Results for 'Education Is Politics'

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  1. Paulo Freire's critical pedagogy.Ira Shor & Education Is Politics - 1993 - In Peter McLaren & Peter Leonard (eds.), Paulo Freire: a critical encounter. New York: Routledge.
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  2.  20
    Philosophy is Education is Politics.Jonathan R. Cohen - 2002 - Ancient Philosophy 22 (1):1-20.
    In the central section of the _Protagoras_, the discussion between Socrates and Protagoras has broken down in a seemingly irresolvable dispute about methodology - Protagoras wants to make long speeches, while Socrates wants to proceed by means of the short questions and answers characteristic of the elenchus. The onlookers offer solutions in an attempt to restart the discussion. This section appears to be a mere dramatic interlude, but I argue that in fact it constitutes a parable establishing links between philosophy, (...)
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    Philosophy is Education is Politics.Jonathan Cohen - 1998 - The Paideia Archive: Twentieth World Congress of Philosophy 3:85-92.
    The passage in question begins with a breakdown in the discussion between Socrates and Protagoras because of disagreement about what its ground rules will be and concludes with the discussion’s restoration. Though formally a mere hiatus from the main line of argument, this passage in fact contains a parable about politics, addressing the question, "How can people of differing abilities and preferences come together to form a community?" Since the passage appears in the middle of a dialogue explicitly concerned (...)
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  4.  7
    “Our Education Is Sadly Neglected”: Reading, Translating, and the Politics of Interpretation.Naoko Saito - 2007 - Philosophy of Education 63:139-147.
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  5.  49
    Empty signifiers, education and politics.Tomasz Szkudlarek - 2007 - Studies in Philosophy and Education 26 (3):237-252.
    The paper assumes that education is part of the process of discursive construction of society. The theoretical framework on which this argument is based includes Ernesto Laclau’s theory of the “ontological impossibility and political necessity of society”, and the role discourse and empty signifiers play in the establishment of political identities. Laclau’s theory is supplemented here by ideas of Derrida, Lacan, Žižek and Marx, and by other traits in contemporary semiotics that relate to the notion of “the void” in (...)
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  6.  3
    Is Liberal Education Illiberal? Political Liberalism and Liberal Education.Kenneth A. Strike - 2004 - Philosophy of Education 60:321-329.
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  7.  12
    When nursing education becomes political: Norm‐critical perspectives in a campus‐based clinical learning environment.Ivan Andrés Castillo, Ellinor Tengelin, Susanna H. Arveklev & Elisabeth Dahlborg - forthcoming - Nursing Inquiry:e12597.
    Nursing education is in the process of incorporating critical thinking, social justice, and health inequality perspectives into educational structures, aspiring to help nursing students develop into professional nurses prepared to provide equal care. Norm criticism is a pedagogical philosophy that promotes social justice. This qualitative case study aimed to gain an understanding of and elaborate on an educational development initiative in which norm criticism was incorporated into the composition of a new campus‐based clinical learning environment for nursing education. (...)
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  8.  11
    Debating Education: Is There a Role for Markets?Harry Brighouse & David Schmidtz - 2019 - New York, US: Oup Usa.
    Debating Education puts two leading scholars in conversation with each other on the subject of education-specifically, what role, if any, markets should play in policy reform. The authors focus on the nature, function, and legitimate scope of voluntary exchange as a form of social relation, and how education raises concerns that are not at issue when it comes to trading relationships between consenting adults.
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  9. Education is the Art of Making Humanity Ethical.Preston Stovall - 2020 - In Diversity in Perspective. Bologna: Italian University Press. pp. 209-235.
    Beginning from Hegel's notion of ethical life (Sittlichkeit) as a mode of consciousness governed by the norms of a historical community, this essay examines the role of education in shaping contemporary communities of autonomous people. It does so by defending a version of the idea that an educator has, among her other tasks, the role of helping her students appreciate the values that are shared across her community. In the course of the examination I relate this idea to trends (...)
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  10.  5
    Understanding Education: History, Politics and Practice.Stephen Kemmis - 2018 - Singapore: Imprint: Springer. Edited by Christine Edwards-Groves.
    This short book provides an introduction to the study of education, outlining the dual purpose of education - to help people live well and to help develop a world worth living inches It argues that education initiates people into forms of understanding, modes of activity, and ways of relating to each other and the world that not only help individuals to live good lives, but also help secure a culture based on reason, productive and sustainable economies and (...)
