36 found
Order:
Disambiguations
Doret J. de Ruyter [21]Doret de Ruyter [17]
  1.  96
    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 (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  2. Mutuality in Sexual Relationships: a Standard of Ethical Sex?Sharon Lamb, Sam Gable & Doret de Ruyter - 2021 - Ethical Theory and Moral Practice 24 (1):271-284.
    In this paper we challenge the idea that valid consent is the golden standard by which a sexual encounter is deemed ethical. We begin by reviewing the recent public focus on consent as an ethical standard, and then argue for a standard that goes beyond legalistic and contractual foci. This is the standard of mutuality which extends beyond the assurance that all parties engaging in a sexual encounter are informed, autonomous, and otherwise capable of making a valid choice: one must (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  3.  37
    The flourishing child.Lynne Wolbert, Doret de Ruyter & Anders Schinkel - 2022 - Journal of Philosophy of Education 55 (4-5):698-709.
    This paper aims to offer conceptual clarification on the use of the concept of human flourishing with regard to children. We will argue that the concept can meaningfully be applied to parts of human lives, specifically one's childhood, and discuss when we can meaningfully speak of a flourishing child. Viewing children's lives in terms of whether they are flourishing may be able to help us understand and articulate in which ways a child's life may go better or worse. This is (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  4.  28
    What kind of theory should theory on education for human flourishing be?Lynne S. Wolbert, Doret J. De Ruyter & Anders Schinkel - 2019 - British Journal of Educational Studies 67 (1):25-39.
  5.  58
    Individual Moral Development and Moral Progress.Anders Schinkel & Doret J. de Ruyter - 2017 - Ethical Theory and Moral Practice 20 (1):121-136.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  6.  24
    ‘Equipping students with an ethical compass.’ What does it mean, and what does it imply?Lieke H. Van Stekelenburg, Doret De Ruyter & Wouter Sanderse - 2021 - Ethics and Education 16 (1):91-107.
    The expression that professionals should be led by their moral or ethical compass is increasingly used by academics, policy makers, professionals, and educational institutes. Dutch universities of applied sciences (UAS), for example, explicitly aim to educate their students to become professionals equipped with a moral compass. This moral or ethical compass is a metaphor of which people intuitively grasp its meaning, but our literature review also shows that various interpretations are possible. We found three clusters of proposed ethical compasses expressing (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  7.  83
    Formal criteria for the concept of human flourishing: the first step in defending flourishing as an ideal aim of education.Lynne S. Wolbert, Doret J. de Ruyter & Anders Schinkel - 2015 - Ethics and Education 10 (1):118-129.
    Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the ideal of flourishing as an aim of education. We took Aristotelian eudaimonia as a prototype to construct two criteria for the concept of human flourishing: (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  8.  71
    Pottering in the garden? On human flourishing and education.Doret J. De Ruyter - 2004 - British Journal of Educational Studies 52 (4):377-389.
  9.  37
    What Should be the Moral Aims of Compulsory Sex Education?Jan Steutel & Doret J. de Ruyter - 2011 - British Journal of Educational Studies 59 (1):75-86.
    With reference to the unsuccessful attempt of the Labour Government to make sex education a statutory part of the National Curriculum, this paper argues in favour of making liberal sex education compulsory at all state schools. First, the main characteristics of a liberal sex education are briefly explained. Promoting the virtue of respect for every adults right of sexual self-determination is presented as one of its central aims. Then the paper shows that state enforcement of liberal sex education is justifiable (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  10.  20
    Human Flourishing, Wonder, and Education.Anders Schinkel, Lynne Wolbert, Jan B. W. Pedersen & Doret J. de Ruyter - 2023 - Studies in Philosophy and Education 42 (2):143-162.
    Various authors see human flourishing as the overarching aim to which education should contribute. We ask whether fostering _wonder_ can help education attain this aim. We discuss two possibilities: firstly, it may be that having a sense of wonder as adults (possibly fostered by and/or refined due to education) contributes to flourishing itself. Secondly, it may be that fostering wonder in education increases the likelihood that education promotes flourishing, which it might do simply by increasing children’s intrinsic interest in what (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  11.  64
    Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors.Paul Smeyers, Doret J. de Ruyter, Yusef Waghid & Torill Strand - 2014 - Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper an (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  12.  5
    How do students use their ethical compasses during internship? An empirical study among students of universities of applied sciences.Lieke Van Stekelenburg, Chris Smerecnik, Wouter Sanderse & Doret J. de Ruyter - 2023 - International Journal of Ethics Education 8 (1):211-240.
    The aim of this empirical study is to understand how bachelor students at universities of applied sciences (UAS) use their ethical compasses during internships. Semi-structured interviews were held with 36 fourth-year bachelor students across four UAS and three different programs in the Netherlands: Initial Teacher Education, Business Services, and Information and Communication Technology. To our knowledge, no studies appear to have investigated and compared students from multiple professional fields, nor identified the dynamics and the sequence of the strategies in the (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  13.  62
    The importance of ideals in education.Doret J. De Ruyter - 2003 - Journal of Philosophy of Education 37 (3):467–482.
