39 found
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  1.  79
    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.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  2. The Good Life of Teaching: An Ethics of Professional Practice.Chris Higgins - 2011 - Malden, MA: 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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  3.  53
    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.
    In this paper, I reconstruct Alasdair MacIntyre's aretaic, practical philosophy, drawing out its implications for professional ethics in general and the practice of teaching in particular. After reviewing the moral theory as a whole, I examine MacIntyre's notion of internal goods. Defined within the context of practices, such goods give us reason to reject the very idea of applied ethics. Being goods for the practitioner, they suggest that the eudaimonia of the practitioner is central to professional ethics. In this way, (...)
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  5.  34
    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.  6
    On Boundary Conditions in Education.Chris Higgins - 2021 - Philosophy of Education 77 (2):95-99.
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  7.  2
    Worlds of Practice: MacIntyre's Challenge to Applied Ethics.Chris Higgins - 2011 - In The Good Life of Teaching. Oxford, UK: Wiley‐Blackwell. pp. 47–83.
    This chapter contains sections titled: The architecture of MacIntyre's moral theory A closer look at internal goods The practicality of ethical reflection What counts as a practice: The proof, the pudding, and the recipe Boundary conditions: Practitioners, managers, interpreters, and fans.
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  8. Professions of Ignorance from the Pentagon to the Couch.Chris Higgins - 2018 - Philosophy of Education 74:57-63.
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  9.  39
    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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  10.  4
    Humanism, Cosmopolitanism, and the Ethics of Translation.Chris Higgins - 2014 - Educational Theory 64 (5):429-437.
  11.  15
    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.
  12.  1
    Among All the Philosophers, Is There a Philosopher?Chris Higgins - 2009 - Philosophy of Education 65:84-87.
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  13.  21
    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.
    A large number of cellular proteins bind ATP, frequently utilizing the free energy of ATP hydrolysis to drive specific biological reactions. Recently, a family of closely related ATP‐binding proteins has been identified, the members of which share considerable sequence identity. These proteins, from both prokaryotic and eukaryotic sources, presumably had a common evolutionary origin and include the product of the white locus of Drosophila, the P‐glycoprotein which confers multidrug resistance on mammalian tumours, and prokaryotic proteins associated with such diverse processes (...)
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  14.  1
    A Question of Experience: Dewey and Gadamer on Practical Wisdom.Chris Higgins - 2011 - In The Good Life of Teaching. Oxford, UK: Wiley‐Blackwell. pp. 111–142.
    This chapter contains sections titled: The constant gardener The existential and aesthetic dimensions of vocation Our dominant vocation Practical wisdom and the circle of experience The open question.
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  15. Broken Threads, Interpretive Frames, and Conceptions of the Educated Person.Chris Higgins - 2016 - Philosophy of Education 72:47-50.
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  16.  7
    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.
  17.  14
    Education in a Minor Key.Chris Higgins - 2018 - Educational Theory 68 (2):139-145.
  18.  6
    Humane Education.Chris Higgins - 2015 - Educational Theory 65 (6):611-615.
  19.  18
    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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  20. Introduction.Chris Higgins - 2004 - Philosophy of Education 60:ix-xii.
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  21.  4
    Introduction: Why we Need a Virtue Ethics of Teaching.Chris Higgins - 2011 - In The Good Life of Teaching. Oxford, UK: Wiley‐Blackwell. pp. 1–18.
    This chapter contains sections titled: Saints and scoundrels A brief for teacherly self‐cultivation From the terrain of teaching to the definition of professional ethics Outline of the argument.
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  22. Index.Chris Higgins - 2011 - In The Good Life of Teaching. Oxford, UK: Wiley‐Blackwell. pp. 305–310.
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  23.  2
    Labour, Work, and Action: Arendt's Phenomenology of Practical Life.Chris Higgins - 2011 - In The Good Life of Teaching. Oxford, UK: Wiley‐Blackwell. pp. 85–110.
    This chapter contains sections titled: Arendt's singular project Defining the deed Hierarchy and interdependence in the vita activa Praxis in the professions.
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  24. Practical Knowledge and the Fiction of Professionalism.Chris Higgins - 2012 - Philosophy of Education 68:376-379.
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  25. References.Chris Higgins - 2011 - In The Good Life of Teaching. Oxford, UK: Wiley‐Blackwell. pp. 283–303.
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  26.  1
    Teaching as a Hermeneutic Calling.Chris Higgins - 2017 - Philosophy of Education 73:26-32.
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  27.  5
    Teaching as Experience: Toward a Hermeneutics of Teaching and Teacher Education.Chris Higgins - 2011 - In The Good Life of Teaching. Oxford, UK: Wiley‐Blackwell. pp. 241–281.
    This chapter contains sections titled: Teaching as vocational environment Batch processing, kitsch culture, and other obstacles to teacher vocation The syntax of educational claims The shape of humanistic conversation Horizons of educational inquiry Teacher education for practical wisdom.
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  28.  1
    Teaching and Translation.Chris Higgins & Nicholas C. Burbules - 2011 - Philosophy of Education 67:369-376.
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  29. Teaching and the Dynamics of Recognition.Chris Higgins - 2002 - Philosophy of Education 58:296-304.
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  30.  3
    The Classroom Drama: Teaching as Endless Rehearsal and Cultural Elaboration.Chris Higgins - 2011 - In The Good Life of Teaching. Oxford, UK: Wiley‐Blackwell. pp. 205–239.
    This chapter contains sections titled: Education as the drama of cultural renewal A false lead Teaching as labour, work, and action Education, shelter, and mediation Teaching as endless rehearsal Teaching as cultural elaboration.
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  31.  2
    The Hunger Artist: Pedagogy and the Paradox of Self‐Interest.Chris Higgins - 2011 - In The Good Life of Teaching. Oxford, UK: Wiley‐Blackwell. pp. 143–175.
    This chapter contains sections titled: A blind spot in the educational imagination The hunger artist The very idea of a helping profession This ripeness of self.
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  32.  10
    The hermeneutic straightaway.Chris Higgins - 2021 - Journal of Philosophy of Education 55 (4-5):734-739.
    Journal of Philosophy of Education, EarlyView.
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  33. Turnings: Toward an Agonistic Progressivism1.Chris Higgins - 2008 - Philosophy of Education 64:157-165.
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  34.  2
    Work and Flourishing: Williams' Critique of Morality and its Implications for Professional Ethics.Chris Higgins - 2011 - In The Good Life of Teaching. Oxford, UK: Wiley‐Blackwell. pp. 19–45.
    This chapter contains sections titled: Retrieving Socrates' question Modern moral myopia What do moral agents want? From moral professionalism to professional ethics.
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  35.  15
    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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  36.  1
    Working Conditions: The Practice of Teaching and the Institution of School.Chris Higgins - 2011 - In The Good Life of Teaching. Oxford, UK: Wiley‐Blackwell. pp. 177–203.
    This chapter contains sections titled: A prima facie case for teaching as a practice MacIntyre's objection Schools as surroundings.
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  37.  43
    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.
  38.  1
    Book Review: Intercultural Conversation. [REVIEW]Christina Higgins - 2005 - Discourse Studies 7 (3):385-386.
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  39.  24
    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.