23 found
Order:
See also
John Tillson
Liverpool Hope University
  1.  60
    Is It Distinctively Wrong to Simulate Doing Wrong?John Tillson - 2018 - Ethics and Information Technology 20 (3):205-217.
    This paper is concerned with whether there is a moral difference between simulating wrongdoing and consuming non-simulatory representations of wrongdoing. I argue that simulating wrongdoing is (as such) a pro tanto wrong whose wrongness does not tarnish other cases of consuming representations of wrongdoing. While simulating wrongdoing (as such) constitutes a disrespectful act, consuming representations of wrongdoing (as such) does not. I aim to motivate this view in part by bringing a number of intuitive moral judgements into reflective equilibrium, and (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  2.  13
    When to Teach for Belief: A Tempered Defense of the Epistemic Criterion.John Tillson - 2017 - Educational Theory 67 (2):173-191.
    Michael Hand has defended the “epistemic criterion” for “directive and nondirective teaching” in his 2008 Educational Theory article, “What Should We Teach as Controversial? A Defense of the Epistemic Criterion,” as well as subsequent pieces. Here, John Tillson defends use of the epistemic criterion in the case of what he calls “momentous propositions,” but he rejects two of Hand's key arguments in support of the criterion. This rethinking comes in light of important contributions to the debate made by Bryan Warnick (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  3.  18
    Rival Conceptions of Religious Education.John Tillson - 2018 - In Paul Smeyers (ed.), International Handbook of Philosophy of Education. Cham: Springer. pp. 1059-1082.
    The sense of religious education under discussion in this chapter will be the formative influence of children, with respect to religions. Such influence could be anti-religious, pro-religious, or neutral about the value of religion. What I will call ‘the Basic Question’ asks ‘how ought children to be influenced with respect to religions?’ In this chapter we will assess a range of forms that question can take in different kinds of societies. We will distinguish and explore questions regarding the moral permissibility (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  4.  7
    Deciding for Others.John Tillson - 2020 - Journal of Philosophy of Education 54 (5):1349-1355.
    Journal of Philosophy of Education, EarlyView.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  5.  5
    The Problem of Rational Moral Enlistment.John Tillson - 2017 - Theory and Research in Education 15 (2):165-181.
    How can one bring children to recognize the requirements of morality without resorting only to non-rational means of persuasion (i.e. what rational ground can be offered to children for their moral enlistment)? Michael Hand has recently defended a foundationalist approach to answering this question and John White has responded by a) criticizing Hand’s solution to the Problem of Rational Moral Enlistment, and b) attempting to circumvent the problem by suggesting a Humean route which understands moral enlistment as grounded in sentiment. (...)
    Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  6.  84
    Is Knowledge What It Claims to Be? Bernard Williams and the Absolute Conception.John Tillson - 2013 - Educational Philosophy and Theory 45 (8):860-873.
    As a response to what I see as the challenge posed by constructivist and narrative pedagogies, this paper seeks to sympathetically reconstruct Bernard Williams’ Absolute Conception from the scattered texts in which he briefly sketched it While ultimately defending the Absolute Conception or something close enough to it, the paper criticizes and distances itself from some aspects of Williams’ version, notably his conception of philosophy as insurmountably perspectival. Williams’ understanding of perspectival knowledge as contrasted to absolute knowledge is illustrated with (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  7.  4
    Elmer Thiessen and the Ethics of Evangelism.John Tillson - 2013 - Journal of Education and Christian Belief 17 (2):243-258.
    IN THIS PAPER I provide a critical commentary of Elmer Thiessen's The Ethics of Evangelism. Following an overview of the book's project and strategies, I discuss two stages of the project in detail. The first is Thiessen's analysis of ‘religious proselytism’; the second is Thiessen's arguments that evangelizing can be a good thing to do in itself. Finally, I summarize what I think are the chief merits of the book and suggest for whom it will be of particular interest.
    Direct download  
     
