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Gregory Bynum [5]Gregory Lewis Bynum [3]
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  1.  57
    Kant's Conception of Respect and African American Education Rights.Gregory Lewis Bynum - 2011 - Educational Theory 61 (1):17-40.
    Immanuel Kant envisioned a kind of respect in which one recognizes each human (1) as being not fully comprehensible by any human understanding, (2) as being an end in him- or herself, and (3) as being a potential source of moral law. In this essay, Gregory Lewis Bynum uses this conception of respect as a lens with which to examine African American education rights on three levels: the individual level (the level of individual persons' moral experience and moral significance), the (...)
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  2.  15
    Immanuel Kant's Account of Cognitive Experience and Human Rights Education.Gregory Lewis Bynum - 2012 - Educational Theory 62 (2):185-201.
    In this essay Gregory Bynum seeks to show that Immanuel Kant's thought, which was conceived in an eighteenth-century context of new, and newly widespread, pressures for nationally institutionalized human rights–based regimes (the American and French revolutions being the most prominent examples), can help us think in new and appreciative ways about how to approach human rights education more effectively in our own time. Kant's discussion of moral experience features prominently in Bynum's analysis, which emphasizes the following: Kant's conception of a (...)
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  3.  59
    John Dewey's Anti-Essentialism and Social Progress.Gregory Bynum - 2005 - Journal of Social Philosophy 36 (3):364–381.
  4.  7
    Psychoanalytic Ecofeminist Dorothy Dinnerstein: Theorizing the Roots of Rapacity.Gregory Bynum - 2021 - Ethics and Education 16 (2):209-221.
    ABSTRACT This article proposes that Dorothy Dinnerstein’s philosophy can help us understand the problem of miseducation that places male-dominated and ‘masculine’ rapacity at the center of so many human endeavors, including capitalist economic exploitation and environmental exploitation. Dinnerstein argues that early childhood experiences of female domination lead to reactive and immature adult preferences for excessive, triumphing, rapacious, male rule. In Dinnerstein’s theory, the solution to this psychologically deep-rooted problem is for men to do half of the childcare work. This article (...)
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  5.  6
    “Race Is a Fiction; Racism Is Not”? Understandings of Race in Antiracist Education.Gregory Bynum - 2021 - Educational Theory 71 (2):223-245.
  6.  14
    Review of G. Felicitas Munzel’s Kant’s Conception of Pedagogy: Toward Education for Freedom. [REVIEW]Gregory Bynum - 2019 - Studies in Philosophy and Education 38 (3):331-333.
  7.  25
    The Critical Humanisms of Dorothy Dinnerstein and Immanuel Kant Employed for Responding to Gender Bias: A Study, and an Exercise, in Radical Critique.Gregory Lewis Bynum - 2011 - Studies in Philosophy and Education 30 (4):385-402.
    Two humanist, critical approaches—those of Dorothy Dinnerstein and Immanuel Kant—are summarized, compared, and employed to critique gender bias in science education. The value of Dinnerstein’s approach lies in her way of seeing conventional “masculinity” and conventional “femininity” as developing in relation to each other from early childhood. Because of women’s dominance of early childcare and adults’ enduring, sexist resentment of that dominance, women become inhumanely associated with the non-adult qualities of immaturity, dependence, and childish vulnerability and punish-ability; and male human (...)
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