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  1.  9
    The Egoistic Teacher: Educational Implications of Spinoza’s Ethical Egoism.Johan Dahlbeck - 2017 - Ethics and Education 12 (3):304-319.
    In this paper I suggest that Spinoza’s understanding of virtue and collective flourishing, rooted in his psychological and ethical egoism, offers a fresh perspective on the question of egoism in education. To this end, I suggest an understanding of the teacher as egoist, where the self-seeking of the teacher is conditioned by – and runs parallel to – the flourishing of his or her students. The understanding of the egoistic teacher is offered as a productive counter-image to the altruistic ideal (...)
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  2.  3
    It Worked There. Will It Work Here? Researching Teaching Methods.Davis Andrew - 2017 - Ethics and Education 12 (3):289-303.
    ‘It worked there. Will it work here?’ We have to be able to identify the ‘it’ in that aphoristic question. Classifications of teaching methods belong in the social realm, where human intentions play a fundamental role in how phenomena are categorized. The social realm is characterized with the help of John Searle. Social phenomena are often open to interpretation, rather than definitive verdicts. The nature of the social limits the possibility of consistency in how teaching should be classified, which in (...)
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  3.  1
    Is Formal Environmental Education Friendly to Nature? Environmental Ethics in Science Textbooks for Primary School Pupils in Poland.Beata Gola - 2017 - Ethics and Education 12 (3):320-336.
    Due to the increased interest in ecology, global warming and numerous environmental problems, ecological issues are becoming extremely important in education. Many researchers and thinkers believe that solutions to environmental problems are affected by the environmental ethics adopted. This article identifies which of the three branches of environmental ethics are present in formal environmental education in Poland. This has been achieved by analysing the content of textbooks used by science teachers in the fourth grade of elementary schools. The results show (...)
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  4.  7
    ‘#FactsMustFall’? – Education in a Post-Truth, Post-Truthful World.Horsthemke Kai - 2017 - Ethics and Education 12 (3):273-288.
    Taking its inspiration from the name of the recent ‘#FeesMustFall’ movement on South African university campuses, this paper takes stock of the apparent disrepute into which truth, facts and also rationality have fallen in recent times. In the post-truth world, the blurring of borders between truth and deception, truthfulness and dishonesty, and non-fiction and fiction has become a habit – and also an educational challenge. I argue that truth matters, in education as elsewhere, and in ways not often acknowledged by (...)
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  5. Student Satisfaction in Higher Education: Settling Up and Settling Down.Claire Skea - 2017 - Ethics and Education 12 (3):364-377.
    Student satisfaction measures serve to provide a measure of ‘quality’ in the current audit culture of universities. This paper argues that the form of satisfaction valued within contemporary Higher Education amounts to a form of settling, where the primary aim is to settle the students’ expectations, and meet their needs. Drawing initially on the etymology of ‘satisfaction’, the paper then turns to the work of Martin Heidegger and his notion of the ‘uncanny’, to discuss how we are ontologically unsettled. The (...)
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  6.  10
    Education and Articulation: Laclau and Mouffe's Radical Democracy in School.Itay Snir - 2017 - Ethics and Education 12 (3):1-13.
    This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore this (...)
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  7.  2
    Stories and the Development of Virtue.Adam M. Willows - 2017 - Ethics and Education 12 (3):337-350.
    From folk tales to movies, stories possess features which naturally suit them to contribute to the growth of virtue. In this article I show that the fictional exemplars help the learner to grasp the moral importance of internal states and resolves a tension between existing kinds of exemplars discussed by virtue ethicists. Stories also increase the information conveyed by virtue terms and aid the growth of prudence. Stories can provide virtuous exemplars, inform learners as to the nature of the virtues (...)
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  8.  4
    Educating the Whole Child: Social-Emotional Learning and Ethics Education.D. Burroughs Michael & J. Barkauskas Nikolaus - 2017 - Ethics and Education 12 (2):218-232.
