Results for 'Liz Fynes-Clinton'

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  1. ‘Do Not Block the Way of Inquiry’: Cultivating Collective Doubt Through Sustained Deep Reflective Thinking.Gilbert Burgh, Simone Thornton & Liz Fynes-Clinton - 2018 - In Ellen Duthie, Félix García Moriyón & Rafael Robles Loro (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family Resemblances: Current trends in philosophy for children. Madrid, Spain: pp. 47-61.
    We provide a Camusian/Peircean notion of inquiry that emphasises an attitude of fallibilism and sustained epistemic dissonance as a conceptual framework for a theory of classroom practice founded on Deep Reflective Thinking (DTR), in which the cultivation of collective doubt, reflective evaluation and how these relate to the phenomenological aspects of inquiry are central to communities of inquiry. In a study by Fynes-Clinton, preliminary evidence demonstrates that if students engage in DRT, they more frequently experience cognitive dissonance and (...)
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  2.  63
    Reconstruction of Thinking Across the Curriculum Through the Community of Inquiry.Kim Nichols, Gilbert Burgh & Liz Fynes-Clinton - 2017 - In Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. Abingdon: Routledge. pp. 245-252.
    Thinking skills pedagogies like those employed in a community of inquiry (COI) provide a powerful teaching method that fosters reconstruction of thinking in both teachers and students. This collaborative, dialogic approach enables teachers and students to think deeply about the thinking process within a supportive, structured learning environment, by fostering the transformative potential of lived experience. This paper explores the potential for cognitive dissonance (genuine doubt) during students’ experiences of inquiry to be transformed into impetus for the acquisition and improvement (...)
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  3.  5
    Julius CaesarThe Taming of the ShrewMuch Ado About Nothing.Ronald Berman, Timothy Seward, Michael Fynes-Clinton, Perry Mills, Mary Berry & Michael Clamp - 1994 - Journal of Aesthetic Education 28 (2):118.
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    ‘No Single Way Takes Us to Our Different Futures’: An Interview with Liz Jackson.Amy N. Sojot & Liz Jackson - forthcoming - Educational Philosophy and Theory:1-9.
  5. Questioning Allegiance: Resituating Civic Education : By Liz Jackson: A Review Symposium. [REVIEW]Liz Jackson, Kevin Williams, Candyce Reynolds & Stephen Chatelier - 2022 - Educational Philosophy and Theory 54 (1):104-109.
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    Pharmacopoeia – A Collaboration Between the Textile Artist Susie Freeman and the General Practitioner Liz Lee.Liz Lee - 2002 - Feminist Review 72 (1):26-39.
    In this article I describe the development of my collaboration with the textile artist Susie Freeman in the production of the visual arts project Pharmacopoeia. Over the last 3 years we have created a body of work that aims to provide information about common medical treatments in a way that engages the public imagination. The work is dominated by the use of active pharmaceuticals, both pills and capsules, which are incorporated into dramatic fabrics by a process known as pocket knitting. (...)
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  7. “Hillary Clinton is the Only Man in the Obama Administration”: Dual Character Concepts, Generics, and Gender.Sarah-Jane Leslie - 2015 - Analytic Philosophy 56 (2):111-141.
  8. Is the Attention Economy Noxious?Clinton Castro & Adam Pham - 2020 - Philosophers' Imprint 20 (17):1-13.
    A growing amount of media is paid for by its consumers through their very consumption of it. Typically, this new media is web-based and paid for by advertising. It includes the services offered by Facebook, Instagram, Snapchat, and YouTube. We offer an ethical assessment of the attention economy, the market where attention is exchanged for new media. We argue that the assessment has ethical implications for how the attention economy should be regulated. To conduct the assessment, we employ two heuristics (...)
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  9.  91
    Just Machines.Clinton Castro - forthcoming - Public Affairs Quarterly.
    A number of findings in the field of machine learning have given rise to questions about what it means for automated scoring- or decisionmaking systems to be fair. One center of gravity in this discussion is whether such systems ought to satisfy classification parity (which requires parity in accuracy across groups, defined by protected attributes) or calibration (which requires similar predictions to have similar meanings across groups, defined by protected attributes). Central to this discussion are impossibility results, owed to Kleinberg (...)
