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  1.  19
    Citizenship, Competence and Profound Disability.John Vorhaus - 2005 - Journal of Philosophy of Education 39 (3):461–475.
  2.  33
    Dignity, Capability, and Profound Disability.John Vorhaus - 2015 - Metaphilosophy 46 (3):462-478.
    Martha Nussbaum has sought to establish the significance of disability for liberal theories of justice. She proposes that human dignity can serve as the basis of an entitlement to a set of capabilities that all human beings either possess or have the potential to develop. This article considers whether the concept of human dignity will serve as the justification for basic human capabilities in accounting for the demands of justice for people with profound learning difficulties and disabilities. It examines the (...)
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  3.  21
    Respecting Profoundly Disabled Learners.John Vorhaus - 2006 - Journal of Philosophy of Education 40 (3):313–328.
    The goal of inclusion is more or less credible depending in part on what it is that learners have in common. I discuss one characteristic that all learners are thought to share, although the learners I am concerned with represent an awkward case for the aspiration of inclusivity. Respect is thought of as something owed to all persons, and I defend the view that this includes persons with profound and multiple learning difficulties and disabilities. I also consider the implications of (...)
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  4.  10
    Education, Social Capital and the Accordion Effect.John Vorhaus - 2014 - Journal of Philosophy of Education 48 (1):28-47.
    The ‘accordion effect’ is an effect of language which allows us to describe one and the same thing more or less narrowly. Social capital has been conceived in terms of our access to institutional resources, but also in terms that extend to the levels of trust and related resources found in the social networks we are embedded in. The former conception is narrower, favoured for its specificity and analytical utility. The latter conception is broader, favoured for its acknowledgement of context, (...)
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  5.  24
    Disability, Dependency and Indebtedness?John Vorhaus - 2007 - Journal of Philosophy of Education 41 (1):29–44.
    What does dependency reveal about human learning? All humans are dependent, largely because we are variously vulnerable and disabled at more than one stage in our lives. In this paper the subject of dependency is approached largely in the context of our vulnerable and disabled states, including in particular, states of profound disability. The primary contention is that our dependent states should feature in accounts of how we learn, and of relations between learner and teacher, in ways that compare with (...)
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  6.  93
    Function and Functional Explanation in Social Capital Theory: A Philosophical Appraisal.John Vorhaus - 2014 - Studies in Philosophy and Education 33 (2):185-199.
    Social capital is frequently offered up as a variable to explain such educational outcomes as academic attainment, drop-out rates and cognitive development. Yet, despite its popularity amongst social scientists, social capital theory remains the object of some scepticism, particularly in respect of its explanatory ambitions. I provide an account of some explanatory options available to social capital theorists, focussing on the functions ascribed to social capital and on how these are used as explanatory variables in educational theory. Two of the (...)
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  7.  43
    From Dignity to Degradation.John Vorhaus - 1999 - The Philosophers' Magazine 8 (8):15-16.
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  8.  33
    Lifelong Learning and the New Educational Order? A Review Article.John Vorhaus - 2002 - Journal of Philosophy of Education 36 (1):119–129.
  9.  4
    Lifelong Learning and the New Educational Order? A Review Article.John Vorhaus - 2002 - Journal of Philosophy of Education 36 (1):119-129.
  10.  23
    Sharing in a Common Life: People with Profound and Multiple Learning Difficulties.John Vorhaus - 2017 - Res Publica 23 (1):61-79.
    There is a view that what we owe to other people is explained by the fact that they are human beings who share in a common human life. There are many ways of construing this explanatory idea, and I explore a few of these here; the aim is to look for constructions that contribute to an understanding of what we owe to people with profound and multiple learning difficulties and disabilities. In exploring the idea of sharing in a common life (...)
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