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  1. What is “Critical Thinking”? Is It Generalizable?Christine L. McCarthy - 1996 - Educational Theory 46 (2):217-239.
  • Why “What Works” Won’T Work: Evidence‐Based Practice and the Democratic Deficit in Educational Research.Gert Biesta - 2007 - Educational Theory 57 (1):1-22.
    In this essay, Gert Biesta provides a critical analysis of the idea of evidence‐based practice and the ways in which it has been promoted and implemented in the field of education, focusing on the tension between scientific and democratic control over educational practice and research. Biesta examines three key assumptions of evidence‐based education: first, the extent to which educational practice can be compared to the practice of medicine, the field in which evidence‐based practice was first developed; second, the role of (...)
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  • Intricate Ethics: Rights, Responsibilities, and Permissible Harm.Frances Kamm - 2007 - New York ;Oxford University Press.
    In Intricate Ethics, Kamm questions the moral importance of some non-consequentialist distinctions and then introduces and argues for the moral importance of ...
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  • Justice and the Politics of Difference.Iris Marion Young - 1990 - Princeton University Press.
    In this classic work of feminist political thought, Iris Marion Young challenges the prevailing reduction of social justice to distributive justice.
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  • Teaching Care Ethics: Conceptual Understandings and Stories for Learning.Colette Rabin & Grinell Smith - 2013 - Journal of Moral Education 42 (2):164-176.
    An ethic of care acknowledges the centrality of the role of caring relationships in moral education. Care ethics requires a conception of ?care? that differs from the quotidian use of the word. In order to teach care ethics more effectively, this article discusses four interrelated ways that teachers? understandings of care differ from care ethics: (1) conflating the term of reference ?care? with its quotidian use; (2) overlooking the challenge of developing caring relationships; (3) tending toward monocultural understandings of care; (...)
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  • The Paradox of Meaning Well While Causing Harm: A Discussion About the Limits of Tolerance Within Democratic Societies.Silvia Edling - 2012 - Journal of Moral Education 41 (4):457-471.
    Curriculum guidelines in many democratic countries argue for the need to practice tolerance as a means to creating peaceful relations. Through moral education, young people are believed to be able to develop a way of being that respects plurality and decreases interpersonal violence in society. But where do students? personal involvements or the issue of unpredictability accompanying inter-personal relations fit into the discussion? This article draws on four young people?s narratives as starting points to discuss the gap between progressive educational (...)
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  • The Cultural Roots of Professional Wisdom: Towards a Broader View of Teacher Expertise.David Carr & Don Skinner - 2009 - Educational Philosophy and Theory 41 (2):141-154.
    Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well-rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy (...)
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  • ‘The Song Remains the Same’: Rebuttal to Sherblom's Re‐Envisioning of the Legacy of the Care Challenge.Lawrence J. Walker & Jeremy A. Frimer - 2009 - Journal of Moral Education 38 (1):53-68.
    In the Journal of Moral Education, Sherblom examined several empirical and conceptual claims related to gender and morality and re-envisioned the legacy of Gilligan's 'care challenge'. He concluded that the moral and scientific legitimacy of the ethic of care has been established. However, his apologetic is flawed in major ways and scholarly integrity demands a rebuttal. This article exposes how Sherblom's analysis misconstrues some of the empirical claims, fails to present relevant data, entails an incomplete reading of Kohlberg's theory, imputes (...)
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  • Professionalism and Ethics in Teaching.David Carr - 1999 - Routledge.
    _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally David Carr gives a detailed analysis of a range of issues concerning the role of the teacher and the managements (...)
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  • Intricate Ethics: Rights, Responsibilities, and Permissible Harm.F. M. Kamm - 2006 - Oxford University Press USA.
    In Intricate Ethics, Kamm questions the moral importance of some non-consequentialist distinctions and then introduces and argues for the moral importance of other distinctions. The first section discusses nonconsequentialist ethical theory and the trolley problem; the second deals with the notions of moral status and rights; the third takes up the issues of responsibility and complicity and the possible moral significance of distance; and the fourth section analyzes the views of others in the non-consequentialist and consequentialist camps.
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  • Philosophy in the Flesh the Embodied Mind and its Challenge to Western Thought.George Lakoff - 1999 - Basic Books.
  • The Democratic Paradox.Chantal Mouffe - 2000 - Verso.