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  10.  84
    Recent Work on the Concept of Gratitude in Philosophy and Psychology.Liz Gulliford, Blaire Morgan & Kristján Kristjánsson - 2013 - Journal of Value Inquiry 47 (3):285-317.
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  11.  46
    Why Should I Be Grateful? The Morality of Gratitude in Contexts Marked by Injustice.Liz Jackson - 2016 - Journal of Moral Education 45 (3):276-290.
    In philosophical and psychological literature, gratitude has normally been promoted as beneficial to oneself and others and as morally good. Being grateful for what you have is conceived as virtuous, while acts expressing gratefulness to those who have benefited you is often regarded as morally praiseworthy, if not morally expected. However, critical interrogations of the moral status of gratitude should also frame the possible cultivation of gratitude in moral education. This article focuses on whether gratitude should be regarded as morally (...)
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  12. The Non-Conceptuality of the Content of Intuitions: A New Approach.Clinton Tolley - 2013 - Kantian Review 18 (1):107-36.
    There has been considerable recent debate about whether Kant's account of intuitions implies that their content is conceptual. This debate, however, has failed to make significant progress because of the absence of discussion, let alone consensus, as to the meaning of ‘content’ in this context. Here I try to move things forward by focusing on the kind of content associated with Frege's notion of ‘sense ’, understood as a mode of presentation of some object or property. I argue, first, that (...)
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  13.  79
    Kant on the Place of Cognition in the Progression of Our Representations.Clinton Tolley - 2020 - Synthese 197 (8):3215-3244.
    I argue for a new delimitation of what Kant means by ‘cognition [Erkenntnis]’, on the basis of the intermediate, transitional place that Kant gives to cognition in the ‘progression [Stufenleiter]’ of our representations and our consciousness of them. I show how cognition differs from mental acts lying earlier on this progression—such as sensing, intuiting, and perceiving—and also how cognition differs from acts lying later on this progression—such as explaining, having insight, and comprehending. I also argue that cognition should not be (...)
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  14.  13
    Characterizing Conversion Points and Complex Infrastructure Systems: Creating a System Representation for Agent-Based Modeling.Liz Varga, Tonci Grubic, Philip Greening, Stephen Varga, Fatih Camci & Tom Dolan - 2014 - Complexity 19 (6):30-43.
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  15. The Imprecise Impermissivist’s Dilemma.Clinton Castro & Casey Hart - 2019 - Synthese 196 (4):1623-1640.
    Impermissivists hold that an agent with a given body of evidence has at most one rationally permitted attitude that she should adopt towards any particular proposition. Permissivists deny this, often motivating permissivism by describing scenarios that pump our intuitions that the agent could reasonably take one of several attitudes toward some proposition. We criticize the following impermissivist response: while it seems like any of that range of attitudes is permissible, what is actually required is the single broad attitude that encompasses (...)
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  16.  47
    Is Business Ethics Education Effective? An Analysis of Gender, Personal Ethical Perspectives, and Moral Judgment.Liz C. Wang & Lisa Calvano - 2015 - Journal of Business Ethics 126 (4):591-602.
    Although ethics instruction has become an accepted part of the business school curriculum at both the undergraduate and graduate levels, some scholars have questioned its effectiveness, and research results have been mixed. However, studies yield interesting results regarding certain factors that influence the ethicality of business students and may impact the effectiveness of business ethics instruction. One of these factors is gender. Using personal and business ethics scenarios, we examine the main and interactive effects of gender and business ethics education (...)
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  17. Epistemic Paternalism Online.Clinton Castro, Adam Pham & Alan Rubel - 2020 - In Guy Axtell & Amiel Bernal (eds.), Epistemic Paternalism. London: Rowman & Littlefield. pp. 29-44.
    New media (highly interactive digital technology for creating, sharing, and consuming information) affords users a great deal of control over their informational diets. As a result, many users of new media unwittingly encapsulate themselves in epistemic bubbles (epistemic structures, such as highly personalized news feeds, that leave relevant sources of information out (Nguyen forthcoming)). Epistemically paternalistic alterations to new media technologies could be made to pop at least some epistemic bubbles. We examine one such alteration that Facebook has made in (...)
