Hypatia 16 (4):105-123 (2001)
| Abstract |
: The effects of head injury, even mild traumatic brain injury, are wide-ranging and profound. Persons with adult-onset head injury offer feminist philosophers important perspectives for philosophical methodology and philosophical research concerning personal identity, mind-body theories, and ethics. The needs of persons with head injury require the expansion of typical teaching strategies, and such adaptations appear beneficial to both disabled and non-disabled students
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| DOI | 10.1353/hyp.2001.0058 |
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References found in this work BETA
Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Teaching Ethics to Scientists and Engineers: Moral Agents and Moral Problems.Caroline Whitbeck - 1995 - Science and Engineering Ethics 1 (3):299-308.
Teaching Ethics to Scientists and Engineers: Moral Agents and Moral Problems. [REVIEW]Dr Caroline Whitbeck - 1995 - Science and Engineering Ethics 1 (3):299-308.
View all 7 references / Add more references
Citations of this work BETA
Feminism and Disability.Joel Michael Reynolds & Anita Silvers - 2017 - In Carol Hay (ed.), Philosophy: Feminism. Macmillan Reference USA. pp. 295-316.
Cognitive Diversity in the Global Academy: Why the Voices of Persons with Cognitive Disabilities Are Vital to Intellectual Diversity. [REVIEW]Maeve M. O’Donovan - 2010 - Journal of Academic Ethics 8 (3):171-185.
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