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Kenneth A. Strike [24]Kenneth Arthur Strike [1]
  1.  10
    The Ethics of Teaching.Kenneth A. Strike & Jonas F. Soltis - 1985
  2. PART 4 107 Weakness and integrity 8 Moral growth and the unity of the virtues 109.Bonnie Kent, Jan Steutel, David Carr, John Haldane, Paul Crittenden, Eamonn Callan, Joel J. Kupperman, Ben Spiecker & Kenneth A. Strike - 1999 - In David Carr & Jan Willem Steutel (eds.), Virtue ethics and moral education. New York: Routledge.
     
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  3.  9
    Educational Policy and the Just Society.Kenneth A. Strike - 1982 - Urbana [Ill.] : University of Illinois Press.
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  4.  56
    Liberalism, Citizenship, and the Private Interest in Schooling.Kenneth A. Strike - 1998 - Studies in Philosophy and Education 17 (4):221-229.
    Schools in liberal societies are responsible for producing liberal citizens. However, if they have too robust a view of citizenship, they may find themselves undermining the view of good lives held by many pacific and law abiding groups. Here I argue against treating citizenship as an educational good that simply trumps private values when they conflict and in favor of a view that seeks a context sensitive balance between such conflicting goods. The paper explores Rawls's distinction between two moral powers (...)
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  5.  47
    (1 other version)Common schools and uncommon conversations: Education, religious speech and public spaces.Kenneth A. Strike - 2007 - Journal of Philosophy of Education 41 (4):693–708.
    This paper discusses the role of religious speech in the public square and the common school. It argues for more openness to political theology than many liberals are willing to grant and for an educational strategy of engagement over one of avoidance. The paper argues that the exclusion of religious debate from the public square has dysfunctional consequences. It discusses Rawls’s more recent views on public reason and claims that, while they are not altogether adequate, they are consistent with engagement. (...)
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  6.  61
    Schools as communities: Four metaphors, three models, and a dilemma or two.Kenneth A. Strike - 2000 - Journal of Philosophy of Education 34 (4):617–642.
    This paper examines two questions. The first is what it would mean for schools to be communities. This question is pursued by examining four metaphors for community: families, congregations, guilds, and democratic polities. Three models of school communities are then sketched. The second question is whether schools that are communities are inherently illiberal. The paper distinguishes between a liberal interpretation of schools as communities, where schools are viewed as limited-purpose free associations, and a communitarian interpretation where community and polity are (...)
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  7.  15
    The Ethics of Teaching.Kenneth A. Strike - 2003 - In Randall Curren (ed.), A Companion to the Philosophy of Education. Oxford, UK: Wiley-Blackwell. pp. 509–524.
    This chapter contains sections titled: Orientation Teacher Ethics and the Law The NEA Code of Ethics Teaching with Integrity Citizenship, Civic Norms, and Moral Education Conclusion.
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  8. The legal and moral responsibility of teachers.Kenneth A. Strike - 1990 - In John I. Goodlad, Roger Soder & Kenneth A. Sirotnik (eds.), The Moral dimensions of teaching. San Francisco: Jossey-Bass Publishers.
     
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  9. Human flourishing and liberal polity.Kenneth A. Strike - 1999 - In David Carr & Jan Willem Steutel (eds.), Virtue ethics and moral education. New York: Routledge. pp. 231.
     
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  10.  21
    Liberal justice and the Marxist critique of education: a study of conflicting research programs.Kenneth A. Strike - 1989 - New York: Routledge.
    Strike explores the differences between Marxists and liberals over the nature of the good life, about how human beings are formed, and about episemology, and uses these discussions to explore views of schooling.
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  11.  42
    Humanizing education: Subjective and objective aspects.Kenneth A. Strike - 1991 - Studies in Philosophy and Education 11 (1):17-30.
    I propose that there are four standards to be met if a given educational enterprise is to be considered humane: the practice to be mastered must be socially justified; the disciplines pursued to master the practice must be appropriate to the practice; the practice must be owned by the learner; and this ownership must itself meet certain ethical requirements. The paper emphasizes the problem of ownership. It argues for a view of ownership that is “communitarian.” This view sees ownership as (...)
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  12.  24
    An Educator Responds: A School's Interest in Denying the Request.Kenneth A. Strike - 1992 - Kennedy Institute of Ethics Journal 2 (1):19-23.
  13.  33
    Beyond freedom and dignity.Kenneth A. Strike - 1975 - Studies in Philosophy and Education 9 (1):112-137.
  14.  8
    "Beyond freedom and dignity" by B. F. Skinner.Kenneth A. Strike - 1975 - Studies in Philosophy and Education 9 (1):112.
  15.  45
    Community and individualism: Two views.Kenneth A. Strike - 1993 - Studies in Philosophy and Education 12 (1):11-20.
  16.  16
    Ethics and educational policy.Kenneth A. Strike & Kieran Egan (eds.) - 1978 - Boston: Routledge and Kegan Paul.
    Ambiguities in liberal 1 education and the problem of its content RSPeters INTRODUCTION If one was mounting a defence of certain distinctive values in ...
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  17.  33
    Freedom of conscience and illiberal socialization: The congruence argument.Kenneth A. Strike - 1998 - Journal of Philosophy of Education 32 (3):345–360.
    This paper addresses the question of whether the interest liberal societies have in producing liberal citizens gives liberal societies the right to regulate the affairs of illiberal groups. It claims that attempts by Rawls and Galston to make liberalism more “pluralism friendly” by reducing the demands for liberal citizenship fail, and it explores arguments by Amy Gutmann, Susan Moller Okin, Eamonn Callan and Will Kymlicka that support a stronger interest in regulating the socialization practices of illiberal groups. The main conclusion (...)
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  18. Freedom of Conscience, Pluralism, and Personal Identity.Kenneth A. Strike - 2003 - In Kevin McDonough & Walter Feinberg (eds.), Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities. Oxford, UK: Oxford University Press UK.
     
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  19.  9
    Is Liberal Education Illiberal? Political Liberalism and Liberal Education.Kenneth A. Strike - 2004 - Philosophy of Education 60:321-329.
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  20. Kevin Harris.Kenneth A. Strike - 1991 - Journal of Philosophy of Education 25 (1):135.
     
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  21.  33
    Pluralism, Personal Identity, and Freedom of Conscience.Kenneth A. Strike - 2003 - In Kevin McDonough & Walter Feinberg (eds.), Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities. Oxford, UK: Oxford University Press UK.
    Kenneth Strike’s essay on pluralism, personal identity, and freedom of conscience, takes up the concept of identity, and contrasts cultural and religious pluralism. He argues that the issues of affiliational obligation and recognition are often different in these two types of pluralism, and that religious groups are often asking for something very different from cultural groups. Strike makes a case for a more fluid conception of the idea of identity and against its essentialist form; he holds, e.g. that some of (...)
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  22.  54
    Response to Lisman.Kenneth A. Strike - 1991 - Studies in Philosophy and Education 10 (4):355-360.
  23.  28
    The Reaf Last Word on Justice and Evaluation — Comments on Jonathan Z. Shapiro's “Social Justice and Educational Evaluation”.Kenneth A. Strike - 1984 - Educational Theory 34 (2):153-155.