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  1.  11
    Philosophy of Education in a New Key: A ‘Covid Collective’ of the Philosophy of Education Society of Great Britain.Janet Orchard, Philip Gaydon, Kevin Williams, Pip Bennett, Laura D’Olimpio, Raşit Çelik, Qasir Shah, Christoph Neusiedl, Judith Suissa, Michael A. Peters & Marek Tesar - forthcoming - Educational Philosophy and Theory:1-14.
    This article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB. When asked to reflect on questi...
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  2.  11
    The Gender Wars, Academic Freedom and Education.Judith Suissa & Alice Sullivan - 2021 - Journal of Philosophy of Education 55 (1):55-82.
    Journal of Philosophy of Education, EarlyView.
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  3.  53
    Untangling the Mother Knot: Some Thoughts on Parents, Children and Philosophers of Education.Judith Suissa - 2006 - Ethics and Education 1 (1):65-77.
    Although children and parents often feature in philosophical literature on education, the nature of the parent–child relationship remains occluded by the language of rights, duties and entitlements. Likewise, talk of ‘parenting’ in popular literature and culture implies that being a parent is primarily about performing tasks. Drawing on popular literature, moral philosophy and philosophy of education, I make some suggestions towards articulating a richer philosophical conception of this relationship, and outline some of the implications, questions and problems this raises for (...)
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  4.  40
    Character Education and the Disappearance of the Political.Judith Suissa - 2015 - Ethics and Education 10 (1):105-117.
    In this article, I explore some contemporary versions of character education with specific reference to the extent to which they are viewed as constituting a form of citizenship education. I argue that such approaches often end up displacing the idea of political education and, through their language and stated aims, avoid any genuine engagement with the very concept of the political in all but its most superficial sense. In discussing some of the points raised by critics of character education, I (...)
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  5.  86
    Lessons From a New Science? On Teaching Happiness in Schools.Judith Suissa - 2008 - Journal of Philosophy of Education 42 (3-4):575-590.
    Recent media reports about new programmes for 'happiness lessons' in schools signal a welcome concern with children's well-being. However, as I shall argue, the presuppositions of the discourse in which many of these proposals are framed, and their orientation towards particular strands of positive psychology, involve ideas about human life that are, in an important sense, anti-educational.
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  6.  49
    What All Parents Need to Know? Exploring the Hidden Normativity of the Language of Developmental Psychology in Parenting.Stefan Ramaekers & Judith Suissa - 2012 - Journal of Philosophy of Education 46 (3):352-369.
    In this article we focus on how the language of developmental psychology shapes our conceptualisations and understandings of childrearing and of the parent-child relationship. By analysing some examples of contemporary research, policy and popular literature on parenting and parenting support in the UK and Flanders, we explore some of the ways in which normative assumptions about parenthood and upbringing are imported into these areas through the language of developmental psychology. We go on to address the particular attraction of developmental psychology (...)
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  7.  36
    Parents as 'Educators': Languages of Education, Pedagogy and 'Parenting'.Stefan Ramaekers & Judith Suissa - 2011 - Ethics and Education 6 (2):197-212.
    In this article, we explore to what extent parents should be ?educators? of their children. In the course of this exploration, we offer some examples of these practices and ways of speaking and thinking, indicate some of the problems and limitations they import into our understanding of the parent?child relationship, and make some tentative suggestions towards an alternative way of thinking about this relationship.
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  8.  12
    Testimony, Holocaust Education and Making the Unthinkable Thinkable.Judith Suissa - 2016 - Journal of Philosophy of Education 50 (2):285-299.
    A great deal of philosophical work has explored the complex conceptual intersection between ethics and epistemology in the context of issues of testimony and belief, and much of this work has significant educational implications. In this paper, I discuss a troubling example of a case of testimony that seems to pose a problem for some established ways of thinking about these issues and that, in turn, suggests some equally troubling educational conclusions.
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  9.  15
    Minimal Utopianism in the Classroom.Emile Bojesen & Judith Suissa - 2018 - Educational Philosophy and Theory 51 (3):286-297.
    In this paper, we build on recent work on the role of the ‘utopian pedagogue’ to explore how utopian thinking can be developed within contemporary higher education institutions. In defending a utopian orientation on the part of HE lecturers, we develop the notion of ‘minimal utopianism’; a notion which, we suggest, expresses the difficult position of critical educators concerned to offer their students the tools with which to imagine and explore alternatives to current social and political reality, while acknowledging the (...)
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  10. Tiger Mothers and Praise Junkies: Children, Praise and the Reactive Attitudes.Judith Suissa - 2013 - Journal of Philosophy of Education 47 (1):1-19.