    Export citation  
     
    Bookmark   2 citations  
  8.  13
    Towards a Theory of Propositional Curriculum Content.John Tillson - 2014 - Journal of Philosophy of Education 48 (1):137-148.
    This article addresses two questions. The first question is this: ‘when ought teachers to encourage or discourage students’ belief of a given proposition on the one hand (call this ‘directive teaching’), and when ought teachers to simply facilitate students’ understanding of that proposition, on the other (call this ‘non-directive teaching’) (cf. the work of Michael Hand)? The second question is this: ‘which propositional content should curricula address?’ An answer to these questions would amount to what I will call a ‘theory (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  9.  47
    In Favour of Ethics Education, Against Religious Education.John Tillson - 2011 - Journal of Philosophy of Education 45 (4):675-688.
    The questions that I address are: ‘What ought to become of Religious Education (RE)?’ and ‘To what extent do non-religious beliefs belong in RE?’ I will argue that there are compelling reasons for studying religious and non-religious views alongside each other, but that there are serious objections to doing this in the context of any subject called ‘religious education’ and that a new compulsory, national curriculum subject called Ethics would be an appropriate context for such study.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  10.  27
    Children, Religion and the Ethics of Influence.John Tillson - 2019 - London: Bloomsbury.
    In Children, Religion and the Ethics of Influence, John Tillson develops a theory concerning which kinds of formative influence are morally permissible, impermissible or obligatory. Applying this theory to the case of religion, he argues that religious initiation in childhood is morally impermissible whether conducted by parents, teachers or others. Tillson addresses questions such as: how we come to have the ethical responsibilities we do, how we understand religion, how ethical and religious commitments can be justified, and what makes children (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  11.  28
    Assessment, Truth and Religious Studies.John Tillson - 2019 - Studies in Philosophy and Education (2):195-210.
    This paper addresses the question of what should determine whether students’ answers to closed questions are marked as correct or incorrect in the context of formal religious education, and when their answers to open ended questions should be given more or less credit. Drawing on insights from Craig Bourne, Emily Caddick Bourne and Clare Jarmy, I argue that a combination of judged truth, and a range of well-argued cases about what ought to be believed given certain premises should constrain these (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  12.  13
    Cheating Education: Is Technological Human Enhancement the New Frontier of Learning?John Tillson & David Aldridge - 2018 - Educational Theory 68 (6):589-594.
  13.  3
    Children’s Moral Rights and UK School Exclusions.John Tillson & Laura Oxley - 2020 - Theory and Research in Education 18 (4).
    This article argues that uses of exclusion by schools in the United Kingdom (UK) often violate children’s moral rights. It contends that while exclusion is not inherently incompatible with children’s moral rights, current practice must be reformed to align with them. It concludes that as a non-punitive preventive measure, there may be certain circumstances in schools where it is necessary to exclude a child in order to safeguard the weighty interests of others in the school community. However, reform is needed (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  14.  10
    Children, Religion and the Ethics of Influence.John Tillson - 2015 - Dissertation, Dublin City University
    This thesis investigates how children ought to be influenced with respect to religion. To answer this question, I develop a theory of cognitive curriculum content and apply it to the teaching of religious beliefs and beliefs about religions. By ‘a theory of cognitive curriculum content,’ I mean a theory that determines which truth-claims belong on the curriculum, and whether or not teachers ought to promote students’ belief of those claims. I extend this theory to help educators to decide which attitudes (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  15.  25
    Is All Formative Influence Immoral?John Tillson - 2018 - Ethics and Education 13 (2):208-220.
    Is it true that all formative influence is unethical, and that we ought to avoid influencing children (and indeed anyone at all)? There are more or less defensible versions of this doctrine, and we shall follow some of the strands of argument that lead to this conclusion. It seems that in maintaining that all influence is immoral, one commits oneself to the idea that children have innate teleologies, that these may be frustrated, and that to frustrate a child’s innate teleology (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark  
  16.  5
    Is Knowledge Insertion Desirable?John Tillson - 2020 - Educational Theory 70 (4):483-505.
    In this article, John Tillson discusses the conditions under which what he calls “knowledge insertion” would be desirable for the one who has knowledge inserted. He argues that making use of knowledge insertion would not be cost free; in particular, it would come at the price of relationship goods realized through teacher–learner relationships, and of the achievement of learning, at least for the knowledge inserted. Despite these costs, though, Tillson concludes that knowledge insertion would most often be desirable since the (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  17.  11
    Knowledge, Moment, and Acceptability: How to Decide Public Educational Aims and Curricula.John Tillson - 2020 - Philosophy of Education 3 (76):42-55..
    In this paper I defend a pairing of the “Epistemic Criterion” and of the “Momentousness Criterion” from a critique in Clayton and Stevens’s advocacy of the “Acceptability Requirement.” I argue that where it is valuable for people to set their own ends, they can only fully meaningfully do this in light of facts and free of misinformation. It is the duty of educators to put them in this position; it is then students' prerogative to fail to live meaningfully. While children (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  18.  18
    Might Knowledge Be Insertable?John Tillson - 2018 - Educational Theory 68 (6):595-607.
  19.  31
    Modify Your Body!John Tillson - 2012 - Philosophy Now 91:53-54.
    Fiction. John Tillson watches a world going mad.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  20.  24
    Review of What Is A Public Education and Why We Need It: A Philosophical Inquiry Into Self - Development, Cultural Commitment, and Public Engagement, Walter Feinberg. [REVIEW]John Tillson - 2018 - Studies in Philosophy and Education 37 (5):529-536.
  21. Sympathy, Social Stability and Those Left Out: Querying A Theory of Moral Education.John Tillson - 2019 - Journal of Philosophy of Education 53 (4):649-655.
  22.  3
    VV.AA., Richard BALEY, The Philosophy of Education. An Introduction.John Tillson - 2016 - Bajo Palabra 6.
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark  
  23.  12
    Wrongful Influence in Educational Contexts.John Tillson - forthcoming - In Kathryn Hytten (ed.), Oxford Encyclopedia of Philosophy of Education. Oxford, UK: Oxford University Press.
    When and why are coercion, indoctrination, manipulation, deception, and bullshit morally wrongful modes of influence in the context of educating children? Answering this question requires identifying what valid claims different parties have against one another regarding how children are influenced. Most prominently among these, it requires discerning what claims children have regarding whether and how they and their peers are influenced, and against whom they have these claims. The claims they have are grounded in the weighty interests they each equally (...)
    Direct download  
     
    Export citation  
     
    Bookmark