20 found
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  1.  42
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  2.  49
    Republican Liberty and Border Controls.M. Victoria Costa - 2016 - Critical Review of International Social and Political Philosophy 19 (4):400-415.
  3. Rawls, Citizenship, and Education.M. Victoria Costa - 2010 - Routledge.
    This book develops and applies a unified interpretation of John Rawls’ theory of justice as fairness in order to clarify the account of citizenship that Rawls relies upon, and the kind of educational policies that the state can legitimately pursue to promote social justice. Costa examines the role of the family as the "first school of justice" and its basic contribution to the moral and political development of children. It also argues that schools are necessary to supplement the education that (...)
     
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  4.  23
    Freedom as Non‐Domination and Widespread Prejudice.M. Victoria Costa - 2019 - Metaphilosophy 50 (4):441-458.
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  5.  97
    Freedom as Non-Domination, Normativity, and Indeterminacy.M. Victoria Costa - 2007 - Journal of Value Inquiry 41 (2-4):291-307.
  6. Rawls on Liberty and Domination.M. Victoria Costa - 2009 - Res Publica 15 (4):397-413.
    One of the central elements of John Rawls’ argument in support of his two principles of justice is the intuitive normative ideal of citizens as free and equal. But taken in isolation, the claim that citizens are to be treated as free and equal is extremely indeterminate, and has virtually no clear implications for policy. In order to remedy this, the two principles of justice, together with the stipulation that citizens have basic interests in developing their moral capacities and pursuing (...)
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  7.  11
    Neo-Republicanism and the Domination of Immigrants.M. Victoria Costa - 2020 - Res Publica 27 (3):447-465.
    Neo-republicanism seems well suited to provide insight into current policies for the control and restriction of immigration. In this paper, I discuss three different accounts of domination to assess whether they can provide intuitively acceptable responses to the types of domination experienced by different groups of immigrants. First, I present and criticize an argument offered by Philip Pettit in support of the view that immigration restrictions could in principle avoid being dominating. My criticism focuses on Pettit’s account of non-arbitrary governmental (...)
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  8.  7
    Patriotism and Nationalism.M. Victoria Costa - 2018 - In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 1389-1400.
    This chapter examines the normative question of whether the cultivation of patriotic and nationalist ideals and attachments should have a central place in programs of civic education. It argues that the most useful way to draw the distinction between patriotism and nationalism focuses on their respective objects of loyalty; patriotism is loyalty to a country while nationalism is loyalty to a people. This way of distinguishing between patriotism and nationalism forms the background for the discussion of a variety of instrumental (...)
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  9.  64
    Citizenship and the State.M. Victoria Costa - 2009 - Philosophy Compass 4 (6):987-997.
    This study surveys debates on citizenship, the state, and the bases of political stability. The survey begins by presenting the primary sense of 'citizenship' as a legal status and the question of the sorts of political communities people can belong to as citizens. (Multi)nation-states are suggested as the main site of citizenship in the contemporary world, without ignoring the existence of alternative possibilities. Turning to discussions of citizen identity, the study shows that some of the discussion is motivated by a (...)
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  10.  22
    Education for Civic Virtue or Patriotism?M. Victoria Costa - 2021 - Journal of Social Philosophy 52 (3):383-392.
    Journal of Social Philosophy, EarlyView.
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  11. Neo-Republicanism’s Methodological Commitments and Individual Rights.M. Victoria Costa - 2022 - Theoria 69 (171):119-139.
    This article considers why the influential neo-republicans Philip Pettit and Richard Bellamy tend to minimise or deny the role that natural or moral rights play in republican thought. It argues that their specific views about the theoretical role of such rights are motivated by methodological commitments. In Pettit’s case the commitments are to consequentialism and formalism, while in Bellamy’s it is to proceduralism. But these commitments get in the way of providing a fully adequate account of the value of freedom (...)
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  12.  34
    Book ReviewsKevin McDonough,, and Walter Feinberg,, Eds. Citizenship and Education in Liberal‐Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities.Oxford: Oxford University Press, 2003; Paperback Ed., 2005. Pp. Xii+444. $85.00 ; $35.00. [REVIEW]M. Victoria Costa - 2006 - Ethics 117 (1):136-139.
  13.  28
    Cosmopolitanism as a Corrective Virtue.M. Victoria Costa - 2016 - Ethical Theory and Moral Practice 19 (4):999-1013.
    This paper defends an account of cosmopolitanism as a corrective virtue of the sort endorsed by Philippa Foot. In particular, it argues that cosmopolitanism corrects a common and dangerous tendency to form overly strong identifications with political entities such as countries, nations, and cultures. The account helps to unify the current heterogeneous collection of cosmopolitan theories, as is illustrated by a discussion of the cultural cosmopolitanism of Jeremy Waldron, and the political cosmopolitanism of Simon Keller. The account also helps distinguish (...)
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  14.  25
    Justice as Fairness and Educational Policy.M. Victoria Costa - 2013 - Social Theory and Practice 39 (2):353-361.
  15.  9
    Victoria (2004),“Political Liberalism and the Complexity of Civic Virtue,”.M. Victoria Costa - 2004 - Southern Journal of Philosophy 42 (2):149-70.
  16.  59
    Political Liberalism and the Complexity of Civic Virtue.M. Victoria Costa - 2004 - Southern Journal of Philosophy 42 (2):149-170.
  17.  16
    Justice as Fairness, Civic Identity, and Patriotic Education.M. Victoria Costa - 2009 - Public Affairs Quarterly 23 (2):95-114.
    The ideal model of a just society defended by John Rawls entails the existence of certain institutions—those that form the basic structure of society—that guarantee citizens' basic rights and liberties, equality of opportunity, and access to material resources. Such a model also presupposes a certain account of reasonable citizenship. In particular, reasonable citizens will have a set of moral capacities and dispositions and will voluntarily support just institutions. According to Rawls, the need for such citizens is related to the following (...)
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  18.  34
    Human Rights and the Global Original Position Argument in the Law of Peoples.M. Victoria Costa - 2005 - Journal of Social Philosophy 36 (1):49–61.
  19.  12
    The Teacher and the World: A Study of Cosmopolitanism as Education.M. Victoria Costa - 2013 - Journal of Moral Education 42 (4):1-2.
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  20.  8
    Human Rights and the Global Original Position Argument In.M. Victoria Costa - 2005 - Journal of Social Philosophy 36 (1):49-61.