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Jeffrey Morgan [17]Jeffrey Alan Morgan [1]
  1.  1
    Big and Broad Social Data and the Sociological Imagination: A Collaborative Response.Anita Greenhill, Alex Voss, Jeffrey Morgan, Omer Rana, Luke Sloan, Matthew Williams, Peter Burnap, Adam Edwards, Rob Procter & William Housley - 2014 - Big Data and Society 1 (2).
    In this paper, we reflect on the disciplinary contours of contemporary sociology, and social science more generally, in the age of ‘big and broad’ social data. Our aim is to suggest how sociology and social sciences may respond to the challenges and opportunities presented by this ‘data deluge’ in ways that are innovative yet sensitive to the social and ethical life of data and methods. We begin by reviewing relevant contemporary methodological debates and consider how they relate to the emergence (...)
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  2.  14
    Emptiness and the Education of the Emotions.Jeffrey Morgan - 2015 - Educational Philosophy and Theory 47 (3):291-304.
    This article argues that Buddhist philosophy offers a plausible theory of the education of the emotions. Emotions are analyzed as cognitive feeling events in which the subject is passive. The education of the emotions is possible if and only if it is possible to evaluate one’s emotional life and it is possible to satisfy the normative condition through learning. Drawing on the Four Noble Truths of Buddhism, as well as the concepts of conditioned arising, emptiness and anattā, the article presents (...)
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  3.  35
    Children’s Rights and the Parental Authority to Instill a Specific Value System.Jeffrey Morgan - 2006 - Essays in Philosophy 7 (1):10.
    Liberals who want to support multiculturalism need to be able to justify the parental authority to instill cultural value systems or worldviews into children. However, such authority may be at odds with liberal demands that citizens be autonomous. This paper argues that parents do not have the legitimate authority to instill in their children a specific value system, contrary to the complex and intriguing arguments of Robert Noggle . Noggle’s argument, which draws heavily on key ideas in Rawls’ theory of (...)
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  4.  38
    A Critical Review of Matthew Clayton: Justice and Legitimacy in Upbringing: Oxford University Press, Oxford, New York, 2006, 214 P., Hardcover, List Price: $74.00, Last Price: $95.68.Jeffrey Morgan - 2009 - Studies in Philosophy and Education 28 (1):79-89.
  5.  29
    Buddhism and Autonomy‐Facilitating Education.Jeffrey Morgan - 2013 - Journal of Philosophy of Education 47 (4):509-523.
    This article argues that Buddhists can consistently support autonomy as an educational ideal. The article defines autonomy as a matter of thinking and acting according to principles that one has oneself endorsed, showing the relationship between this ideal and the possession of an enduring self. Three central Buddhist doctrines of conditioned arising, impermanence and anatman are examined, showing a prima facie conflict between autonomy and Buddhist philosophy. Drawing on the ‘two truths’ theory of Nagarjuna, it is then shown that the (...)
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  6.  12
    Grace and Christianity's Requirement: Moral Striving in Kierkegaard's Judge for Yourself!Jeffrey Morgan - 2014 - Heythrop Journal 55 (5):916-926.
    In his later work Judge for Yourself, Kierkegaard presents a view of the Christian life that appears to counter several recent interpretations which situate Kierkegaard within a classical Protestant account of justification and sanctification. I introduce briefly these interpretations and then turn to a reading of Judge for Yourself, showing that Kierkegaard offers an account of grace and moral striving which resists these interpretations. He resists them, yet he presents a Christianity that both rejects works-righteousness and graciously embraces those who (...)
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  7.  24
    A Defence of Autonomy as an Educational Ideal.Jeffrey Morgan - 1996 - Journal of Philosophy of Education 30 (2):239–252.
  8.  18
    The Disciplines of Power, the Weight of Love, and the Politics of Necessity: Reading Augustine with Foucault.Jeffrey Morgan - 2020 - Heythrop Journal 61 (1):15-23.
  9.  13
    Yet All is Not Lost:’ An Account and Defense of Ecological Conversion in Laudato Si.Jeffrey Morgan - 2018 - Heythrop Journal 59 (6):1036-1048.
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  10.  28
    Leisure, Contemplation and Leisure Education.Jeffrey Morgan - 2006 - Ethics and Education 1 (2):133-147.
    I argue in defense of Aristotle's position that contemplation is the proper use of at least some of one's leisure and that, consequently, leisure education must consist in teaching the inclination and capacity for contemplation. However, my position is somewhat more flexible than Aristotle's, in that I allow that there are other activities worthy of some leisure. My argument examines Aristotle's own comments on the importance of theoria as well as commentaries by Ackrill, Nagel, Broadie, Green and Telfer. In the (...)
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  11.  6
    Guilt, Self-Awareness, and the Good Will in Kierkegaard’s Confessional Discourses.Jeffrey Morgan - 2020 - Studies in Christian Ethics 33 (3):352-370.
    The specific aim of this article is to focus on Kierkegaard’s confessional discourses and to examine his appreciation for the experience of guilt—the feeling of guilt and the acknowledgment of guilt—in a person’s efforts to act with a good will, or what he calls ‘purity of heart’. The article offers an interpretation of what Kierkegaard means by the ‘purity of heart’ that guilt serves, and it makes an argument that in this service to ‘purity of heart’ the relationship between guilt (...)
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  12.  7
    A Loss of Judgment: The Dismissal of the Judicial Conscience in Recent Christian Ethics.Jeffrey Morgan - 2017 - Journal of Religious Ethics 45 (3):539-561.
    Christian ethicists have neglected conscience, understood as an individual's moral self-awareness before a locus of accountability and judgment, over the last few decades. The aim of this essay is to suggest how this neglect came about. I draw on the work of Paul Lehmann and Oliver O'Donovan to illustrate how ethicists in the twentieth century became suspicious of conscience because of its association with the alleged ahistorical individualism of Immanuel Kant's work. I argue that a social-historicist conception of conscience, such (...)
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  13.  7
    Learning to Live with Emotion.Jeffrey Morgan - 1994 - Educational Philosophy and Theory 26 (2):67–81.