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  18.  46
    Epistemic Progress: A Construct for Understanding and Evaluating Inquiry.Clinton Golding - 2012 - Educational Theory 62 (6):677-693.
    In this essay Clinton Golding introduces a new construct and area of research — epistemic progress — and argues that it can shed new light on educational inquiry. By clearly distinguishing progress through developing better ideas from progress through developing better inquiry skills , teachers and students can better understand, participate in, and evaluate inquiry. In addition, epistemic progress complements other epistemic constructs, such as “knowledge,” and could provide new insights about different kinds of inquiry or research, as well (...)
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  19.  64
    Kant on the Content of Cognition.Clinton Tolley - 2014 - European Journal of Philosophy 22 (2):200-228.
    I present an argument for an interpretation of Kant's views on the nature of the ‘content [Inhalt]’ of ‘cognition [Erkenntnis]’. In contrast to one of the longest standing interpretations of Kant's views on cognitive content, which ascribes to Kant a straightforwardly psychologistic understanding of content, and in contrast as well to the more recently influential reading of Kant put forward by McDowell and others, according to which Kant embraces a version of Russellianism, I argue that Kant's views on this topic (...)
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  20.  10
    Philosophy of Education in a New Key: Snapshot 2020 From the United States and Canada.Liz Jackson, Kal Alston, Lauren Bialystok, Larry Blum, Nicholas C. Burbules, Ann Chinnery, David T. Hansen, Kathy Hytten, Cris Mayo, Trevor Norris, Sarah M. Stitzlein, Winston C. Thompson, Leonard Waks, Michael A. Peters & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1130-1146.
    This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...
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  21. Kant on the Place of Cognition in the Progression of Our Representations.Clinton Tolley - 2017 - Synthese:1-30.
    I argue for a new delimitation of what Kant means by ‘cognition [Erkenntnis]’, on the basis of the intermediate, transitional place that Kant gives to cognition in the ‘progression [Stufenleiter]’ of our representations and our consciousness of them. I show how cognition differs from mental acts lying earlier on this progression—such as sensing, intuiting, and perceiving—and also how cognition differs from acts lying later on this progression—such as explaining, having insight, and comprehending. I also argue that cognition should not be (...)
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  22. The Generality of Kant's Transcendental Logic.Clinton Tolley - 2012 - Journal of the History of Philosophy 50 (3):417-446.
  23.  9
    Go Home, Team America: The New Paradox of Western ‘Democracy’ Around the World.Liz Jackson & Michael A. Peters - 2020 - Educational Philosophy and Theory 52 (11):1109-1112.
    Volume 52, Issue 11, October 2020, Page 1109-1112.
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  24.  4
    Hegel, Love and Forgiveness : Positive Recognition in German Idealism.Liz Disley - 2015 - London, U.K.: Routledge.
    This study offers a new interpretation of Hegelian recognition – a central tenet of German Idealism – focusing on positive ethical behaviours, such as love and forgiveness. Building on the work of Simone de Beauvoir and Jean-Paul Sartre, Disley reassesses Hegel’s approach to the subject/object dialectic and explores the previously neglected theological dimensions of his writings. Her new interpretation offers an innovative reading of Hegel’s stance on the relationship between intersubjectivity, forgiveness and repentance in his social theory.0.
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  25. Kant on the Content of Cognition.Clinton Tolley - 2012 - European Journal of Philosophy 20 (4):200-228.
    I present an argument for an interpretation of Kant's views on the nature of the ‘content [Inhalt]’ of ‘cognition [Erkenntnis]’. In contrast to one of the longest standing interpretations of Kant's views on cognitive content, which ascribes to Kant a straightforwardly psychologistic understanding of content, and in contrast as well to the more recently influential reading of Kant put forward by McDowell and others, according to which Kant embraces a version of Russellianism, I argue that Kant's views on this topic (...)
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  26. How Is Meaning Grounded in the Organism?Liz Stillwaggon Swan & Louis J. Goldberg - 2010 - Biosemiotics 3 (2):131-146.