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  11.  33
    Liberal Education Is Moral Education.David McCabe - 1995 - Social Theory and Practice 21 (1):83-96.
  12.  12
    The Right to Higher Education: A Political Theory.Christopher Martin - 2021 - Oxford University Press.
    "Is higher education a right, or a privilege? This author argues that all citizens in a free and open society should have an unconditional right to higher education. Such an education should be costless for the individual and open to everyone regardless of talent. A readiness and willingness to learn should be the only qualification. It should offer opportunities that benefit citizens with different interests and goals in life. And it should aim, as its foundational moral purpose, (...)
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  13.  16
    What is Quality? The Political Debate on Education and its Implications for Pluralism and Diversity in Music Education.Eva Georgii-Hemming - 2017 - Philosophy of Music Education Review 25 (1):67.
    The quality of education is currently considered to be a concern of the highest political priority. However, quality assurances of all kinds seem to be built on and result in a number of quantitative measures. In this essay, I discuss the traditional and philosophical meaning of the concept of quality and how it is being used today, but above all how our current understanding of "quality" may influence pluralism and diversity in education and music education. The worrying (...)
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  14.  22
    The Future Is Political and Transdisciplinary.Awais Aftab - 2023 - Philosophy, Psychiatry, and Psychology 30 (1):5-6.
    In lieu of an abstract, here is a brief excerpt of the content:The Future Is Political and TransdisciplinaryAwais Aftab (bio)Philosophy, psychiatry, & psychology (PPP) is a transdisciplinary oasis, one of the few journals in mental health care that facilitate a meaningful dialogue between philosophers, psychiatrists, psychologists, and scholars from related disciplines. The fact that PPP successfully provides such a space is of no small importance, especially from my perspective as a psychiatrist. The multidisciplinary nature of the undertaking has been a (...)
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  15.  23
    Is there a place for friendship in education? Thinking with Arendt on friendship, politics, and education.Ivan Zamotkin & Anniina Leiviskä - forthcoming - Journal of Philosophy of Education.
    In this article, we examine the political and educational relevance of Hannah Arendt’s account of friendship. Drawing from Arendt’s central works on friendship, we offer a novel interpretation of the concept by connecting the notion with the idea of educational ‘love for the world’, amor mundi. With this interpretation, we seek to demonstrate that the concept of friendship has both direct educational and indirect political significance. Thereby, we distinguish our interpretation from two previous understandings of the educational relevance of the (...)
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  16.  6
    Leo Strauss, Education, and Political Thought.Justin G. York & Michael A. Peters (eds.) - 2011 - Fairleigh Dickinson University Press.
    This collection by some of the leading scholars of Strauss's work is the first devoted to Strauss's thought regarding education. It seeks to address his conception of education as it applies to a range of his most important concepts, such as his views on the importance of revelation, his critique of modern democracy and the importance of modern classical education.
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  17. The Role of Education in Political Stability.Jeremy Anderson - 2003 - Hobbes Studies 16 (1):95-104.
    Currently the dominant interpretation of Hobbes in the field of moral and political philosophy is as a social contract theorist: that he legitimates moral rules and sovereign power by arguing that we would agree we are better off obeying a sovereign than living in a state of nature, and that we are best off if that sovereign is an absolute monarch. There are interesting alternatives to this reading of Hobbes—Warrender’s divine-command interpretation and Boonin-Vail’s virtue theory interpretation, to name just two—but (...)
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  18.  81
    Anti-conservative bias in education is real — but not unjust.Michael Cholbi - 2014 - Social Philosophy and Policy 31 (1):176-203.
    Conservatives commonly claim that systems of formal education are biased against conservative ideology. I argue that this claim is incorrect, but not because there is no bias against conservatives in formal education. A wide swath of psychological evidence linking personality and ideology indicates that conservatives and liberals differ in their learning orientations, that is, in the values, motivations, and beliefs they bring to learning tasks. These differences in operative epistemologies explain many demographic phenomena relating educational achievement and political (...)
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  19.  49
    What is a political theory of education.Steinar Bøyum - 2008 - Nordic Journal Education:30-37.
