20 found
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  1. The Good Life of Teaching: An Ethics of Professional Practice.Chris Higgins - 2011 - Wiley-Blackwell.
    _The Good Life of Teaching_ extends the recent revival of virtue ethics to professional ethics and the philosophy of teaching. It connects long-standing philosophical questions about work and human growth to questions about teacher motivation, identity, and development. Makes a significant contribution to the philosophy of teaching and also offers new insights into virtue theory and professional ethics Offers fresh and detailed readings of major figures in ethics, including Alasdair MacIntyre, Charles Taylor, and Bernard Williams and the practical philosophies of (...)
     
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  2.  13
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
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  3.  45
    The Possibility of Public Education in an Instrumentalist Age.Chris Higgins - 2011 - Educational Theory 61 (4):451-466.
    In our increasingly instrumentalist culture, debates over the privatization of schooling may be beside the point. Whether we hatch some new plan for chartering or funding schools, or retain the traditional model of government-run schools, the ongoing instrumentalization of education threatens the very possibility of public education. Indeed, in the culture of performativity, not only the public school but public life itself is hollowed out and debased. Qualities are recast as quantities, judgments replaced by rubrics, teaching and learning turned into (...)
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  4. Macintyre's Moral Theory and the Possibility of an Aretaic Ethics of Teaching.Christopher Higgins - 2003 - Journal of Philosophy of Education 37 (2):279–292.
  5.  27
    The Promise, Pitfalls, and Persistent Challenge of Action Research.Chris Higgins - 2016 - Ethics and Education 11 (2):230-239.
    Action research began as an ambitious epistemological and social intervention. As the concept has become reified, packaged for methodology textbooks and professional development workshops, it has degenerated into a cure that may be worse than the disease. The point is not the trivial one that action research, like any practice, sometimes shows up in cheap or corrupt forms. The very idea that action research already exists as a live option is mystifying, distracting us from the deep challenge that action research (...)
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  6.  49
    Teaching and the Good Life: A Critique of the Ascetic Ideal in Education.Chris Higgins - 2003 - Educational Theory 53 (2):131-154.
  7.  12
    What the Past Holds in Store.Chris Higgins - 2017 - Educational Theory 67 (5):537-543.
  8.  33
    Instrumentalism and the Clichés of Aesthetic Education: A Deweyan Corrective.Chris Higgins - 2008 - Education and Culture 24 (1):pp. 6-19.
    When we defend aesthetic education in instrumental terms or rely on clichés of creativity and imagination, we win at best a pyrrhic victory. To make a lasting place for the arts in education, we must critique the transmission model of education and the instrumentalist view of life that undergirds it. To help us perceive anew the nature and value of the aesthetic, I explore John Dewey's distinction between recognition and perception. Through a series of examples drawn from painting and poetry, (...)
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  9.  41
    What Makes a Public School Public? A Framework for Evaluating the Civic Substance of Schooling.Chris Higgins & Kathleen Knight Abowitz - 2011 - Educational Theory 61 (4):365-380.
  10.  6
    The Impossible Profession.Chris Higgins - 2012 - In Wayne D. Bowman & Ana Lucía Frega (eds.), The Oxford Handbook of Philosophy in Music Education. Oup Usa. pp. 213.
  11.  17
    A Family of Closely Related ATP‐Binding Subunits From Prokaryotic and Eukaryotic Cells.Christopher F. Higgins, Maurice P. Gallagher, Michael L. Mimmack & Stephen R. Pearce - 1988 - Bioessays 8 (4):111-116.
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  12.  12
    A Plea for Moderation in Educational Policy and Research.Chris Higgins - 2009 - Educational Theory 59 (5):499-502.
  13. Book Review: Intercultural Conversation. [REVIEW]Christina Higgins - 2005 - Discourse Studies 7 (3):385-386.
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  14.  4
    Constructing Membership in the in-Group: Affiliation and Resistance Among Urban Tanzanians.Christina Higgins - 2007 - In Noel Burton-Roberts (ed.), Pragmatics. Palgrave-Macmillan. pp. 17--1.
  15.  13
    Education in a Minor Key.Chris Higgins - 2018 - Educational Theory 68 (2):139-145.
  16.  3
    Humanism, Cosmopolitanism, and the Ethics of Translation.Chris Higgins - 2014 - Educational Theory 64 (5):429-437.
  17.  1
    Humane Education.Chris Higgins - 2015 - Educational Theory 65 (6):611-615.
  18.  16
    Humane Letters: Notes on the Concept of Integrity and the Meanings of Humanism.Chris Higgins - 2009 - Philosophical Studies in Education 40:25 - 32.
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  19.  21
    Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW]Chris Higgins - 2015 - Studies in Philosophy and Education 34 (5):531-535.
  20.  13
    Waist‐High and Knee‐Deep: Humane Learning Beyond Polemics and Precincts.Chris Higgins - 2015 - Educational Theory 65 (6):699-717.
    In this essay, Chris Higgins sets out to disentangle the tradition of humane learning from contemporary distinctions and debates. The first section demonstrates how a bloated and incoherent “humanism” now functions primarily as a talisman or a target, that is, as a prompt to choose sides. It closes with the image of Doris Salcedo's Shibboleth, suggesting that humanism is more like the uncertain footing of Salcedo's fissure than the footholds on either side. The second section suggests that this “alien humanism” (...)
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