9 found
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  1.  55
    Virtue Epistemology and the Philosophy of Education.James Macallister - 2012 - Journal of Philosophy of Education 46 (2):251-270.
    This article initially provides a brief overview of virtue epistemology; it thereafter considers some possible ramifications of this branch of the theory of knowledge for the philosophy of education. The main features of three different manifestations of virtue epistemology are first explained. Importantly, it is then maintained that developments in virtue epistemology may offer the resources to critique aspects of the debate between Hirst and Carr about how the philosophy of education ought to be carried out and by whom. Wilfred (...)
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  2.  16
    MacIntyre's Revolutionary Aristotelian Philosophy and His Idea of an Educated Public Revisited.James Macallister - 2016 - Journal of Philosophy of Education 50 (4):524-537.
    In this article I revisit MacIntyre's lecture on the idea of an educated public. I argue that the full significance of MacIntyre's views on the underlying purposes of universities only become clear when his lecture on the educated public is situated in the context of his wider ‘revolutionary Aristotelian’ philosophical project. I claim that for MacIntyre educational institutions should both support students to learn how to think for themselves and act for the common good. After considering criticisms from Putnam, Wain (...)
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  3.  26
    The 'Physically Educated' Person: Physical Education in the Philosophy of Reid, Peters and Aristotle.James MacAllister - 2013 - Educational Philosophy and Theory 45 (9):908-920.
    This article will derive a definition and account of the physically educated person, through an examination of the philosophy of Andrew Reid, Richard Peters and Aristotle. Initially, Reid?s interpretation of Peters? views about the educational significance of practical knowledge (and physical education) will be considered. While it will be acknowledged that Peters was rather disparaging about the educational merit of some practical activities in Ethics and Education, it will be argued that he elsewhere suggests that such practical activities could be (...)
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  4.  10
    School Discipline, Educational Interest and Pupil Wisdom☆.James MacAllister - 2013 - Educational Philosophy and Theory 45 (1):20-35.
    In this article, the concept of school discipline will be explored in relation to that of educational interest. Initially, Clark?s account of two different kinds of school order (discipline and control) will be explained. The interest-based theory of school discipline advanced by Pat Wilson will thereafter be analysed. It will be argued that both these scholars persuasively explain how school discipline may follow when learning activities are successfully married to pupil interests and experiences. However, it will be maintained that the (...)
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  5.  11
    Taking Flight: Trust, Ethics and the Comfort of Strangers.Anne Pirrie, James MacAllister & Gale Macleod - 2012 - Ethics and Education 7 (1):33 - 44.
    This article explores the themes of trust and ethical conduct in social research, with particular attention to the trust that can develop between the members of a research team as well as between researchers and the researched. The authors draw upon a three-year empirical study of destinations and outcomes for young people excluded from alternative educational provision. They also make reference to a contemporary exposition of Aristotle's writing on friendship in order to explore two sets of relevant distinctions that have (...)
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  6.  10
    What Should Educational Institutions Be For?James MacAllister - 2016 - British Journal of Educational Studies 64 (3):375-391.
  7.  11
    Education for Personal Life: John MacMurray on Why Learning to Be Human Requires Emotional Discipline.James MacAllister - 2014 - Journal of Philosophy of Education 48 (1):118-136.
    In this article I discuss the philosophy of John MacMurray, and in particular, his little-examined writings on discipline and emotion education. It is argued that discipline is a vital element in the emotion education MacMurray thought central to learning to be human, because for him it takes concerted effort to overcome the human tendency toward egocentricity. It is maintained that MacMurray's philosophy of education is of contemporary significance for at least two reasons. On the one hand it suggests an alternative (...)
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  8.  11
    Searching for Excellence in Education: Knowledge, Virtue and Presence?James MacAllister, Gale Macleod & Anne Pirrie - 2013 - Ethics and Education 8 (2):153-165.
    This article addresses two main questions: what is excellence and should epistemic excellence be the main purpose of education? Though references to excellence have become increasingly frequent in the UK education policy, these questions are perhaps especially important in Scotland where the curriculum is explicitly for excellence. Following Hirst and Peters, it is hypothesised that if the term ‘education’ implies possession of a certain breadth of general knowledge and understanding, then the term ‘excellence’ may imply a deep grasp of a (...)
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  9.  10
    Why Discipline Needs to Be Reclaimed as Aneducationalconcept.James MacAllister - 2014 - Educational Studies 40 (4):438-451.
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