    In the present essay, I attempt to develop a distinction between moral and political theories of education, inspired by the work of Amy Gutmann. The main idea is that whereas a moral theory of education gives an account of an ideal (or at least good) education, a political theory gives an account of how to structure education in a democracy where there is deep disagreement on what constitutes an ideal (or good) education. Unfortunately, we sometimes (...)
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  20.  9
    Leo Strauss, Education, and Political Thought.Shadia B. Drury, Jon Fennell, Tim McDonough, Heinrich Meier, Neil G. Robertson, Timothy L. Simpson, J. G. York, Catherine H. Zuckert & Michael Zuckert (eds.) - 2011 - Fairleigh Dickinson University Press.
    This collection by some of the leading scholars of Strauss's work is the first devoted to Strauss's thought regarding education. It seeks to address his conception of education as it applies to a range of his most important concepts, such as his views on the importance of revelation, his critique of modern democracy and the importance of modern classical education.
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  21.  29
    (Un)happiness and social justice education: ethical, political and pedagogic lessons.Michalinos Zembylas - 2020 - Ethics and Education 15 (1):18-32.
    To recognize the causes of unhappiness is thus a part of our political cause. This is why any politics of justice will involve causing unhappiness even if that is not the point of our action. So mu...
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  22.  28
    The Revolutionary Party in Gramsci's Pre‐Prison Educational and Political Theory and Practice.John D. Holst - 2009 - Educational Philosophy and Theory 41 (6):622-639.
    While most of Gramsci's party work is well known to education scholars of Gramsci, and the educational aspects of his writings have been repeatedly analyzed, what remains a constant in education‐based Gramsci studies is the nearly universal minimization of this work for what it was, namely party work. For Gramsci, it would have been unthinkable to consider this work outside the framework of a revolutionary party. Yet, for contemporary educational scholars it seems unthinkable to consider Gramsci's work within (...)
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  23.  8
    From political correctness to reflexivity: A norm‐critical perspective on nursing education.Ellinor Tengelin, Elisabeth Dahlborg, Ina Berndtsson & Pia H. Bülow - 2020 - Nursing Inquiry 27 (3):e12344.
    Education is important in shaping professional identity, including how one approaches norms and normalisation. In the analysis presented in this study, nursing students' own constructions of norms and normality from the outlook of their education are highlighted and problematised. To deepen the understanding of these matters, the aim of this study was to explore constructions of norms and normality among students in nursing education. Students studying in a nursing department at a Swedish university college were approached and (...)
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  24.  16
    Politics in Education.Peter Kemp & Asger Sørensen (eds.) - 2012 - LIT Verlag.
    There is no education, which can avoid being political. Still, the question is in which sense education is political, and if all education must be politics, or, if not, to what extent politics must be made the explicit telos of the formation and upbringing, and how the relation might be between the principles needed for education and those of the political sphere. -/- Today, after the successive collapses of the modern models of the good (...)
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  25. Is Education Necessary? On Democracy, Economic Politics and Educational Knowledge in the Age of Globalization.Mirko Wischke - 2006 - Synthesis Philosophica 21 (1):103-114.
    Can education be reduced to training? Can education become equal to upbringing? What is meant by education? From Fichte to Schleiermacher, through Nietzsche and Jaspers, up to Habermas, these questions were discussed over and over again in the context of the relationship between education and universities. Reviving the history of this discussion is instructive in as much as it shows that contemporary discussions about the reform of education and higher education in very important aspects (...)
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  26. Educating Political Adversaries: Chantal Mouffe and Radical Democratic Citizenship Education.Claudia W. Ruitenberg - 2008 - Studies in Philosophy and Education 28 (3):269-281.
    Many scholars in the area of citizenship education take deliberative approaches to democracy, especially as put forward by John Rawls, as their point of departure. From there, they explore how students’ capacity for political and/or moral reasoning can be fostered. Recent work by political theorist Chantal Mouffe, however, questions some of the central tenets of deliberative conceptions of democracy. In the paper I first explain the central differences between Mouffe’s and Rawls’s conceptions of democracy and politics. To this (...)
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  27.  20
    Power, Knowledge and the Academy: The Institutional is Political.Val Gillies & Helen Lucey (eds.) - 2007 - Palgrave-Macmillan.
