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  1.  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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  2.  2
    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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  3. The Difficult Pursuit of Truth: A Response to Kai Horsthemke.Rafał Godoń - 2017 - Ethics and Education 12 (1):35-38.
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  4.  2
    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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  5.  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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  6.  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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  7.  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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  8. Acknowledgment.Naoko Saito - 2017 - Ethics and Education 12 (1):5-5.
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  9.  1
    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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  10.  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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  11.  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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  12.  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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  13.  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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  14. 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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