    The article argues that it is important to offer children ideals. Ideals are defined as imagined excellences, which are so desirable that people will try to actualise them. These characteristics show the importance of ideals for people: ideals give direction and meaning to their lives. The motivating power of ideals can, however, also lead to fanaticism. Education should therefore involve several worthy ideals that children can commit themselves to as well as critical reflection on the ways in which people are (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  14. Why Education in Public Schools Should Include Religious Ideals.Doret J. de Ruyter & Michael S. Merry - 2009 - Studies in Philosophy and Education 28 (4):295-311.
    In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents (...)
    Direct download (9 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  15.  19
    Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors.Paulus Smeyers, Doret J. De Ruyter, Yusef Waghid & Torill Strand - 2014 - Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal (Stud Philos Educ 31:1–27, 2012), this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. (...)
    No categories
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  16. The Relevance of Cosmopolitanism for Moral Education.Michael S. Merry & Doret J. de Ruyter - 2011 - Journal of Moral Education 40 (1):1-18.
    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends‐in‐themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real‐world constraints (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  17. Cosmopolitanism and the Deeply Religious.Michael S. Merry & Doret J. De Ruyter - 2009 - Journal of Beliefs and Values 30 (1):49-60.
    In this paper we provide a defence of cosmopolitanism from a liberal perspective, examining its moral underpinnings, including moral obligations predicated on a belief in common humanity and the fundamental dignity of human people, cultural capacities that include an embrace of pluralism and a fallibilist disposition, and pragmatist resolve in finding humanitarian solutions to real problems that people face. We also scrutinise the ideal of cosmopolitanism by considering the ‘deeply religious’ as the sort of people about whom it may be (...)
    Direct download  
     
    Export citation  
     
    Bookmark   3 citations  
  18.  37
    The promotion of moral ideals in schools; what the state may or may not demand.Doret J. de Ruyter & Jan W. Steutel - 2013 - Journal of Moral Education 42 (2):177-192.
    The content and boundaries of moral education the state may require schools to offer is a matter of contention. This article investigates whether the state may obligate schools to promote the pursuit of moral ideals. Moral ideals refer to (a cluster of) characteristics of a person as well as to situations or states that are believed to be morally excellent or perfect and that are not yet realised. Having an ideal typically means that the person is dedicated to realising the (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  19.  32
    Nothing Less than Excellence: Ideals of Professional Identity.J. Jos Kole & Doret J. de Ruyter - 2009 - Ethics and Social Welfare 3 (2):131-144.
    Part of being a good professional is, so we contend, to have ideals. Ideals essentially complement the deontic considerations that are usually taken as the main components of professional moral deliberation. Yet the notion of professional ideals is problematic. As professional ideals they refer to a profession collectively, while as professional ideals they are first of all strong personal commitments of individual professionals. As collective aspirations, professional ideals have a kind of external normative thrust on individual professionals, but people cannot (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  20.  49
    The virtue of taking responsibility.Doret de Ruyter - 2002 - Educational Philosophy and Theory 34 (1):25–35.
  21.  40
    Education and Life's Meaning.Anders Schinkel, Doret J. De Ruyter & Aharon Aviram - 2016 - Journal of Philosophy of Education 50 (3):398-418.
    There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  22.  15
    Life purposes: Comparing higher education students in four institutions in the Netherlands and Finland.Caroline Suransky, Inkeri Rissanen, Ingrid Schutte, Doret de Ruyter, Isolde de Groot & Elina Kuusisto - 2023 - Journal of Moral Education 52 (4):489-510.
    ABSTRACT Universities worldwide are beginning to counter the prevailing neo-liberal ideology by paying renewed attention to the moral development of students and fostering their life purposes. This mixed methods study investigates the life purposes of higher education students in four institutions in the Netherlands (nDutch = 663) and Finland (nFinnish = 846). Based on quantitative data, we identified four purpose profiles: purposeful, self-oriented, dreamer, and disengaged. Qualitative data showed that students’ willingness to contribute to a better world was not particularly (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  23.  7
    Teachers’ Ideas about what and how they Contribute to the Development of Students’ Ethical Compasses. An Empirical Study among Teachers of Dutch Universities of Applied Sciences.Lieke Van Stekelenburg, Chris Smerecnik, Wouter Sanderse & Doret J. De Ruyter - forthcoming - Journal of Academic Ethics:1-22.
    In this empirical study, we investigate _what_ and _how_ teachers in Dutch universities of applied sciences (UAS) think they contribute to the development of students’ ethical compasses. Six focus groups were conducted with teachers across three programmes: Initial Teaching Education, Business Services, and Information and Communication Technology. This study revealed that teachers across the three different professional disciplines shared similar ideas about what should be addressed in the development of students’ ethical compasses. Their contributions were grouped into three core themes: (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  24.  6
    David Carr at eighty: Fifty years of dedication to academic research and teaching about philosophy of (moral) education.Doret de Ruyter - 2024 - Journal of Moral Education 53 (1):215-217.