    In this paper we address the interrelated questions of why and how certain features of an organism’s environment become meaningful to it. We make the case that knowing the biology is essential to understanding the foundation of meaning-making in organisms. We employ Miguel Nicolelis et al’s seminal research on the mammalian somatosensory system to enrich our own concept of brain-objects as the neurobiological intermediary between the environment and the consequent organismic behavior. In the final section, we explain how brain-objects advance (...)
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  27. What's Wrong with Machine Bias.Clinton Castro - 2019 - Ergo: An Open Access Journal of Philosophy 6.
    Data-driven, decision-making technologies used in the justice system to inform decisions about bail, parole, and prison sentencing are biased against historically marginalized groups (Angwin, Larson, Mattu, & Kirchner 2016). But these technologies’ judgments—which reproduce patterns of wrongful discrimination embedded in the historical datasets that they are trained on—are well-evidenced. This presents a puzzle: how can we account for the wrong these judgments engender without also indicting morally permissible statistical inferences about persons? I motivate this puzzle and attempt an answer.
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  28. The Moral Limits of the Market: The Case of Consumer Scoring Data.Clinton Castro & Adam Pham - 2019 - Ethics and Information Technology 21 (2):117-126.
    We offer an ethical assessment of the market for data used to generate what are sometimes called “consumer scores” (i.e., numerical expressions that are used to describe or predict people’s dispositions and behavior), and we argue that the assessment has ethical implications on how the market for consumer scoring data should be regulated. To conduct the assessment, we employ two heuristics for evaluating markets. One is the “harm” criterion, which relates to whether the market produces serious harms, either for participants (...)
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  29.  63
    Capitalist Patriarchy and the Case for Socialist Feminism.Liz Kennedy, June Lapidus & Zillah Eisenstein - 1980 - Feminist Studies 6 (3):571.
  30. Kant on the Nature of Logical Laws.Clinton Tolley - 2006 - Philosophical Topics 34 (1/2):371-407.
  31.  20
    Philosophy of Education in a New Key: Future of Philosophy of Education.Liz Jackson, MichaelA Peters, Lei Chen, Zhongjing Huang, Wang Chengbing, Ezekiel Dixon-Román, Aislinn O'Donnell, Yasushi Maruyama, Lisa A. Mazzei, Alison Jones, Candace R. Kuby, Rowena Azada-Palacios, Elizabeth Adams St Pierre, Jacoba Matapo, Gina A. Opiniano, Peter Roberts, Michael Hand, Alecia Y. Jackson, Jerry Rosiek, Te Kawehau Hoskins, Kathy Hytten & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1234-1255.
    What is the future of Philosophy of education? Or as many of scholars and thinkers in this final ‘future-focused’ collective piece from the philosophy of education in a new key Series put it, what are the futures—plural and multiple—of the intersections of ‘philosophy’ and ‘education?’ What is ‘Philosophy’; and what is ‘Education’, and what role may ‘enquiry’ play? Is the future of education and philosophy embracing—or at least taking seriously—and thinking with Indigenous ethicoontoepistemologies? And, perhaps most importantly, what is that (...)
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  32. British Lesbian Poetics: A Brief Exploration.Liz Yorke - 1999 - Feminist Review 62 (1):78-90.
    In a post-feminist, post-lesbian feminist, postmodern or queer world, should lesbian work remain clearly identifiable, even when it refuses to claim lesbian identity as such? Scanning anthologies from the past three decades of lesbian poetry, and focusing particularly on the work of Maureen Duffy, Marge Yeo, Dorothea Smartt, Gillian Spraggs and Carol Ann Duffy, Liz Yorke addresses issues of lesbian visibility, lesbian identification, lesbian desire, and lesbian performativity. How do we identify what constitutes a lesbian poetic in an era when (...)
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  33.  11
    Multiutility Service Companies: A Complex Systems Model of Increasing Resource Efficiency.Liz Varga, Marguerite Robinson & Peter Allen - 2016 - Complexity 21 (S1):23-33.
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  34.  22
    Biosymbols: Symbols in Life and Mind. [REVIEW]Liz Stillwaggon Swan & Louis J. Goldberg - 2010 - Biosemiotics 3 (1):17-31.