    Research supporting social and emotional learning in schools demonstrates numerous benefits for students, including increased academic achievement and social and emotional competencies. However, research supporting the adoption of SEL lacks a clear conception of ethical competence. This lack of clarity is problematic for two reasons. First, it contributes to the conflation of social, emotional, and ethical competencies. Second, as a result, insufficient attention is paid to the related, yet distinct, ends of social-emotional and ethical education. While supporting SEL we critique (...)
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  9.  3
    Ends, Principles, and Causal Explanation in Educational Justice.Jenn Dum - 2017 - Ethics and Education 12 (2):184-200.
    Many principles characterize educational justice in terms of the relationship between educational inputs, outputs and distributive standards. Such principles depend upon the causal pathway view of education. It is implicit in this view that the causally effective aspects of education can be understood as separate from the normative aspects of education. Yet this view relies on an impossible division of labor between empirical and normative work in educational research: it treats the causal roles that are understood and explained objectively through (...)
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  10. Love and Work: A Reading of John Williams’ Stoner.Jeff Frank - 2017 - Ethics and Education 12 (2):233-242.
    This article offers a close reading of the novel Stoner by John Williams. Stoner, and not the countless reports and jeremiads on teaching, helps us find what we are searching for: a way to live – and talk about – teaching in a dignified and artful way. We need to seek out voices that remind, recall and reveal teaching for the beautifully lovingly difficult work that it is. We need more voices like the one Williams provides in Stoner as we (...)
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  11.  4
    The Special Goods of Childhood: Lessons From Social Constructionism.Johannes Giesinger - 2017 - Ethics and Education 12 (2):201-217.
    To what extent does the common claim that childhood is ‘socially constructed’ affect the ethical debate on the ‘intrinsic’ and ‘special’ goods of childhood? Philosophers have referred to this kind of goods in their critique of overly adult-centred and future-oriented conceptions of childhood. The view that some goods are child-specific, in the sense that they are only good for children, not for adults, seems to presuppose an understanding of what children ‘are’, and how they differ from adults. However, if the (...)
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  12. Derrida and the School: Language Loss and Language Learning in Ireland.Áine Mahon - 2017 - Ethics and Education 12 (2):259-271.
    With specific reference to the teaching of Irish and English in Ireland, I am concerned in this paper with the experiences of language dispossession and language pedagogy. Drawing on Jacques Derrida’s key concepts of ‘hospitality’ and ‘monolingualism’, I argue that in Ireland the first of these experiences cannot be separated from the second. Taking into consideration its colonial past as well as the changing linguistic profile of its present, Ireland is at once ‘host’ and ‘hostage’ to the English language and (...)
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  13.  3
    Art, Knowledge and Moral Understanding.Roger Marples - 2017 - Ethics and Education 12 (2):243-258.
    The Platonic view that art is incapable of providing us with knowledge is sufficiently widely held as to merit a serious attempt at refutation. Once it is acknowledged that there are alternative forms of knowledge other than propositional, then it is possible to establish the truth of the claim that the knowledge which art affords has a value on a par with that provided by other disciplines. Art, it is argued, has a unique potential to provide imaginative insights by reference (...)
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  14.  5
    Relationships Between University Professors and Students: Should They Be Banned?Neil McArthur - 2017 - Ethics and Education 12 (2):129-140.
    This article examines the question of whether universities and colleges should attempt to ban all student-faculty relationships, as many have tried to do. It argues that, because adults have a fundamental right to engage in intimate relationships without interference, supporters of relationship bans must meet a high standard in defending them. But outright bans on such relationships cannot meet this standard. Though the desire to create a secure environment for students is legitimate and important, it cannot be shown that relationship (...)
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  15. From Performance to Passionate Utterance: Rethinking the Purpose of Restorative Conference Scripts in Schools.Naziya O’Reilly - 2017 - Ethics and Education 12 (2):170-183.
    In recent years restorative practice in schools has been heralded as a new paradigm for thinking about student behaviour. Its premise is to provide solutions to indiscipline, to restore relationships where there has been conflict or harm, and to give pupils a language with which to understand wrongdoing. This article offers a critique of practitioners’ use of scripts with which to facilitate the restorative conference, one of the key strategies of restorative practice. To do so I turn to J.L. Austin (...)
