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Christina Easton [11]Christina Elizabeth Easton [1]
  1. 'Filling the Ranks': Moral Risk and the Ethics of Military Recruitment.Jonathan Parry & Christina Easton - forthcoming - American Political Science Review.
    If states are permitted to create and maintain a military force, by what means are they permitted to do so? This paper argues that a theory of just recruitment should incorporate a concern for moral risk. Since the military is a morally risky profession for its members, recruitment policies should be evaluated in terms of how they distribute moral risk within a community. We show how common military recruitment practices exacerbate and concentrate moral risk exposure, using the UK as a (...)
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  2.  62
    (1 other version)Women and ‘the philosophical personality’: evaluating whether gender differences in the Cognitive Reflection Test have significance for explaining the gender gap in Philosophy.Christina Easton - 2018 - Synthese 198 (1):139-167.
    The Cognitive Reflection Test is purported to test our inclination to overcome impulsive, intuitive thought with effortful, rational reflection. Research suggests that philosophers tend to perform better on this test than non-philosophers, and that men tend to perform better than women. Taken together, these findings could be interpreted as partially explaining the gender gap that exists in Philosophy: there are fewer women in Philosophy because women are less likely to possess the ideal ‘philosophical personality’. If this explanation for the gender (...)
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  3. Religion and Religious Education on the Journey to the Ideal Society.Christina Easton - 2024 - Analysis 84 (3):609-621.
    We all want to find a way to live fulfilling lives together in spite of our differences. What beliefs must be held in common if we are to do so? What beliefs must be excluded? And what are the implications for religion’s place in society? Philip Kitcher recognises that our answers to these questions have important implications for education, and he devotes a chapter of 'The Main Enterprise of the World' to the role of religion in education and wider society. (...)
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  4.  29
    Dietary double-think.Christina Easton - 2019 - Think 18 (52):75-80.
    This article discusses how difficult it is to be morally consistent when choosing what to eat. Applying a moral justification in a consistent manner may result in some unorthodox diets. I distinguish two ways in which we might be inconsistent in our approach to food. We might fail to apply our morals in a consistent way, or we might fail to put our morals into practice at all. I argue that the latter represents a greater failing. Given the complexity of (...)
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  5.  9
    Truth in Science and ‘Truth’ in Religion: An Enquiry into Student Views on Different Types of Truth-Claim.Christina Easton - 2019 - In Berry Billingsley, Keith Chappell & Michael J. Reiss (eds.), Science and Religion in Education. Springer Verlag. pp. 123-139.
    Using focus groups, this small-scale, qualitative study investigated the way that students tend to think about religious truth-claims as compared to other types of truth-claim. All the student participants conceived of religious truth-claims as ‘opinions’, to be contrasted with the certain, indisputable ‘facts’ of science. For many students, it was the lack of empirical verification, as well as the existence of disagreement, which meant religious beliefs were relegated to this position. If these findings are generalisable, then there are implications for (...)
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  6. Teaching Liberal Values: The Case of Promoting ‘British Values’ in Schools.Christina Easton - 2022 - In Julian Culp, Johannes Drerup, Isolde de Groot, Anders Schinkel & Douglas Yacek (eds.), Liberal Democratic Education: A Paradigm in Crisis. Brill Mentis. pp. 47-66.
    I analyse the 2014 policy to promote 'British values' in schools from the perspective of the two main positions in contemporary liberal theory, comprehensive liberalism and political liberalism. I highlight in what ways comprehensive and political liberal defences of the policy are unsatisfactory, before briefly sketching a possible alternative position – ‘thin comprehensive liberalism’ – and discussing its potential for justifying a substantive education in liberal values. In light of this theoretical perspective, I suggest some ways that the existing British (...)
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  7.  32
    Educating in Respect: Against Neutral Discourse as a Norm for Respectful Classroom Discussion.Christina Easton - 2018 - Philosophy 93 (2):187-210.
    Since 2014, British schools have been required to ‘actively promote’ the value of ‘mutual respect’ to the children in their care. This is relatively unproblematic: liberals are agreed that good citizenship education will involve teaching mutual respect. However, there is disagreement over how ‘respect’ should be understood and what it should imply for norms of respectful classroom discussion. Some political liberals have indicated that when engaging in discussion in the classroom, students should provide only neutral reasons to defend their views. (...)
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  8.  35
    LGBT‐Inclusive Education in Liberal Pluralist Societies.Christina Elizabeth Easton - 2023 - Journal of Applied Philosophy 40 (3):550-568.
    What should be the aim of LGBT-inclusive, state-mandated curricula in liberal, pluralist societies? In this article, I identify two distinct aims that such curricula might have. The first, LGBT Respect, aims to teach that LGBT individuals have equal political status and rights. The second, LGBT Approval, aims to teach a positive attitude towards LGBT relationships, including that there is nothing wrongful about these forms of relationship. I examine what arguments in favour of these different aims are available to the liberal (...)
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  9.  38
    Winning in philosophy: Female under-representation, competitiveness, and implications for inclusive high school philosophy competitions.Christina Easton - 2022 - Journal of Philosophy in Schools 9 (1):47-67.
    Women are currently under-represented in academic philosophy. This paper first considers ways in which the competitive atmosphere of philosophy might help explain this lack of diversity. For example, women are stereotyped as less competitive and as less capable of exhibiting what are considered ‘winning behaviours’ in philosophy, leading to a more stressful, less rewarding experience; lower assessments of merit by themselves and others; and potential under-performance. Second, this paper draws out the implications of this discussion for high school philosophy competitions. (...)
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  10.  83
    Did most brits fail in their civic duties in the eu referendum?Christina Easton - 2017 - Think 16 (45):7-14.
    What sorts of reasons should citizens have in mind when they cast votes? Arguments from both sides of the EU referendum debate are used here to raise questions about what our motivations should be when voting. The article introduces John Rawls's requirement to give public reasons that are acceptable to all reasonable people.
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  11.  12
    An Education In Diversity?Christina Easton - 2017 - Philosophy Now 123:18-19.
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