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Mary Healy
University of Roehampton
  1.  11
    Belonging, Social Cohesion and Fundamental British Values.Mary Healy - 2019 - British Journal of Educational Studies 67 (4):423-438.
  2.  34
    Should Children Have Best Friends?Mary Healy - 2017 - Studies in Philosophy and Education 36 (2):183-195.
    An important theme in the philosophy of education community in recent years has been the way in which philosophy can be brought to illuminate and evaluate research findings from the landscape of policy and practice. Undoubtedly, some of these practices can be based on spurious evidence, yet have mostly been left unchallenged in both philosophical and educational circles. One of the newer practices creeping into schools is that of ‘No best friend’ policies. In some schools, this is interpreted as suggesting (...)
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  3.  24
    After Friendship.Mary Healy - 2017 - Journal of Philosophy of Education 51 (1):161-176.
    The loss of friendship can be a frequent occurrence for children as they explore their social worlds and navigate their way through the demands of particular relationships. Given that friendship is a relationship of special regard, and associated with a particular partiality to our friends, the ending of friendship and the subsequent interactions between former friends, can be difficult areas for schools to deal with. Whilst there has been considerable research on the formation and maintenance of friendship, a consideration of (...)
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  4.  91
    Should We Take the Friendships of Children Seriously?Mary Healy - 2011 - Journal of Moral Education 40 (4):441-456.
    The concept of friendship has had a great deal of attention within recent years from philosophers. However, this attention restricts itself to friendship between adults and rarely considers the issue of friendship between children. The issue of friendship and how we socialise with others ought to be an important concept for education, yet schools rarely take the forming, nurturing and nourishing of friendship beyond helping to deal with disputes between friends when they disrupt school life. I wish to argue that (...)
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  5.  35
    ‘We're Just Not Friends Anymore’: Self-Knowledge and Friendship Endings.Mary Healy - 2015 - Ethics and Education 10 (2):186-197.
    A long standing argument in philosophy purports that friendship plays a considerable role in our self-knowledge and perspectives on the world, much of which can be accredited to the enduring influence of the Aristotelian conceptualisation of friendship. More recent thinking on friendship terminations has given cause to rethink and clarify the basis of such suppositions. This has particular relevance within the realm of childhood where 'friendship termination' is considered a common experience. This article seeks to remind us that friendship can (...)
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  6.  11
    After Friendship.Mary Healy - 2016 - Journal of Philosophy of Education 50 (4).
    The loss of friendship can be a frequent occurrence for children as they explore their social worlds and navigate their way through the demands of particular relationships. Given that friendship is a relationship of special regard, and associated with a particular partiality to our friends, the ending of friendship and the subsequent interactions between former friends, can be difficult areas for schools to deal with. Whilst there has been considerable research on the formation and maintenance of friendship, a consideration of (...)
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  7.  64
    Civic Friendship.Mary Healy - 2011 - Studies in Philosophy and Education 30 (3):229-240.
    This paper seeks to examine the plausibility of the concept of ‘Civic Friendship’ as a philosophical model for a conceptualisation of ‘belonging’. Such a concept, would hold enormous interest for educators in enabling the identification of particular virtues, attitudes and values that would need to be taught and nurtured to enable the civic relationship to be passed on from generation to generation. I consider both of the standard arguments for civic friendship: that it can be understood within the Aristotelian typology (...)
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  8.  27
    School Choice, Brand Loyalty and Civic Loyalty.Mary Healy - 2007 - Journal of Philosophy of Education 41 (4):743–756.
    Applying a philosophical perspective to the concept of loyalty, I consider how the commodification of education may affect the ties between people. Using both theories of brand loyalty and Albert Hirschman's distinction between exit and voice, I examine how human loyalties may be formed in general and also in the field of education. I conclude that the overemphasis on ‘vertical’ loyalty demanded by marketisation can undermine and may, under certain conditions, erase the very structures of ‘horizontal’ loyalty essential for the (...)
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  9.  33
    Philosophy in Schools. By M. Hand and C. Winstanley, C. (Eds). [REVIEW]Mary Healy - 2011 - Journal of Philosophy of Education 45 (1):167-169.
  10.  7
    The Other Side of Belonging.Mary Healy - 2020 - Studies in Philosophy and Education 39 (2):119-133.
    It is generally accepted that all humans have a profound need to belong and that a sense of ‘belonging together’ is a prerequisite for creating political communities. Many of our existing models for this ‘first person plural’ fail to fully account for the increased global mobility of persons which can all too often result in serial attachments at a superficial level or the problems that can arise with a growing fragility of all belonging. This article looks at the other side (...)
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  11. The Ties of Loyalty.Mary Healy - 2013 - Ethics and Education 8 (1):89 - 100.
    The consideration of how societies hold together and function as one with the coexistence of potentially conflicting ideas and commitments remains a topic of crucial importance. This paper advocates a renewed interest in the subject of loyalty as one of the bonds tying us together in society. It acknowledges that the nature of loyalty has often been seen as problematic, particularly where ties to some affect our abilities to make moral judgements. It purports that the area of conflicting loyalties needs (...)
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