    Power is everywhere. But what is it and how does it infuse personal and institutional relationships in higher education? Power, Knowledge and the Academy: The Institutional is Political takes a close-up and critical look at both the elusive and blatant workings and consequences of power in a range of everyday sites in universities. Chapters focus on specific locations in which power shapes personal and institutional knowledge including student-supervisor relationships, research teams, networking, the Research Assessment Exercise in the UK, and (...)
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  28. Civic Education: Political or Comprehensive?Elizabeth Edenberg - 2016 - In Johannes Drerup, Gunter Graf, Christoph Schickhardt & Gottfried Schweiger (eds.), Justice, education and the politics of childhood: challenges and perspectives. Cham: Springer. pp. 187-206.
    In this chapter, I consider the problem children, conceived of as future citizens, pose to understanding the scope and limits of Rawls’s Political Liberalism by focusing on the civic education of children. Can a politically liberal state provide all children the opportunity to become reasonable citizens? Or does the cultivation of reasonableness require comprehensive liberalism? I show that educating children to become reasonable in the way Rawls outlines imposes a demanding requirement that conflicts with Rawls’s aim of including a (...)
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  29.  91
    Political Liberalism and Citizenship Education.Blain Neufeld - 2013 - Philosophy Compass 8 (9):781-797.
    John Rawls claims that the kind of citizenship education required by political liberalism demands ‘far less’ than that required by comprehensive liberalism. Many educational and political theorists who have explored the implications of political liberalism for education policy have disputed Rawls's claim. Writing from a comprehensive liberal perspective, Amy Gutmann contends that the justificatory differences between political and comprehensive liberalism generally have no practical significance for citizenship education. Political liberals such as Stephen Macedo and Victoria Costa maintain (...)
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  30.  28
    Practices, Governance, and Politics in advance.Matthew Sinnicks - 2014 - Business Ethics Quarterly 24 (2):229-249.
    This paper argues that attempts to apply Alasdair MacIntyre’s positive moral theory to business ethics are problematic, due to the cognitive closure of MacIntyre’s concept of a practice. I begin by outlining the notion of a practice, before turning to Moore’s attempt to provide a MacIntyrean account of corporate governance. I argue that Moore’s attempt is mismatched with MacIntyre’s account of moral education. Because the notion of practices resists general application I go on to argue that a negative application, (...)
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  31.  12
    New perspectives in philosophy of education: ethics, politics and religion.David Lewin (ed.) - 2014 - New York: Bloomsbury Academic.
    New Perspectives in Philosophy of Education seeks to build a bridge between philosophical reflection and socio-political action by developing a range of critical discussions in the areas of ethics, politics and religion. This volume brings together established authorities and a new generation of scholars to ask whether philosophy of education can contribute to political and social discourse, or whether it is destined to remain the marginal gadfly of mainstream ideology. The philosophy of education stands in danger (...)
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  32.  9
    Academic Rebels in Chile: The Role of Philosophy in Higher Education and Politics.Ivan Jaksic & Iván Jaksi? - 1989 - SUNY Press.
    Many philosophers have been appointed to top-level political positions during Chile's modern history. What makes Chilean philosophers unique in the context of Latin America and beyond, is that they have developed a sophisticated rationale for both their participation and withdrawal from politics. All along, philosophers have grappled with fundamental problems such as the role of religion and politics in society. They have also played a fundamental role in defining the nature and aims of higher education. The philosophers' (...)
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  33.  11
    Re‐Thinking Relations in Human Rights Education: The Politics of Narratives.Rebecca Adami - 2014-10-27 - In Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd & Christine Winter (eds.), Re‐Imagining Relationships in Education. Wiley. pp. 126–142.
    In order to explore narrativity as political action in human rights education and the relevance of uniqueness and plurality in this endeavour, this chapter first makes a shift from particularity as a collective identity of the other towards the need for plurality in any conception of rights in cosmopolitan thinking, as argued by Sharon Todd. The aim is to gain a notion of human rights learning that moves away from identity politics, from what we are, and instead engages (...)
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  34.  5
    Politics by Other Means: Higher Education and Group Thinking.David Bromwich - 1992 - Yale University Press.
    Liberal education has been under siege in recent years. Far-right ideologues in journalism and government have pressed for a uniform curriculum that focuses on the achievements of Western culture. Partisans of the academic left, who hold our culture responsible for the evils of society, have attempted to redress imbalances by fostering multiculturalism in education. In this eloquent and passionate book a distinguished scholar criticizes these positions and calls for a return to the tradition of independent thinking that he (...)