    In this article, I look at some discussions of praising children in contemporary parenting advice. In exploring what is problematic about these discussions, I turn to some philosophical work on moral praise and blame which, I argue, indicates the need for a more nuanced response to questions about the significance of praise. A further analysis of the moral aspects of praise suggests a significant dimension of the parent-child relationship that is missing from, and obscured by, the kind of parenting advice (...)
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  11.  76
    Anarchism, Utopias and Philosophy of Education.Judith Suissa - 2001 - Journal of Philosophy of Education 35 (4):627–646.
  12.  24
    Shovelling Smoke? The Experience of Being a Philosopher on an Educational Research Training Programme.Judith Suissa - 2006 - Journal of Philosophy of Education 40 (4):547–562.
  13. Teaching and Doing Philosophy of Education: The Question of Style.Judith Suissa - 2008 - Studies in Philosophy and Education 27 (2-3):185-195.
    This paper explores the practice of teaching philosophy, and particularly philosophy of education, in a higher education context. Starting from a critical discussion of some of the literature on teaching and learning in higher education, I introduce the notions of philosophical style and temperament and suggest that exploring these notions, the problems they raise, and their implications for issues to do with our own identity as philosophers and as teachers, can enrich our understanding of the practice of teaching philosophy in (...)
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  14.  5
    Anarchism, Utopias and Philosophy of Education.Judith Suissa - 2001 - Journal of Philosophy of Education 35 (4):627-646.
  15.  8
    Reflections on the “Counter” in Educational Counterpublics.Judith Suissa - 2016 - Educational Theory 66 (6):769-786.
    In this essay, Judith Suissa draws on the tradition of radical and alternative education, and on some philosophical literature on democratic politics and the role of the political imagination, in order to suggest some ways of thinking about what constitutes an educational counterpublic that are different from those suggested in recent work by philosophers of education. Building on arguments by Nancy Fraser and others about the vital role of counterpublics in the political life of democracies, Suissa suggests that creating educational (...)
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  16.  17
    How Comprehensive is Your Conception of the Good? Liberal Parents, Difference, and the Common School.Judith Suissa - 2010 - Educational Theory 60 (5):587-600.
    In this essay, Judith Suissa examines the central Rawlsian notion of a “comprehensive conception of the good” through a discussion of some recent work on issues of identity and difference, alongside a reflective account of life in a multicultural, liberal family. Suissa discusses the justificatory role the notion of “comprehensive conceptions of the good” plays in liberal theory, particularly in the context of work by philosophers of education, and she questions the normative value and descriptive adequacy of this conceptualization. Suissa (...)
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  17.  37
    The Question of 'Parenting'.Stefan Ramaekers & Judith Suissa - 2011 - Ethics and Education 6 (2):101-108.
    Ethics and Education, Volume 6, Issue 2, Page 101-108, July 2011.
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  18.  19
    Private Schools, Choice And The Ethical Environment.Sonia Exley & Judith Suissa - 2013 - British Journal of Educational Studies 61 (3):345-362.
    ABSTRACT In this paper, we consider the relationship between the existence of private schools and public attitudes towards questions about educational provision. Data from the 2010 British Social Attitudes survey suggest that parents who choose to send children to private schools may become more entrenched in their support for more extensive forms of parental partiality, with potential ramifications for the future supporting of progressive education policy. We suggest that addressing questions about the existence of certain forms of education and school (...)
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  19.  13
    Borrelli, Mill, Emily and Me.Judith Suissa - 2004 - Journal of Philosophy of Education 38 (3):455–465.
  20.  23
    Dissenting Voices: A Reply to Maskell.Judith Suissa - 2000 - Journal of Philosophy of Education 34 (2):369–375.
  21.  3
    Dissenting Voices: A Reply to Maskell.Judith Suissa - 2000 - Journal of the Philosophy of Education 34 (2):369-375.
  22.  14
    Education and Non-Domination: Reflections From the Radical Tradition.Judith Suissa - 2019 - Studies in Philosophy and Education 38 (4):359-375.
    This paper explores the implications of a radical republican conception of freedom as non-domination, rooted in the anarchist tradition. In discussing both the non-statist theoretical frameworks and the practical educational experiments associated with this tradition, I suggest that it can add a valuable dimension to recent critical work in philosophy of education that draws on the republican idea of freedom as non-domination.
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  23.  32
    Review of Claire Cassidy, Thinking Children: Continuum, London, 2007. [REVIEW]Judith Suissa - 2010 - Studies in Philosophy and Education 29 (6):591-596.
  24.  12
    Seducing Souls: Education and the Experience of Human Well‐Being.Judith Suissa - 2015 - Educational Theory 65 (1):73-78.
  25.  18
    The Politics of Education.Judith Suissa - 2007 - Philosophy Now 63:38-40.