 years, shaped in large part by two complementary movements: virtue and social epistemology. This diversification provides an apt theoretical context for the epistemology of education. No longer concerned exclusively with the formal analysis of knowledge, epistemologists have turned their attention towards individuals as knowers, and the social contexts in which epistemic goods such as knowledge and understanding are acquired and exchanged. As such, the concerns of epistemology have once (...)
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  • Education and Philosophy in R. F. Holland’s Against Empiricism: A Reassessment.Hektor K. T. Yan - 2017 - Educational Philosophy and Theory 50 (13):1228-1239.
    In his 1980 book Against Empiricism: On Education, Epistemology and Value, British philosopher R. F. Holland exposes the inadequacies of a philosophy of education originating from an empiricist worldview. By following Plato’s view that the issue of what qualifies as knowledge has to be understood with reference to whether it is teachable, Holland’s critique of empiricism highlights the social and communal dimensions of education. The primary objective of this paper is to offer a reassessment of Holland’s thoughts on education and (...)
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  • Exploring the Connections Between Philosophy for Children and Character Education: Some Implications for Moral Education?Andrew Peterson & Brendan Bentley - 2015 - Journal of Philosophy in Schools 2 (2).
    In this paper we are interested in the connections between Philosophy for Children and character education. In sketching these connections we suggest some areas where the relationship is potentially fruitful, particularly in light of research which suggests that in practice schools and teachers often adopt and mix different approaches to values education. We outline some implications of drawing connections between the two fields for moral education. The arguments made in this article are done so in the hope of encouraging further (...)
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  • Inferentialism at Work: The Significance of Social Epistemology in Theorising Education.Hanno Su & Johannes Bellmann - 2018 - Journal of Philosophy of Education 52 (2):230-245.
  • Virtue, Practical Wisdom and Character in Teaching.Sandra Cooke & David Carr - 2014 - British Journal of Educational Studies 62 (2):91-110.
    Recent reflection on the professional knowledge of teachers has been marked by a shift away from more reductive competence and skill-focused models of teaching towards a view of teacher expertise as involving complex context-sensitive deliberation and judgement. Much of this shift has been inspired by an Aristotelian conception of practical wisdom also linked by Aristotle to the development of virtue and character. This has in turn led recent educational philosophers and theorists – inspired by latter-day developments in virtue ethics and (...)
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