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  1.  15
    When Teachers Must Let Education Hurt: Rousseau and Nietzsche on Compassion and the Educational Value of Suffering.Mark E. Jonas - 2010 - Journal of Philosophy of Education 44 (1):45-60.
    Avi Mintz has recently argued that Anglo‐American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator's desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity. Compassion leads many teachers to unreflectively alleviate student struggles. While there are certainly times when (...)
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  2.  18
    The Role of Practice and Habituation in Socrates’ Theory of Ethical Development.Mark E. Jonas - 2018 - British Journal for the History of Philosophy 26 (6):987-1005.
    ABSTRACTThe goal of this paper is to challenge the standard view that Socrates of the early Platonic dialogues is an intellectualist with respect to virtue. Through a detailed analysis of the educational theory laid out in the early dialogues, it will be argued that Socrates believes that the best way to cultivate virtues in his interlocutors is not to convince them of ethical truths by way of reason and argument alone, but to encourage them to participate in the practice of (...)
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    Dewey's Conception of Interest and its Significance for Teacher Education.Mark E. Jonas - 2011 - Educational Philosophy and Theory 43 (2):112-129.
    Many teachers in teacher education programs are cursorily introduced to Dewey's ‘epochmaking’ ideas on interest and effort through discussions based on the need for child‐centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over‐rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over‐reliance on students' interests. I argue that if we focus on the changes Dewey made to the expression of his (...)
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