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  1.  45
    Moral Maturity and Autonomy: Appreciating the Significance of Lawrence Kolhberg's Just Community.Graham P. McDonough - 2005 - Journal of Moral Education 34 (2):199-213.
    Lawrence Kohlberg's Just Community program of moral education has conceptual significance to his theoretical work in the field of moral development. This argument contends that a perspective recognizing the Just Community as conceptually significant provides a more comprehensive picture of Kohlberg's work than do critical perspectives that limit their scope to his Structural Stage Model of moral development. Apprehending the Just Community's conceptual significance provides the opportunity to respond to critics, like Carol Gilligan and Helen Haste, who have suggested that (...)
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  2.  12
    Exaggerating Emile (and Skipping Sophie) While Sliding Past The Social Contract.Graham P. McDonough - 2021 - Teaching Philosophy 44 (2):159-186.
    This paper examines how philosophy of education textbooks present Jean-Jacques Rousseau’s views on women and socialization. It reviews ten texts, involving nine authors, and finds that they generally focus on the concepts of Nature, Negative Education, and Child Development from Books I-III of Emile, but severely restrict mentioning its Book V and The Social Contract. While these results implicitly reflect Rousseau’s historical influence on “progressive” educators, they do not seriously attend to well-established critiques of Rousseau’s sexism and omit acknowledging his (...)
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  3.  15
    High School Philosophy Teachers’ Use of Textbooks: Critical Thinking or Teaching to the Text?Laura Pinto, Graham P. McDonough & Sharon Bailin - unknown
    One of the few contexts in which high school students are introduced to argumentation is in philosophy courses. Do such teachers promote critical thinking and argumentation? We present the findings of a mixed-methods empirical study of Ontario high school philosophy teachers, providing insight into the degree to which teachers promote oppositional readings of texts in a manner consistent with critical thinking. We identify the factors that contribute to critical thinking, as well as the barriers, focusing textbooks use.
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  4.  18
    Why Dissent is a Vital Concept in Moral Education.Graham P. McDonough - 2010 - Journal of Moral Education 39 (4):421-436.
    Moral education is concerned with depolarising the tension between loyalty and sedition, but little work has been done in the field to describe and map the territory between these poles. This paper proposes that the concept of dissent accomplishes this task and satisfies the need for a construct which describes the condition of sitting apart from those one is a part of. Through a seven?part descriptive and prescriptive conceptual analysis it is revealed that this kind of ?loyal disagreement? depends upon (...)
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  5.  38
    Graham P. McDonough.Graham P. McDonough - forthcoming - Journal of Thought.
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  6. Moral Education: Beyond the Teaching of Right and Wrong.Graham P. McDonough - 2008 - Paideusis: Journal of the Canadian Philosophy of Education Society 17 (1):75-78.
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  7.  34
    Review of Hugh Sockett, Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions. [REVIEW]Graham P. McDonough - 2012 - Studies in Philosophy and Education 31 (5):505-512.
  8.  20
    Character and Moral Education: A Reader Joseph L. DeVitis and Tianlong Yu 2011 New York, Peter Lang US$54.95 , 419 Pp. ISBN 978-1-4331-1099-3. [REVIEW]Graham P. McDonough - 2012 - Journal of Moral Education 41 (2):267-269.
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  9.  1
    Challenging Catholic School Resistance to GSAs with a Revised Conception of Scandal and a Critique of Perceived Threat.Graham P. McDonough - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 22 (1):71-80.
    Educational leaders in Ontario’s publicly-funded Catholic schools typically resist establishing Gay-Straight Alliances on grounds that they contradict Catholic moral teaching and so cause scandal in the school. While the protection of GSAs in these schools is derived from recent provincial legislation, the government intervention has the potential to exacerbate religious-secular tensions in the school and society. This paper assumes that, in the Catholic Church’s current political climate, the only justifications for GSAs that will gain genuine traction and possibly deflate this (...)
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  10.  4
    Education in a Catholic Perspective.Graham P. McDonough - 2014 - Journal of Moral Education 43 (1):133-135.
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