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  16.  2
    Ethics Centers’ Activities and Role in Promoting Ethics in Universities.Lise Safatly, Hiba Itani, Ali El-Hajj & Dania Salem - 2017 - Ethics and Education 12 (2):153-169.
    In modern and well-structured universities, ethics centers are playing a key role in hosting, organizing, and managing activities to enrich and guide students’ ethical thinking and analysis. This paper presents a comprehensive survey of the goals, activities, and administration of ethics centers, as well as their role in promoting ethical thinking for academic, career, and business purposes. The paper also gives an overview of the most common activities organized by these hubs in order to highlight their contributions to pedagogy, student (...)
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  17.  2
    Codes of Ethics and Teachers’ Professional Autonomy.Marina Schwimmer & Bruce Maxwell - 2017 - Ethics and Education 12 (2):141-152.
    This article considers the value of adopting a code of professional ethics for teachers. After having underlined how a code of ethics stands to benefits a community of educators – namely, by providing a mechanism for regulating autonomy and promoting a shared professional ethic – the article examines the principal arguments against codes of ethics. Three arguments are presented and analyzed in light of the codes of teacher ethics in place elsewhere in Canada. We conclude that a code of ethics (...)
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  18.  2
    Better Late Than Never: Understanding Chinese Philosophy and ‘Translating It’ Into the Western Academy.T. Ames Roger - 2017 - Ethics and Education 12 (1):6-17.
    ‘To translate’ means quite literally ‘to carry across, to bring across,’ that is, ‘to remove from one place to another.’ The questions I want to address in this essay are: To what extent have we been successful in, first, understanding the Chinese philosophical narrative and, then, in ‘carrying it across’ into the western academy? To what extent have we been able to grow and ‘appreciate’ our own philosophical parameters by engaging with this antique tradition? The self-conscious strategy of translation, then, (...)
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  19.  3
    Refusal and Disowning Knowledge: Re-Thinking Disengagement in Higher Education.Fulford Amanda - 2017 - Ethics and Education 12 (1):105-115.
    This paper addresses both ‘student engagement’ in contemporary universities, and student ‘disengagement’ – where the latter is often seen as a failure of performance, or absence of will. In a bold move, the paper asks whether students should be engaged in their university education, and whether there is value in forms of disengagement. It finds an original way in which student disengagement can be understood by drawing on the writings of Stanley Cavell – on the philosophical appeal to what we (...)
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  20. The Difficult Pursuit of Truth: A Response to Kai Horsthemke.Rafał Godoń - 2017 - Ethics and Education 12 (1):35-38.
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  21.  3
    Love and Social Justice in Learning for Sustainability.Morwenna Griffiths & Rosa Murray - 2017 - Ethics and Education 12 (1):39-50.
    The planet seems to be heading into an ecological catastrophe, in which the earth will become uninhabitable for many species, including human beings. At the same time we humans are beset by appalling injustices. The Rio Declaration which addressed both these sets of problems contains conceptual contradictions about ‘development and ‘nature’. This paper addresses the issue of whether it is logically possible to work for both global justice and ecological sustainability. The article proposes a way of responding to the spirit (...)
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  22.  4
    Inclusive Education and Barrierefreiheit: Some Social-Epistemological Considerations.Kai Horsthemke - 2017 - Ethics and Education 12 (1):23-34.
    Barrierefreiheit is a key term in the German inclusion movement, in education and more generally. Sometimes translated as ‘accessibility’, it refers not just to absence of barriers but to freedom from barriers, which in turn indicates a significant social and ethical component. It signals an active, conscious intervention by agents, a consequence of agentic commitment towards crossing borders and overcoming boundaries. In this regard, this article seeks to provide an epistemological analysis and illustration of what ‘inclusive’, ‘barrier-free’ education means, by (...)
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  23.  1
    The Hermeneutics of Religious Understanding in a Postsecular Age.David Lewin - 2017 - Ethics and Education 12 (1):73-83.
    The argument of this article assumes that religious literacy is urgently needed in the present geopolitical context. Its urgency increases the more religion is viewed in opposition to criticality, as though religion entails an irrational and inviolable commitment, or leap of faith. This narrow view of religion is reinforced by certain rather dogmatic secular framings of religion, which require any and all forms of religious expression to be excluded from public life. Excluding religion from the public has the unfortunate effect (...)
