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  1.  4
    The Task of Education as We Confront the Potential for Social and Ecological Collapse.Vanessa De Oliveira Andreotti - 2021 - Ethics and Education 16 (2):143-158.
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  2.  6
    Co-Creation in the Commonwealth: Understanding Right Relationship in Place.Mark Beatham - 2021 - Ethics and Education 16 (2):236-248.
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  3.  4
    Psychoanalytic Ecofeminist Dorothy Dinnerstein: Theorizing the Roots of Rapacity.Gregory Bynum - 2021 - Ethics and Education 16 (2):209-221.
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  4.  6
    Be the Village: Exploring the Ethics of Having Children.David Chang - 2021 - Ethics and Education 16 (2):182-195.
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  5.  4
    Got Milk? From Growing Strong Bones to Nurturing Idealized Subjectivities.Samantha Deane & Annie Schultz - 2021 - Ethics and Education 16 (2):196-208.
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  6.  3
    Educating in and for Uncertainty. Climate Science, Human Evolution and the Legacy of Arne Naess as Guidance for Ecological Practice.Margarita García-Notario - 2021 - Ethics and Education 16 (2):222-235.
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  7.  3
    Spiritual Exercises in Times of Climate Change.Daniel P. Gibboney - 2021 - Ethics and Education 16 (2):276-287.
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  8.  4
    White, Green Futures.Cortland Gilliam - 2021 - Ethics and Education 16 (2):262-275.
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  9.  4
    Animal Advocacy, Fear and Loathing in Academia: A Response to Helena Pedersen.Kai Horsthemke - 2021 - Ethics and Education 16 (2):178-181.
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  10.  4
    Introduction: Education, the Environment and Sustainability.Kai Horsthemke - 2021 - Ethics and Education 16 (2):137-142.
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  11.  3
    Education, Anthropocentrism, and Interspecies Sustainability: Confronting Institutional Anxieties in Omnicidal Times.Helena Pedersen - 2021 - Ethics and Education 16 (2):164-177.
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  12.  4
    Youth Power—Youth Movements: Myth, Activism, and Democracy.Lynda Stone - 2021 - Ethics and Education 16 (2):249-261.
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  13.  2
    ‘Landing on Earth:’ an Educational Project for the Present. A Response to Vanessa Andreotti.Sharon Todd - 2021 - Ethics and Education 16 (2):159-163.
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  14.  7
    Understanding Student Mental Health: Difficulty, Deflection and Darkness.Emma Farrell & Áine Mahon - 2021 - Ethics and Education 16 (1):36-50.
    ABSTRACT With a particular focus on the experience of young people in higher education, this paper turns to the philosophical work of Cora Diamond to open up new ways of conceptualising mental health. We claim that Diamond offers a compelling insight into that experience of human difficulty so often subsumed by a medicalised vocabulary. We propose that she offers philosophically astute perceptions of the related human attempts at deflection. And we situate this reading of Diamond against a broader understanding of (...)
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  15.  5
    The Adventure of Responsive Teaching: Lessons From Cora and Julie Diamond.Jeff Frank - 2021 - Ethics and Education 16 (1):20-35.
    ABSTRACT This paper introduces the special section on Cora Diamond’s significance for education and educators. The introduction is meant to be the beginning of a conversation, and—to that end—the special section editors suggest lines of connections that philosophers of education might draw between their work and the work of Cora Diamond. Their list is not meant to be exhaustive, but it is meant to suggest Diamond’s far-reaching significance for education and educators.
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  16.  5
    Introduction: Exploring Cora Diamond’s Significances for Education and Educators.Jeff Frank & Megan Laverty - 2021 - Ethics and Education 16 (1):1-19.
    ABSTRACT This paper introduces the special section on Cora Diamond’s significance for education and educators. The introduction is meant to be the beginning of a conversation, and—to that end—the special section editors suggest lines of connections that philosophers of education might draw between their work and the work of Cora Diamond. Their list is not meant to be exhaustive, but it is meant to suggest Diamond’s far-reaching significance for education and educators.
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  17.  6
    Olmmái-Stállu: Deflection, Decolonization, and Silence in Sámi Early Childhood Scholarship.Viktor Johansson - 2021 - Ethics and Education 16 (1):51-73.
    This essay explores the existential difficulties involved in being a non-indigenous scholar of philosophy and early childhood education in an indigenous context. It begins by recalling an encounter with young Sámi children that happened while doing research at an early childhood centre in northern Scandinavia. This is read alongside the poetry of the Sámi writer Nils Aslak Valkeapää, a personal documentary text by Sámi author Elin Anna Labba, and Wittgensteinian philosophy. These texts are read as a philosophical exercise of the (...)
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  18.  5
    Teaching at the Margin - Didaktik in the Sphere of Attention.Johannes Rytzler - 2021 - Ethics and Education 16 (1):108-121.
    ABSTRACT Attentiveness is a crucial aspect in the practice of teaching. As teaching always is teaching about something, ideas, values, events, or objects, it both draws and forms the attention of the students. When contemplating on and looking into the term “attention”, it is apparent that it is not at all, a clear and well-defined concept. Acknowledging the relational aspects of teaching and its role in the formation of attention, the article seeks to turn away from psychologically, behaviorally, and cognitively (...)
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  19.  3
    The Undercurrents of Neoliberal Ethics in Science Curricula: A Critical Appraisal.Ajay Sharma & Elaine Margaret Alvey - 2021 - Ethics and Education 16 (1):122-136.
    ABSTRACT The world is confronted with wicked environmental problems that cannot be well understood or acted upon without addressing their ethical dimensions. Research shows that official science curricula on environmental science and ecology topics are shaped by the scientific discourse and environmental discourses of ecological modernization and green governmentality. These discourses carry tacit ethical stances that need to be acknowledged and assessed for their suitability in helping us understand and tackle wicked environmental problems. This paper explores the ethical alignments of (...)
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  20.  8
    Releasing Education Into the Wild: An Education in, and of, the Outdoors.Claire Skea & Amanda Fulford - 2021 - Ethics and Education 16 (1):74-90.
    ABSTRACT This paper considers the recent growth in different kinds of learning outside the classroom, especially Forest Schools. It shows how the activities associated with Forest Schools often involve mainstream curriculum content delivered in outdoor settings, with a focus on developing skills and attitudes that can be utilised when back in the classroom. Drawing on the works of Henry David Thoreau and Anna Shepherd, we suggest that there is an important distinction to be made between an education in the outdoors, (...)
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  21.  5
    ‘Equipping Students with an Ethical Compass.’ What Does It Mean, and What Does It Imply?Lieke H. Van Stekelenburg, Doret De Ruyter & Wouter Sanderse - 2021 - Ethics and Education 16 (1):91-107.
    ABSTRACT The expression that professionals should be led by their moral or ethical compass is increasingly used by academics, policy makers, professionals, and educational institutes. Dutch universities of applied sciences, for example, explicitly aim to educate their students to become professionals equipped with a moral compass. This moral or ethical compass is a metaphor of which people intuitively grasp its meaning, but our literature review also shows that various interpretations are possible. We found three clusters of proposed ethical compasses expressing (...)
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