    The Democratic Paradox is Chantal Mouffe's most accessible and illuminating study of democracy's sharp edges, fractures, and incongruities. Orienting her discussion within the debates over modern liberal democracy, Mouffe takes aim at John Rawls, Jürgen Habermas, and the consensus building of 'third way' politics to show how their conceptions of democracy fall victim to paralyzing contradictions. Against this background, Mouffe develops a rich conception of 'agonistic pluralism' that draws on Wittgenstein, Derrida, and the provocative theses of Carl Schmitt, attempting to (...)
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  • Critical Judgment and Professional Practice.David Beckett - 1996 - Educational Theory 46 (2):135-149.
  • Critical Pedagogy, the State, and Cultural Struggle.Henry A. Giroux & Peter L. McLaren - 1989 - SUNY Press.
    Schools have been traditionally defined as institutions of instruction, but the authors of this volume challenge that position in order to generate a new set of cultural categories and constructs through which the nature and process of schooling can be more appropriately understood. Giroux and McLaren develop a theory of schooling that takes into account not only the more traditional relationship between teaching and learning, but also the import of wider cultural dynamics such as language, mass culture, popular culture, the (...)
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  • Ethics and Infinity.Emmanuel Lévinas & Philippe Nemo - 1985
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  • Complexity Theory and the Politics of Education.Deborah Osberg & Gert Biesta (eds.) - 2010 - Sense Publishers.
    Complexity theory has become a major influence in discussions about the theory and practice of education. This book focuses on a question which so far has received relatively little attention in such discussions, which is the question of the politics of complexity. The chapters in this book engage with this question in a range of different ways. Whereas some contributions make a case for the promotion of complexity in education, others focus more explicitly on questions concerning the reduction of complexity (...)
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  • An Ethics of Dissensus: Postmodernity, Feminism, and the Politics of Radical Democracy.Ewa Płonowska Ziarek - 2001 - Stanford University Press.
    What kind of challenge does sexual and racial difference pose for postmodern ethics? What is the relation between ethical obligation and feminist interpretations of embodiment, passion, and eros? How can we negotiate between ethical responsibility for the Other and democratic struggles against domination, injustice, and equality, on the one hand, and internal conflicts within the subject, on the other? We cannot address such questions, Ziarek argues, without putting into dialogue discourses that have hitherto been segregated: postmodern ethics, feminism, race theory, (...)
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  • Philosophy of Education.Nel Noddings - 1995 - Westview Press.
    Our nation’s schools have always been contested turf but perhaps never more so than in today’s volatile environment. Educational policy and educational values have never been more controversial, and the schools themselves are under attack from many different directions.The role of philosophy of education in such an environment is not to dictate answers. Rather, it must foster understanding of the philosophical issues underlying contemporary debates. In this survey, Nel Noddings provides the essential background necessary for a more sophisticated and nuanced (...)
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  • Otherwise Than Being, or, Beyond Essence.Emmanuel Lévinas - 1974 - Duquesne University Press.
    A sequel to Levinas's Totality and Infinity, this work is generally considered Levinas's most important contribution to the contemporary debate surrounding the closure of metaphysical discourse, much commented upon by Jacques Derrida. This work contains a fundamentally original theory of the ethical relationship and describes the face-to-face relationship, sensibility, responsibility and speech. Renowned Levinas scholar Richard A. Cohen has contributed a new foreword to this edition of Otherwise than Being, which is also the first time the work is available in (...)
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  • Totality and Infinity: An Essay on Exteriority.Emmanuel Levinas - 1961 - Distribution for the U.S. And Canada, Kluwer Boston.
    INTRODUCTION Ever since the beginning of the modern phenomenological movement disciplined attention has been paid to various patterns of human experience as ...
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  • Otherwise Than Being, Or, Beyond Essence.Emmanuel Levinas - 1974 - Kluwer Academic Publishers.
    A sequel to Levinas' Totality and Infinity.
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  • Professionalism and Ethics in Teaching.David Carr - 1999 - Routledge.
    _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally David Carr gives a detailed analysis of a range of issues concerning the role of the teacher and the managements (...)
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  • Freire’s Pedagogy of Freedom: Its Contribution to the Development of Ethical Teacher Professionality Through the Implementation of the New Zealand Curriculum.Leon Benadé - 2010 - Paideusis: Journal of the Canadian Philosophy of Education Society 19 (1):5-15.
