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  1. Lost in Translation: On the Untranslatable and its Ethical Implications for Religious Pluralism.Lovisa Bergdahl - 2009 - Philosophy of Education 43 (1):31-44.
    In recent years, there have been reports about increased religious discrimination in schools. As a way of acknowledging the importance of religion and faith communities in the public sphere and to propose a solution to the exclusion of religious citizens, the political philosopher Jürgen Habermas suggests an act of translation for which both secular and religious citizens are mutually responsible. What gets lost in Habermas's translation, this paper argues, is the condition that makes translation both necessary and possible. Drawing on (...)
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  • Teaching in the Light of Stanley Cavell's Moral Perfectionism.Jade Tolentino - 2014 - Ethics and Education 9 (2):176-186.
    Drawing from Stanley Cavell's distinct understanding of skepticism, this paper first considers current and incessant obsession with notions of or related to ‘educational standards,’ ‘school effectiveness and improvement,’ ‘evidence-based education,’ ‘performance indicators’ and ‘performativity’ in various educational policies and discourses as consequences resulting from our very human desire to overcome or solve skepticism. Insidiously, this has led to the creation of a strict and distinct conception of what a good teacher should be. Ironically, this human desire to overcome skepticism, which (...)
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  • Questions From the Rough Ground: Teaching, Autobiography and the Cosmopolitan “I”.Viktor Johansson - 2015 - Studies in Philosophy and Education 34 (5):441-458.
    In this article I explore how cosmopolitanism can be a challenge for ordinary language philosophy. I also explore cosmopolitan aspects of Stanley Cavell’s ordinary language philosophy. Beginning by considering the moral aspects of cosmopolitanism and some examples of discussions of cosmopolitanism in philosophy of education, I turn to the scene of instruction in Wittgenstein and to Stanley Cavell’s emphasis on the role of autobiography in philosophy. The turn to the autobiographical dimension of ordinary language philosophy, especially its use of “I” (...)
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