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  35.  4
    Introduction to the Spanish Universalist school: enlightened culture and education versus politics.Pedro Aullón de Haro - 2020 - Boston: Brill. Edited by Davide Mombelli.
    Introduction to the Spanish Universalist School offers a presentation of the main concepts, works and authors of the Spanish Universalist School, formed mostly by ex-Jesuits exiled to Italy at the end of the 18th century. The Universalist School is a Hispanic Enlightenment of great singularity, one that is not political but humanistic and scientific, with a cultural and educational orientation. In their different disciplinary fields, Juan Andrés, Lorenzo Hervás and Antonio Eximeno are the most relevant universalists of a School, whose (...)
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  36.  28
    The politics of humility: Humility in historical Christian thought and its educational implications.Stephen Chatelier & Liz Jackson - 2023 - Educational Philosophy and Theory 55 (2):190-202.
    In recent times, schools have begun to focus on issues of wellbeing, engaging with ideas from various fields such as positive psychology. It is in this context that there is a growing interest in humility, rather than this interest having emerged from debates in moral philosophy and moral education. However, to the extent that education for wellbeing initiatives might promote humility as a virtue, it is important to address the extent to which it can be considered as good. (...)
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  37.  41
    A Politically Liberal Conception of Civic Education.Barry L. Bull - 2008 - Studies in Philosophy and Education 27 (6):449-460.
    Liberal political theory is widely believed to be an inadequate source of civic commitment and thus of civic education primarily because of its commitment to what is perceived as a pervasive individualism. In this paper, I explore the possibility that John Rawls’s later political philosophy may provide a response to this belief. I first articulate a conception of liberal politics derived from Rawls’s idea of reflective equilibrium that generates an overlapping consensus about political principles among those who hold (...)
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  38.  13
    The Right to Higher Education: A Political Theory. [REVIEW]Dustin C. Webster - 2024 - Journal of Philosophy of Education 58 (1):152-154.
    This review provides a summary of the argument made by Christopher Martin in his book “The Right to Higher Education: A Political theory.” It outlines how Martin makes a unique and in many ways compelling argument, but argues that a significant weakness of the book is that there is a lack of clarity around the concept of ‘higher education’ as Martin conceives it.
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  39. Is Education at the End of a Sovereign Story or at the Beginning of Another? Cultural-Political Possibilities and Lyotard.Barry Kanpol - 1995 - In Michael Peters (ed.), Education and the Postmodern Condition. Westport, Conn.: Bergin & Garvey.
     
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  40.  11
    Aesthetics, politics, pedagogy and Tagore: a transcultural philosophy of education.Ranjan Ghosh - 2017 - London, United Kingdom: Palgrave-Macmillan.
    This book provides a radical rethinking of the prominent Indian thinker Rabindranath Tagore, exploring how his philosophy of education relates to the ideas of Western theorists such as Kant, Plato and Aristotle. Tagore's thoughts on pedagogy, university and formal education are subjected to a fascinating critique within Ghosh's transcultural framework, referencing a wide range of thinkers across varying time periods, places, and cultures, and developing a greater sensitivity to other traditions, languages, and forms of thinking and writing. The (...)
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  41.  60
    Political liberalism and civic education: The liberal state and its future citizens.S. Mulhall - 1998 - Journal of Philosophy of Education 32 (2):161–176.
    This article evaluates the conception of citizenship embodied in political liberalism as the core ingredient of a national syllabus designed to provide an uncontroversial yet substantial education in moral and political values in a liberal democratic state system. I argue (pace recent work by Stephen Macedo) that Rawls's paradigmatic version of political liberalism fails to avoid begging the political question against those who do not share liberal values. I contend in particular that Rawls's defence of the distinction between comprehensive (...)
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  42.  52
    Identity politics, the ethos of vulnerability, and education.Kristiina Brunila & Leena-Maija Rossi - 2018 - Educational Philosophy and Theory 50 (3):287-298.
    In this article, identity politics is understood as a form of politics stressing collective but malleable group identities as the basis of political action. This notion of identity politics also allows thinking of identity as intersectional. The focus of this article, and a problem related to identity politics, is that when discussed in the context of the neoliberal order, identity politics has a tendency to become harnessed by the ethos of vulnerability. Some implications of the (...)
