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Karl Hostetler [8]Karl D. Hostetler [3]K. Hostetler [2]
  1.  24
    Towards a Perfectionist Response to Ethical Conflict.Karl Hostetler - 1998 - Studies in Philosophy and Education 17 (4):295-302.
    This paper argues for a pluralist perfectionist response to ethical conflict. This sets for states and their public schools the task of helping people adjudicate conflicts between ethical orientations and of promoting or discouraging particular conceptions of a good life. The aim of deliberation is mutual ethical recognition and growth, judged against a thick yet universally shared conception of human flourishing. The political justification of perfectionism is that it provides a better defense against repression and discrimination than state neutrality on (...)
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  2.  20
    The Common Good and Public Education.Karl Hostetler - 2003 - Educational Theory 53 (3):347-361.
  3.  3
    Teacher as Tragic Ironist.Karl D. Hostetler - 2018 - Educational Theory 68 (2):197-212.
  4.  6
    Beyond Reflection: Perception, Virtue, and Teacher Knowledge.Karl D. Hostetler - 2016 - Educational Philosophy and Theory 48 (2):179-190.
    In this article, I aim to vindicate the belief that many teachers have that their intuitions, insights, or perceptions are legitimate—and indispensible—guides for their teaching. Perceptions can constitute knowledge. This runs counter to some number of views that emphasize ‘reflective practice’ and teachers as ‘reflective practitioners.’ I do not deny that reflection can be important, but it is a derivative task, dependent on teachers being the ‘right sort of subject,’ having the ‘right orientation’ to their work, at the service of (...)
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  5.  8
    (Mis)Understanding Human Beings: Theory, Value, and Progress in Education Research.Karl Hostetler - 2010 - Educational Studies: Journal of the American Educational Studies Association 46 (4):400-415.
    There is renewed interest in what can be called an experimentist approach to education research. The claim is that if researchers would focus on experiments and evidence-based policies and practices, irreversible progress in education can be achieved. This experimentist approach cannot provide the understanding of knowledge and human beings needed for meaningful progress in education. Lacking is adequate appreciation for the role of theory, particularly ethical and other philosophical theory. We especially need a theory of our human condition and a (...)
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  6.  4
    The Social Context of Critical Thinking.Karl Hostetler - 1991 - Inquiry: An Interdisciplinary Journal of Philosophy 8 (3):3-7.
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  7.  5
    Rorty and Collaborative Inquiry in Education: Consensus, Conflict, and Conversation.Karl Hostetler - 1992 - Educational Theory 42 (3):285-298.
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  8.  4
    Getting Serious About the Questions of Democracy.Karl Hostetler - 1995 - Educational Theory 45 (1):101-117.
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  9.  2
    Emancipation, Relativism, and the Rhetoric of Reform: Response to Kyle.Karl Hostetler - 1993 - Science Education 77 (3):339-341.
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  10.  2
    A Method for Analyzing Implicit Structural Components of Biology Communications and a Comparison with Data From Explicit Structural Analysis Techniques.O. R. Anderson, K. Hostetler & C. O. Okafor - 1987 - Science Education 71 (1):77-89.
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  11.  1
    Learning to Flourish: A Philosophical Exploration of Liberal Education.Karl D. Hostetler - 2015 - Educational Theory 65 (1):94-101.
  12. Donald Arnstine Democracy and the Arts of Schooling.K. Hostetler - 1996 - Educational Philosophy and Theory 28:78-79.
     
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  13. The Social Context of Critical Thinking.Karl Hostetler - 1991 - Inquiry: Critical Thinking Across the Disciplines 8 (3):3-7.
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