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  1. Editorial Introduction to Special Themed Issue: Working Compassion.Heesoon Bai - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (2):2-4.
     
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  2. Cultivating Compassion 慈: A Daoist Perspective.Tom Culham - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (2):32-41.
    The purpose of this paper is to make a contribution to our working knowledge, practice and pedagogy of compassion through consideration of a Daoist perspective on the matter. I begin with a consideration of Daoist cosmology and a sage’s compassion drawn primarily from the Daodejing, This serves as a backdrop to consider Daoist contemplative pedagogy for the cultivation of virtue and compassion. Consistent with Daoist practices which rely on exemplars as a means of inspiring others I justify considering Nelson Mandela (...)
     
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  3. Preface.Claudia Eppert & Daniel Vokey - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (2):1-1.
     
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  4. Engaging Bodhisattva Compassion in Pedagogical Aporias.Mei Hoyt - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (2):24-31.
    In teaching culturally sensitive and difficult issues, tensions and interruptions may arise, and educators and students may retreat to their respective comfort zones to avoid conflict and suffering, a pedagogical aporia occurs. This article introduces and examines Bodhisattva compassion from the Buddhist tradition, which offers insights and wisdom in transforming unexamined emotional responses into healthy and nonviolent expressions and embodiment of difference and dissonance. By tracing the Chinese etymological history of the term compassion and its use in Buddhist literature, I (...)
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  5. The Pedagogy of Suffering: Four Fragments.David Jardine, Graham Mccaffrey & Christopher Gilham - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (2):5-13.
    This paper is a collection of small, formal and informal writings and is part of the early groundwork we have been doing together on the topic of the pedagogy of suffering, a phrase that has certainly given pause to many colleagues we have spoken to. We are trying to understand and articulate how and why suffering can be pedagogical in character and how it is often key to authentic and meaningful acts of teaching and learning. We are exploring threads from (...)
     
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  6. What is Existential Educational Encounter?Jani Koskela & Pauli Siljander - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (2):71-80.
    This paper aims to clarify the meaning of the pedagogical concept of encounter by providing an overview of its use from the historical foundations of the concept in Otto Friedrich Bollnow’s philosophy to contemporary phenomenological readings by Maxine Greene, Donald Vandenberg and Robyn Harrison. The outcome is a critical analysis and evaluation of the significance of the concept in educational contexts. The aims of the paper are as follows: a) to articulate the educational significance of the concept of encounter, and (...)
     
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  7. In A Mindful Moral Voice: Mindful Compassion, The Ethic of Care and Education.Deborah Orr - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (2):42-54.
    This paper argues that Carol Gilligan’s Ethic of Care has strong affinities with the Buddhist concept of karuna which, Jay Garfield has argued, is the necessary foundation of rights theory. Its central argument is that both moral compassion and thus rights theory are grounded in the natural compassionate care a mother exercises in order to promote the flourishing of her child without which children, and consequently adult society, would not survive in any form. Wittgenstein’s concept of language-games is brought to (...)
     
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  8. Education, Culture and Epistemological Diversity: Mapping a Disputed Terrain. [REVIEW]Linda Overing - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (2):81-84.
  9. Towards Teaching With an Open Heart.Susan Walsh - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (2):14-23.
    In this paper, I explore practices for opening the heart and offering compassion towards others and also myself in the context of teaching. In doing so, I reflect upon experiences that involve the uneven distribution of “air time” in the classroom; I concentrate on such experiences because, as long-standing sources of irritation for me, I believe they can evoke insights about being present. How, for example, might I invite deeper awareness of my own being in such situations, notice how I (...)
     
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  10. “But Are We Going To Deal With The Hard Questions?”: Waves of Compassion in Halifax Regional Municipality.Susan Walsh, Fabiana Gonzalez, Phillip Joy & Kim MacCaulay - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (2):55-70.
    Within broader social concern about compassion and learning to live well together in the world, a non-profit community-based organization called Waves of Compassion has emerged in Halifax Regional Municipality in Nova Scotia, Canada. In this article, we explore how compassion relates to some “hard questions” that have arise for the organization—questions related to issues of marginalization and inclusivity: for example, what it might mean to “walk in another’s shoes,” particularly when that person or group of people is different from you (...)
     
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