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  43.  27
    On the Effect of Business and Economic University Education on Political Ideology: An Empirical Note.Maria Iosifidi, Iftekhar Hasan & Manthos D. Delis - 2019 - Journal of Business Ethics 155 (3):809-822.
    We empirically test the hypothesis that a major in economics, management, business administration or accounting (for simplicity referred to as Business/economics) leads to more-conservative (right-wing) political views. We use a panel dataset of individuals (repeated observations for the same individuals over time) living in the Netherlands, drawing data from the Longitudinal Internet Studies for the Social Sciences from 2008 through 2013. Our results show that when using a simple fixed effects model, which fully controls for individuals’ time-invariant traits, any statistically (...)
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  44.  28
    Educational struggles and political community in South Africa.Wally Morrow - 1993 - Studies in Philosophy and Education 12 (1):71-83.
    Democracy is often said to rest on some form of deeper argument, some self-understanding amongst people as belonging to a common political community. This paper explores this issue in the situation of South Africa. The policies of Apartheid have left a legacy of a morally fractured society with little by way of a shared moral discourse, and the paper raises the question of whether the concepts of democracy and community which emerged out of educational struggles in South Africa might provide (...)
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  45.  26
    Creating Citizens: Political Education and Liberal Democracy.Eamonn Callan - 1997 - Oxford University Press UK.
    Any liberal democratic state must honour religious and cultural pluralism in its educational policies. To fail to honour them would betray ideals of freedom and toleration fundamental to liberal democracy. Yet if such ideals are to flourish from one generation to the next, allegiance to the distinctive values of liberal democracy is a necessary educational end, whose pursuit will constrain pluralism. The problem of political education is therefore to ensure the continuity across generations of the constitutive ideals of liberal (...)
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  46.  23
    The role of logic in ideological and political courses in senior high schools: An interpretation of Curriculum Standards 2020, issued by the Ministry of Education of China.Lei Chen & Chengbing Wang - 2023 - Educational Philosophy and Theory 55 (8):962-972.
    Moral education is a core component of ideological and political courses in primary and secondary schools and universities in China, and also an important part of contemporary Chinese Marxist educational theory and practice. In Chinese senior high schools, the main curriculum and platform for moral education is ideological and political courses. The Ideological and Political Curriculum Standards for General Senior High Schools (2017 Edition, 2020 Revised) issued by the Ministry of Education of the People’s Republic of China (...)
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  47. Is Higher Education Working Class? The Politics of Labor in Neoliberal Academe.Jeffrey R. Di Leo - 2014 - Rhizomes 27 (1).
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  48.  40
    Political education in/as the practice of freedom: A paradoxical defence from the perspective of Michael Oakeshott.Stephen M. Engel - 2007 - Journal of Philosophy of Education 41 (3):325–349.
    Creating education systems that promote democratic sustainability has been the concern of political thinkers as diverse as J. S. Mill, Dewey, Benjamin Barber and Derek Bok. The classic dichotomisation of democratic theory between deliberative democrats and Schumpeterian democrats suggests that education in the service of democracy can be constructive—that is, provide a student with the skills necessary to elect her leaders without changing her nature—or reconstructive—that is, fundamentally and radically reshape the student to produce a citizen whose goals (...)
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  49.  12
    Shattering Silos: Reimagining Knowledge, Politics, and Social Critique.Lambert Zuidervaart - 2022 - McGill-Queen's University Press.
    Questions first raised by Hannah Arendt in the 1960s take on new urgency in the post-truth era, as political leaders blithely reject facts in the public domain: Is truth politically impotent? Are politics inherently false? Is the search for truth still relevant? Shattering Silos, a companion volume to Religion, Truth, and Social Transformation and Art, Education, and Cultural Renewal, provides a path-breaking response. As in his two previous books, Lambert Zuidervaart challenges the boundaries philosophers set up between epistemology, (...)
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  50.  24
    Political anger, affective injustice, and civic education.Michalinos Zembylas - 2024 - Journal of Philosophy of Education 57 (6):1176-1192.
    This article analyses arguments and concerns about the emergence of feelings of anger amongst students, when issues of injustice are encountered in the study of the subject civic education. The aim is to determine the extent to which such concerns supply grounds for regulating anger as counterproductive. In particular, it is argued that to encourage students to forgo all feelings of anger that might be aroused by issues of injustice that students have encountered in civic education—in the name (...)
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