    The strong continuity thesis postulates that the properties of mind are an enriched version of the properties of life, and thus that life and mind differ in degree and not kind. A philosophical problem for this view is the ostensive discontinuity between humans and other animals in virtue of our use of symbols—particularly the presumption that the symbolic nature of human cognition bears no relation to the basic properties of life. In this paper, we make the case that a genuine (...)
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  35. Kant on the Role of the Imagination (and Images) in the Transition From Intuition to Experience.Clinton Tolley - 2019 - In Konstantin Pollok & Gerad Gentry (eds.), Imagination in German Idealism and Romanticism. Cambridge, UK: pp. 27-47.
    In this chapter I will argue against both of these interpretations and will begin to develop an alternate account of imagination in experience. Against those who minimize imagination’s role, I will highlight the distinctive contribution of the imagination to experience. In particular, I will foreground the specific role that the imagination plays in making possible the distinct mental act, intermediate between intuition and experience, that Kant calls “perception [Wahrnehmung]” as the “empirical consciousness [Bewußtsein]” of appearances (cf. B207). Because perception involves (...)
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  36.  10
    Poor Readers' Retrieval Mechanism: Efficient Access is Not Dependent on Reading Skill.Clinton L. Johns, Kazunaga Matsuki & Julie A. Van Dyke - 2015 - Frontiers in Psychology 6.
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  37.  19
    Must Children Sit Still? The Dark Biopolitics of Mindfulness and Yoga in Education.Liz Jackson - 2020 - Educational Philosophy and Theory 52 (2):120-125.
    Volume 52, Issue 2, February 2020, Page 120-125.
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  38.  15
    Averroes (Ibn Rushd): Muslim Scholar, Philosopher, and Physician of the Twelfth Century.Liz Sonneborn - 2006 - Rosen Central/Rosen Pub. Group.
    A reluctant philosopher -- The world of Cordoba -- A philosopher's education -- Reason and faith -- A judge and a physician -- The legacy of Averroës.
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  39. Did Clinton Say Something False?J. M. Saul - 2000 - Analysis 60 (3):255-257.
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  40.  80
    ‘That They Point Is All There Is to It’: Wittgenstein’s Romanticist Aesthetics.Clinton P. Verdonschot - 2021 - Estetika: The European Journal of Aesthetics 58 (1):72–88.
    Why is aesthetics important to Wittgenstein? What, according to him, is the function of the aesthetic? My answer consists of three parts: first, I argue that Wittgenstein finds himself in an aporia of normative consciousness – that is to say, a problem with regard to our awareness of the world in terms of its relation to a norm. Second, I argue that the function of Wittgenstein’s aesthetic writings is to deal with this aporia. Third, through a comparison with Friedrich Schlegel’s (...)
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  41.  20
    Hardworking as a Heuristic for Moral Character: Why We Attribute Moral Values to Those Who Work Hard and Its Implications.Clinton Amos, Lixuan Zhang & David Read - 2019 - Journal of Business Ethics 158 (4):1047-1062.
    The Protestant Work Ethic is a powerful force in Western culture with far reaching effects on our values and judgments. While research on PWE as a cultural value is abundant in diverse disciplines, little research has explored how this cultural value facilitates the use of heuristics when evaluating the morality of others. Using both PWE and illusory correlation as foundations, this paper explores whether people attribute positive moral characteristics to others merely based upon a description as hardworking. Three experiments suggest (...)
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  42.  78
    A Conception of Philosophical Progress.Clinton Golding - 2011 - Essays in Philosophy 12 (2):200-223.
    There is no consensus about appropriate philosophical method that can be relied on to settle philosophical questions and instead of established findings, there are multiple conflicting arguments and positions, and widespread disagreement and debate. Given this feature of philosophy, it might seem that philosophy has proven to be a worthless endeavour, with no possibility of philosophical progress. The challenge then is to develop a conception of philosophy that reconciles the lack of general or lasting agreement with the possibility of philosophical (...)
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  43. Is There a Duty to Be a Digital Minimalist?Timothy Aylsworth & Clinton Castro - 2021 - Journal of Applied Philosophy 38 (4):662-673.
