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Derek Sankey
University of Sydney
  1.  9
    Identity and Personhood: Confusions and Clarifications Across Disciplines. [REVIEW]Derek Sankey - 2017 - Educational Philosophy and Theory 49 (13):1292-1295.
  2.  42
    Towards a Dynamic Systems Approach to Moral Development and Moral Education: A Response to the JME Special Issue, September 2008.Minkang Kim & Derek Sankey - 2009 - Journal of Moral Education 38 (3):283-298.
    Is 'development' a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated model of moral functioning, called for in the September 2008 Special Issue of the Journal of Moral Education (37[3]). Our paper argues that the notion (...)
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  3.  39
    Philosophy, Neuroscience and Pre-Service Teachers’ Beliefs in Neuromyths: A Call for Remedial Action.Minkang Kim & Derek Sankey - 2018 - Educational Philosophy and Theory 50 (13):1214-1227.
    Hitherto, the contribution of philosophers to Neuroscience and Education has tended to be less than enthusiastic, though there are some notable exceptions. Meanwhile, the pervasive influence of neuromyths on education policy, curriculum design and pedagogy in schools is well documented. Indeed, philosophers have sometimes used the prevalence of neuromyths in education to bolster their opposition to neuroscience in teacher education courses. By contrast, this article views the presence of neuromyths in education as a call for remedial action, including philosophical action. (...)
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  4.  18
    The Neurobiology of Trust and Schooling.Derek Sankey - 2018 - Educational Philosophy and Theory 50 (2):183-192.
    Are there neurobiological reasons why we are willing to trust other people and why ‘trust’ and moral values such as ‘care’ play a quite pivotal role in our social lives and the judgements we make, including our social interactions and judgements made in the context of schooling? In pursuing this question, this paper largely agrees with claims made by Patricia Churchland in her 2011 book Braintrust. She believes that moral values are rooted in basic brain circuitry and chemistry, which have (...)
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  5.  12
    Minds, Brains, and Difference in Personal Understandings.Derek Sankey - 2007 - Educational Philosophy and Theory 39 (5):543–558.
    If education is to make a difference it is widely acknowledged that we must aim to educate for understanding, but this means being clear about what we mean by understanding. This paper argues for a concept of personal understanding, recognising both the commonality and individuality of each pupil's understandings, and the relationship between understanding and interpretation, analysis and synopsis, and the quest for meaning. In supporting this view, the paper advocates an emergentist notion of person‐hood, and considers the neurophysiological reasons (...)
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  6.  20
    Two Conflicting Visions of Education and Their Consilience.Chris Duncan & Derek Sankey - 2019 - Educational Philosophy and Theory 51 (14):1454-1464.
    Over the past two decades, two heavily funded initiatives of the Federal government of Australia have been founded on two very different and seemingly conflicting visions of education. The first, the Australian Values Education Program enshrines what may be called an ‘embedded values’ vision of education; the second, the National Assessments Program-Literacy and Numeracy enshrines a ‘performative’ vision. The purpose of this article is to unpack these two seemingly conflicting visions and to argue instead for their possible consilience, bringing together (...)
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  7.  16
    Future Horizons: Moral Learning and the Socially Embedded Synaptic Self.Derek Sankey - 2011 - Journal of Moral Education 40 (3):417-425.
    During the 40-year time-span of the JME, four leading meta-narratives concerned with who we are and our place in the natural scheme of things have increasingly run up against their own inherent limitations; even as the planet is being pushed beyond sustainability. Indeed, we seem to be on the verge of another ?Copernican revolution? that will challenge many cherished ideas, including that of the moral self and its cultivation. The paper will argue that ?reductionist science?, ?supernatural religion?, ?democracy? and ?morality (...)
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  8.  19
    Guest Editorial: The Ethic of Forgetfulness.Derek Sankey - 2010 - Educational Philosophy and Theory 42 (2):149-151.
  9.  12
    The Neuronal, Synaptic Self: Having Values and Making Choices.Derek Sankey - 2006 - Journal of Moral Education 35 (2):163-178.
    Given that many in neuroscience believe all human experience will eventually be accounted for in terms of the activity of the brain, does the concept of moral or values education make sense? And, are we not headed for a singly deterministic notion of the self, devoid of even the possibility of making choices? One obvious objection is that this does not tally with our experience? we can espouse values and do make choices. But perhaps this is simply appearance and the (...)
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