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  24.  5
    Is Moral Philosophy an Educationally Worthwhile Activity? Toward a Liberal Democratic Theory of Teacher Education.Christopher Martin - 2017 - Ethics and Education 12 (1):116-127.
    This paper looks at the case of moral philosophy in order to assess the extent to which and ways in which teacher education should respond to the liberal principle of justification. This principle states that moral and political decisions made by citizens with special kinds of influence and other coercive powers should be accountable to other citizens on the basis of good reasons. To what extent should teachers, who are empowered by the state with such special kinds of influence, be (...)
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  25. Acknowledgment.Naoko Saito - 2017 - Ethics and Education 12 (1):5-5.
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  26.  2
    Translation on its Own Terms? Toward Education for Global Culture.Naoko Saito - 2017 - Ethics and Education 12 (1):18-22.
    Roger Ames’ keynote provides a powerful orientation for thinking about translation. Against the background of his outstanding research career as a mediator between East and West, he offers a clear vision of global cultivation through what he calls ‘cultural translation.’ Encouraging and insightful as Ames’ account of translation is, and although I am sympathetic to his attempt to do justice to the excluded, peripheral voice of philosophy in the canon of global culture, I would like to address some further philosophical (...)
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  27.  1
    Introduction: Philosophy as Translation and the Understanding of Other Cultures.Naoko Saito & Naomi Hodgson - 2017 - Ethics and Education 12 (1):1-4.
    The 15th Biennial Meeting of the International Network of Philosophers of Education was held from 17 to 20 August 2016, at the University of Warsaw. The conference theme was ‘Philosophy as Translation and the Understanding of Other Cultures’, and we take this as the title for this Special Issue of Ethics and Education. The articles included in this volume are representative of the dynamism of the conference, reflecting a diversity of initiatives and interventions in what might be thought of as (...)
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  28.  1
    Intercultural Philosophy and Education in a Global Society: Philosophical Divides Are Dotted Lines.Renate Schepen - 2017 - Ethics and Education 12 (1):95-104.
    This paper is concerned with ways to make our education system more inclusive, to stimulate a more tolerant and democratic attitude among students, and to equip them to deal with complex issues in our society. Trying to understand and master plural viewpoints is more effective than applying the mainstream western perspective to relate to a fast-globalizing, interactive world. In existing curricula, students and teachers are often confronted with underlying assumptions that can be traced back to the ubiquitous influence of the (...)
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  29.  1
    Beyond Theory and Practice: Towards an Ethics of Translation.Marina Schwimmer - 2017 - Ethics and Education 12 (1):51-61.
    In this article, I will discuss the idea of teachers as knowledge translators, not in a pedagogical or didactical sense, but in a “professional” one. A professional practice is supposed to be theoretically informed by academic research. In the name of effectiveness and efficiency, current policies in teaching and higher education repeatedly ask for research-based practices that legitimize the adoption of an instrumental view of knowledge. Knowledge is conceived of as detached from the context in which it was produced and (...)
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  30.  1
    The ‘Religion of the Child’: Korczak’s Road to Radical Humanism.Marc Silverman - 2017 - Ethics and Education 12 (1):84-94.
    This paper explores the biographical and cultural sources that inspired the decision of Janusz Korczak to make his life’s vocation the education of young children from dysfunctional families. This decision emerged out of the radical version of humanism he embraced. His identification of children as the population his humanist ethos must serve, distinguishes it from other versions of humanism. The paper explores the role his sense of self and his identification with Poles, Jews, and humanity play in the composition of (...)
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  31. Translating Desire.Chien-Ya Sun - 2017 - Ethics and Education 12 (1):62-72.
    There is a trend in modern times towards taking the individual’s desire to be the indicator or basis of what the good life would be for the individual. Desire is believed to be an outer expression of an inner voice. The idea is that the individual’s desire shows what matters and therefore what constitutes the good life for her. An assumption is that the desire is knowable. The task for a fulfilled life is to reason out what the desire is (...)
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