    This paper takes lessons and directions from Paulo Freire’s Pedagogy of Freedom that both inform the theme of Dialogue and Difference and a particular conception of ethical teacher professionality. Freire’s vision of teachers and teaching challenges managerialist notions of teachers as dispassionate, data-driven objects of bureaucratic policy, aligned to a sanitised list of features that make up ‘the effective teacher’. This representation of teachers is unlikely to motivate or prepare teachers in the future to be critical thinking ethical professionals. An (...)
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  • Caring: A Feminine Approach to Ethics and Moral Education.Nel Noddings - 1984 - University of California Press.
    ACKNOWLEDGMENTS. Among Those Who helped greatly in the initial stages of this project by making constructive suggestions on my first "caring" papers are Nick Burbules, William Doll, Bruce Fuller, Brian Hill, William Pinar, Mary Anne ...
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  • Responsibility.Mark Ravizza & J. R. Lucas - 1995 - Philosophical Review 104 (2):306.
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  • Envisaging a New Politics for an Ethical Future: Beyond Trust, Care and Generosity — Towards an Ethic of `Social Flesh'.Carol Bacchi & Chris Beasley - 2007 - Feminist Theory 8 (3):279-298.
    In times like these, a new ethico-political ideal is required to contest the adequacy of dominant understandings of social interaction as matters of choice and rational decision-making and in contesting these understandings encourage us to imagine social alternatives. We wish to make a contribution to this project of expanding the universe of political discourse as a means to invigorating ethico-political debate. A range of existing vocabularies — the languages of trust, care and associated concepts, including corporeal generosity — are currently (...)
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  • Feminist Reflections on Vulnerability: Disrespect, Obligation, Action.Ewa Plonowska Ziarek - 2013 - Substance 42 (3):67-84.
  • Justice and the Politics of Difference.Debra A. DeBruin - 1993 - Ethics 103 (2):398-400.
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  • Responsibility.J. R. Lucas - 1993 - Ethics 105 (2):404-407.
     
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  • Responsibility.J. R. Lucas - 1993 - Philosophy 69 (268):254-255.
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  • Otherwise Than Being or Beyond Essence.Emmanuel Levinas & Alphonso Lingis - 1981 - Philosophy and Rhetoric 17 (4):245-246.
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  • Toward a Theory of Culturally Relevant Critical Teacher Care: African American Teachers' Definitions and Perceptions of Care for African American Students.Mari Ann Roberts - 2010 - Journal of Moral Education 39 (4):449-467.
    Growing research evidence on the ethic of care suggests that caring should be an integral part of the pedagogical methods implemented in schools. However, the colour blind ?community of care? often described in the literature does not disaggregate lines of ethnicity or race and much of this existing literature concerns elementary? and middle?school students. This phenomenological study examined teacher care for African American secondary students, through a theoretical lens of critical race and care theory, as it was represented through the (...)
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  • Professionalism, Professionality and the Development of Education Professionals.Linda Evans - 2008 - British Journal of Educational Studies 56 (1):20-38.
    What purpose is served by renovation or redesign of professionalism, and how successful a process is it likely to be? This article addresses these questions by examining the effectiveness as a professional development mechanism of the imposition of changes to policy and/or practice that require modification or renovation of professionalism. The 'new' professionalisms purported to have been fashioned over the last two or three decades across the spectrum of UK education sectors and contexts have been the subject of extensive analysis, (...)
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  • Between Body and Spirit: The Liminality of Pedagogical Relationships.Sharon Todd - 2014 - Journal of Philosophy of Education 48 (2):231-245.
    This article explores the pedagogical, transformative aspects of education as a relation, viewing such transformation as occurring in the liminal space between body and spirit. In order to explore this liminal space more thoroughly, the article first outlines a case for why liminality is of educational and not only of pedagogical concern, building on James Conroy's notion of the liminal imagination and his emphasis on the importance of metaphor for calling our attention to the ontological spaces that make up educational (...)
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  • Complexity, Education, and Politics: From the Inside Out and Outside In.Gert Biesta & D. C. Osberg - 2010 - In Deborah Osberg & Gert Biesta (eds.), Complexity Theory and the Politics of Education. Sense Publishers.
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  • Taking Care of the Future? The Complex Responsibility of Education and Politics.Deborah Osberg - 2010 - In Deborah Osberg & Gert Biesta (eds.), Complexity Theory and the Politics of Education. Sense Publishers. pp. 157--170.
     
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