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  1.  20
    Reconciling Divisions in the Field of Authentic Education.Ariel Sarid - 2015 - Journal of Philosophy of Education 49 (3):473-489.
    The aim of this article is twofold: first, to identify and address three central divisions in the field of authentic education that introduce ambiguity and at times inconsistencies within the field of authentic education. These divisions concern a) the relationship between autonomy and authenticity; b) the division between the two basic attitudes towards ‘care’ in the authenticity literature, and; c) the well-worn division between objective and subjective realms of knowledge and identity construction. Addressing these divisions through Charles Taylor's distinction between (...)
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  2.  24
    Self-Critical Appropriation: An Assessment of Bauman’s View of Education in Liquid Modernity.Ariel Sarid - 2017 - Educational Philosophy and Theory 49 (5):462-472.
    Zygmunt Bauman has devoted considerable amount of attention to the discussion of the educational challenges in liquid modernity. While a good deal of professional attention has been given to Bauman’s concept in various fields and disciplines, his views on education have received relatively little response by educational theorists and practitioners. The aim of this article is to assess Bauman’s prognosis and diagnosis for education in liquid modernity and argue that even if one generally accepts Bauman’s portrayal of current society, his (...)
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  3.  31
    Systematic Thinking on Dialogical Education.Ariel Sarid - 2012 - Educational Philosophy and Theory 44 (9):926-941.
    Dialogic or dialogical education is an umbrella term that encompasses a myriad of different and at times conflicting approaches. As there is no agreed-upon definition of ‘dialogue’ (not that there is or should be one unified definition), and even fewer clear and systematic guidelines for application, researchers and practitioners in the DE field are faced with countless questions and dilemmas. My aim in this paper is therefore to offer some ideas for a general outline of how to employ systematic thinking (...)
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  4.  26
    Between Thick and Thin: Responding to the Crisis of Moral Education.Ariel Sarid - 2012 - Journal of Moral Education 41 (2):245-260.
    This article presents a moral orientation that can serve as a commonly shared foundation for developing moral consciousness in (postmodern) multicultural democratic societies. To this end, I distinguish between two prevailing generic views of moral education??thin? and ?thick??and claim that the tensions between them contribute to the sense of crisis of moral education (and public schooling in general). I begin by showing these tensions through a discussion of representatives of each side of the thin?thick dichotomy, as well as through Lickona?s (...)
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  5.  9
    The Dual-Impulse of Modernity.Ariel Sarid - 2018 - Educational Philosophy and Theory 50 (14):1394-1395.
    This paper seeks to briefly address the question of what comes next after postmode nity as an educational intellectual movement. Building particularly on Habermas, it is claimed that there is no alternative to Modernist thought in its recent reconstructive variants. The inherent dual-impulse of Modernity offers both an ongoing communicative-critical basis to critique knowledge and values as well as to safeguard principles that are necessary for sustaining a coheent understanding of education.
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