    Direct download  
     
    Export citation  
     
    Bookmark  
  25.  12
    Does Dyadic Gratitude Make Sense? The Lived Experience and Conceptual Delineation of Gratitude in Absence of a Benefactor.Nick Hebbink, Anders Schinkel & Doret de Ruyter - forthcoming - Journal of Value Inquiry:1-20.
    In this paper we defend the idea that dyadic gratitude — i.e. gratitude in absence of a benefactor — is a coherent concept. Some authors claim that ‘gratitude’ is by definition a triadic concept involving a beneficiary who is grateful for a benefit to a benefactor. These authors state that people who use the term gratitude in absence of a benefactor do so inappropriately, e.g. by using it as an interchangeable term for ‘appreciation’ or ‘being glad’. We believe that the (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  26.  93
    Is Autonomy Imposing Education Too Demanding? A review of Meira Levinson, 1999, The demands of liberal education.Doret De Ruyter - 2004 - Studies in Philosophy and Education 23 (2/3):211-221.
  27.  8
    The Virtue of Taking Responsibility.Doret de Ruyter - 2002 - Educational Philosophy and Theory 34 (1):25-35.
  28.  9
    Correction to: How do students use their ethical compasses during internship? An empirical study among students of universities of applied sciences.Lieke Van Stekelenburg, Chris Smerecnik, Wouter Sanderse & Doret J. de Ruyter - 2023 - International Journal of Ethics Education 8 (1):241-242.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  29.  8
    Creating Caring and Just Democratic Schools to Prevent Extremism.Doret de Ruyter & Stijn Sieckelinck - 2023 - Educational Theory 73 (3):413-433.
    Secondary schools are well placed to avert radicalization processes toward extremism because such trajectories often begin in adolescence. Adolescents are in the process of forming their identities, and most adolescents are idealistic, which makes them susceptible to groups that passionately pursue utopian visions. To avert the path toward extremism, Doret de Ruyter and Stijn Sieckelinck propose to balance a prevention approach with a positive educative ethos that is sensitive to the emotions involved in students' quest for meaning in life and (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  30.  15
    4 After All, How Small is the World? Global Citizenship as an Educational Ideal.Doret De Ruyter - 2010 - In Yvonne Raley & Gerhard Preyer (eds.), Philosophy of Education in the Era of Globalization. Routledge. pp. 51.
  31.  40
    On the Relations Between Parents' Ideals and Children's Autonomy.Doret J. de Ruyter & Anders Schinkel - 2013 - Educational Theory 63 (4):369-388.
    In this article Doret J. de Ruyter and Anders Schinkel argue that parents' ideals can enhance children's autonomy, but that they may also have a detrimental effect on the development of children's autonomy. After describing the concept of ideals and elucidating a systems theoretical conception of autonomy, de Ruyter and Schinkel explore the ways in which the ideals of parents may play a role in the development of their children's autonomy. They show that abstract and complex ideals of parents (be (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  32. Learning from Seneca: a Stoic perspective on the art of living and education.Doret J. de Ruyter & Leendert F. Groenendijk - 2009 - Ethics and Education 4 (1):81-92.
    There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current 'art of living' theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on education are relatively few, but in his letters to his friend Lucilius we find several ideas as to how educators can assist students to become wise (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  33.  19
    Werkzame idealen: ethische reflecties op professionaliteit.Jos Kole & Doret de Ruyter (eds.) - 2007 - Assen: Van Gorcum.
    Artikelen over de professionele idealen van o.a. verpleegkundigen, artsen, maatschappelijkwerkers en leraren.
    Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  34. Criminal Parental Responsibility: Blaming parents on the basis of their duty to control versus their duty to morally educate their children.Leonie Le Sage & Doret De Ruyter - 2008 - Educational Philosophy and Theory 40 (6):789-802.
    Several states in the United States of America and countries in Europe punish parents when their minor child commits a crime. When parents are being punished for the crimes committed by their children, it should be presumed that parents might be held responsible for the deeds of their children. This article addresses the question whether or not this presumption can be sustained. We argue that parents can be blamed for the crimes of their children, not because they have the duty (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  35.  58
    Schools, identity and the conception of the good. The denominational tradition as an example.Doret De Ruyter & Siebren Miedema - 1996 - Studies in Philosophy and Education 15 (1):27-33.
    The Dutch education system relies upon a large number of publicly-subsidized, denominational schools. The authors defend the importance of schools that educate children within a specific — including denominational — conception of the good by arguing for the importance of such a conception for the development of the child's identity. An essential component of this developmental process is critical reflection, conceived as crucial to the formation of moral autonomy.
    Direct download (8 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  36.  25
    Educational Neuroscience: Its Position, Aims and Expectations.Anna van der Meulen, Lydia Krabbendam & Doret de Ruyter - 2015 - British Journal of Educational Studies 63 (2):229-243.