12 found
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Leon Benade [14]Leon W. Benadé [2]
  1.  96
    Towards a Philosophy of Academic Publishing.Michael A. Peters, Petar Jandrić, Ruth Irwin, Kirsten Locke, Nesta Devine, Richard Heraud, Andrew Gibbons, Tina Besley, Jayne White, Daniella Forster, Liz Jackson, Elizabeth Grierson, Carl Mika, Georgina Stewart, Marek Tesar, Susanne Brighouse, Sonja Arndt, George Lazaroiu, Ramona Mihaila, Catherine Legg & Leon Benade - 2016 - Educational Philosophy and Theory 48 (14):1401-1425.
    This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper (...)
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  2.  19
    The Role of Trust in Reflective Practice.Leon Benade - 2018 - Educational Philosophy and Theory 50 (2):123-132.
    Trust, as a philosophical concept in education, seems largely taken for granted, either because it is embedded in other discourses, or is self-evidently assumed to be one on which there is general agreement and understanding. Its associated notions, such as confidence and belief, have counters in such concepts as disappointment and betrayal. These various notions come to the fore in interpersonal relations that require openness and self-critique. Critically reflective practice in professional teaching contexts is one such example, where openness means (...)
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  3.  25
    Shame: Does It Have a Place in an Education for Democratic Citizenship?Leon Benade - 2015 - Educational Philosophy and Theory 47 (7):661-674.
    Shame, shame management and reintegrative shaming feature in some restorative justice literature, and may have implications for schools. Restorative justice in schools is effective when perpetrators of wrong-doing can accept and take ownership of their wrongful acts, are appropriately remorseful, and seek to make amends. Shame may be understood as an ethical matter if it is regarded to arise because of the contradiction between the wrongful act and the individual’s sense of self and self-worth. Shame management can be regarded to (...)
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  4.  11
    From Technicians to Teachers: Ethical Teaching in the Context of Globalised Education Reform.Leon Benade - 2012 - Continuum.
    Machine generated contents note: -- Dedication Acknowledgements List of Tables and Figures List of Abbreviations Introduction Chapter One: From Neoliberalism to Third Way Chapter Two: Professionality, professions and teachers' work Chapter Three: Ethical teacher professionality and the ethical teacher Chapter Four: Understanding the context Chapter Five: New Zealand curriculum reform, 2002-2007: break or continuity? Chapter Six: Policy Chapter Seven: Seeking out spaces Chapter Eight: Challenges to the development of ethical teacher professionality in The New Zealand Curriculum Chapter Nine: Critical implementation (...)
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  5.  17
    Developing Democratic Dispositions and Enabling Crap Detection: Claims for Classroom Philosophy with Special Reference to Western Australia and New Zealand.Leon Benade - 2014 - Educational Philosophy and Theory 46 (11):1-15.
    The prominence given in national or state-wide curriculum policy to thinking, the development of democratic dispositions and preparation for the ‘good life’, usually articulated in terms of lifelong learning and fulfilment of personal life goals, gives rise to the current spate of interest in the role that could be played by philosophy in schools. Theorists and practitioners working in the area of philosophy for schools advocate the inclusion of philosophy in school curricula to meet these policy objectives. This article tests (...)
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  6.  7
    Bits, Bytes and Dinosaurs: Using Levinas and Freire to Address the Concept of ‘Twenty-First Century Learning’.Leon Benade - 2015 - Educational Philosophy and Theory 47 (9):935-948.
    The discourse of twenty-first century learning argues that education should prepare students for successful living in the twenty-first century workplace and society. It challenges all educators with the idea that contemporary education is unable to do so, as it is designed to replicate an industrial age model, essentially rear-focused, rather than future-focused. Future-focused preparation takes account of the startling effect on economy and society caused by rapid technological change, to the extent that the future cannot be accurately predicted. It is (...)
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  7.  19
    Philosophy in Schools – By M. Hand & C. Winstanley.Leon Benade - 2010 - Educational Philosophy and Theory 42 (7):808-811.
  8.  29
    Challenging the Domestication of Critical Reflection and Practitioner Reflectivity.Leon Benade - 2012 - Educational Philosophy and Theory 44 (4):337-342.
  9.  20
    Is the Althusserian Notion of Education Adequate?Leon W. Benadé - 1984 - Educational Philosophy and Theory 16 (1):43–51.
  10.  6
    Learned Societies, Practitioners and Their ‘Professional’ Societies: Grounds for Developing Closer Links.Leon Benade - 2016 - Educational Philosophy and Theory 48 (14):1395-1400.
  11.  15
    Thinking Children – By C. Cassidy.Leon Benade - 2010 - Educational Philosophy and Theory 42 (8):921-923.
  12.  5
    Revisiting the Early World.Nesta Devine & Leon Benade - 2016 - Educational Philosophy and Theory 48 (7):657-659.