    The harms associated with wireless mobile devices (e.g. smartphones) are well documented. They have been linked to anxiety, depression, diminished attention span, sleep disturbance, and decreased relationship satisfaction. Perhaps what is most worrying from a moral perspective, however, is the effect these devices can have on our autonomy. In this article, we argue that there is an obligation to foster and safeguard autonomy in ourselves, and we suggest that wireless mobile devices pose a serious threat to our capacity to fulfill (...)
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  44. Problematising the Discourse of ‘Post-AIDS’.Liz Walker - 2020 - Journal of Medical Humanities 41 (2):95-105.
    This paper reflects on the meanings of ‘post-AIDS’ in the Global North and South. I bring together contemporary arguments to suggest that the notion of ‘post-AIDS’ is, at best, misplaced, not least because its starting point remains a biotechnical one. Drawing on aspects of the sub-Saharan African experience, this essay suggests that, despite significant shifts in access to antiretroviral therapy, HIV continues to be fundamentally shaped by economic determinants and social and cultural practices. In this essay, I question the certainty (...)
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  45.  82
    The Many Faces of Constructivist Discussion.Clinton Golding - 2011 - Educational Philosophy and Theory 43 (5):467-483.
    Although constructivist discussions in the classroom are often treated as if they were all of the same kind, in this paper I argue that there are subtle but important distinctions that need to be made. An analysis of these distinctions shows that there is a continuum of different constructivist discussions. At one extreme are teacher-directed discussions where students are led to construct the ‘correct’ understanding of a pre-decided conclusion; at the other extreme are unstructured discussions where students are free to (...)
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  46.  19
    The Smiling Philosopher: Emotional Labor, Gender, and Harassment in Conference Spaces.Liz Jackson - 2019 - Educational Philosophy and Theory 51 (7):693-701.
    Conference environments enable diverse roles for academics. However, conferences are hardly entered into by participants as equals. Academics enter into and experience professional environments differently according to culture, gender, race, ethnicity, class, and more. This paper considers from a philosophical perspective entering and initiating culturally into academic conferences as a woman. It discusses theories of gender and emotional labor and emotional management, focusing on Arlie Hochschild’s foundational work, and affect in gendered social relations, considering Sara Ahmed’s theorization of the feminist (...)
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  47.  27
    The Teacher as Guide: A Conception of the Inquiry Teacher.Clinton Golding - 2013 - Educational Philosophy and Theory 45 (1):91-110.
    This article explains how teachers might navigate inquiry learning despite the experience of a constant tension between abandoning their students and controlling them. They do this by conceiving of themselves as guides who decide the path with students, not for them. I build on a conception of teaching as guiding from Burbules, and argue that inquiry teachers should take the particular stance of an expedition-educator (rather than the stance of either a tour-leader or an expedition-leader). They should guide students to (...)
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  48. Between ‘Perception’ and Understanding, From Leibniz to Kant.Clinton Tolley - 2016 - Estudos Kantianos 4 (2):71-98.
  49.  39
    Algorithms and Autonomy: The Ethics of Automated Decision Systems.Alan Rubel, Clinton Castro & Adam Pham - 2021 - Cambridge University Press.
    Algorithms influence every facet of modern life: criminal justice, education, housing, entertainment, elections, social media, news feeds, work… the list goes on. Delegating important decisions to machines, however, gives rise to deep moral concerns about responsibility, transparency, freedom, fairness, and democracy. Algorithms and Autonomy connects these concerns to the core human value of autonomy in the contexts of algorithmic teacher evaluation, risk assessment in criminal sentencing, predictive policing, background checks, news feeds, ride-sharing platforms, social media, and election interference. Using these (...)
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  50.  9
    Theorizing the Young Woman in the Body.Liz Frost - 2005 - Body and Society 11 (1):63-85.
    In this article the author seeks to establish a theoretical framework within which the contemporary concerns about young women’s unhappy and unhealthy relationships with their bodies can be elucidated. Symbolic interactionist theories are considered to explicate the imperative of producing visual identity, and modern interactionist work to consider the consumer capitalist context of this imperative. Post-structural feminist work is interrogated for its robust engagement with the contradictory approaches to the possibility of female agency in relation to ‘doing looks’. The structural (...)
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