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  1.  34
    Deliberative Democracy, Diversity and the Challenges of Citizenship Education.Penny Enslin, Shirley Pendlebury & Mary Tjiattas - 2001 - Journal of Philosophy of Education 35 (1):115–130.
  2.  3
    Deliberative Democracy, Diversity and the Challenges of Citizenship Education.Penny Enslin, Shirley Pendlebury & Mary Tjiattas - 2001 - Philosophy of Education 35 (1):115-130.
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  3.  5
    Deliberative Democracy, Diversity and the Challenges of Citizenship Education.Penny Enslin, Shirley Pendlebury & Mary Tjiattas - 2001 - Journal of Philosophy of Education 35 (1):115-130.
  4. Philosophy of Education and the Gigantic Affront of Universalism.Penny Enslin, Mary Tjiattas & Sharon Todd - 2009 - Journal of Philosophy of Education 43 (1):1-2.
    Universalism in philosophy, argue Penny Enslin and Mary Tjiattas, tends to be regarded as an affront to particular affiliations, an act of injustice by misrecognition. While agreeing with criticisms of some expressions of universalism, they take the view that anti-universalism has become an orthodoxy that deflects attention from pressing issues of global injustice in education. In different ways, recent reformulations of universalism accommodate particularity and claims for recognition. Defending a qualified universalism, they argue, through a discussion of the Education for (...)
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  5.  18
    Philosophy of Education and the Gigantic Affront of Universalism.Penny Enslin, Mary Tjiattas & Sharon Todd - 2009 - Philosophy of Education 43 (1):1-2.
    Universalism in philosophy, argue Penny Enslin and Mary Tjiattas, tends to be regarded as an affront to particular affiliations, an act of injustice by misrecognition. While agreeing with criticisms of some expressions of universalism, they take the view that anti-universalism has become an orthodoxy that deflects attention from pressing issues of global injustice in education. In different ways, recent reformulations of universalism accommodate particularity and claims for recognition. Defending a qualified universalism, they argue, through a discussion of the Education for (...)
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  6.  32
    Education and Global Citizenship.Penny Enslin & Mary Tjiattas - 2004 - Theoria 51 (104):150-168.
    Darrel Moellendorf argues that duties of justice have global scope. We share Moellendorf's rejection of statism and his emphasis on duties of justice arising out of association in Cosmopolitan Justice. Building on Moellendorf's view that there are cosmopolitan duties of justice, we argue that in education they are both negative and positive, requiring redistribution of educational resources and transnational educational intervention. We suggest what kinds of intervention are justifiable and required, the kinds of international structures that could regulate them, and (...)
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  7.  15
    Bachelard and Scientific Realism.Mary Tjiattas - 1991 - Philosophical Forum 22 (3):203.
    It is argued that Bachelard's work in the philosophy of science is not concerned only with many of the questions which characterize contemporary Anglo-American debates. Through a radical reappraisal of the functions of experimentation, it also proposes a convincing way of analyzing the relations between theories and objects, explanations and events, which avoids both relativism and a return to naive correspondence theories.
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  8.  62
    Against Moral Particularism.Mary Tjiattas - 2007 - The Proceedings of the Twenty-First World Congress of Philosophy 1:19-24.
    Advocates of particularism in moral philosophy (e.g. Prichard, Dancy, McDowell) hold that moral theory contributes little if anything to moral deliberation, claiming that we do best in moral judgement by relying on our intuitive moral sensitivities to situations rather than on general principles. In this paper I argue that particularism lacks the resources to provide a preferable account of moral deliberation and justification.
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  9.  32
    Functional Irrationality.Mary Tjiattas - 2000 - The Proceedings of the Twentieth World Congress of Philosophy 9:133-140.
    The mere possibility of irrationality has been challenged by a long-standing tradition which strongly supports the normative primacy of ideals of rationality. In this paper, I consider the possibility that a coherent account of irrationality can nonetheless be provided and furthermore that some forms of irrationality may be seen as justifiable on the basis of their functional roles.
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  10.  12
    The Fractured Self in Freud and German Philosophy by Matthew C. Altman and Cynthia D. Coe.Mary Tjiattas - 2015 - Journal of the History of Philosophy 53 (2):342-343.
  11.  10
    Getting the Measure of Measurement: Global Educational Opportunity.Penny Enslin & Mary Tjiattas - 2017 - Educational Philosophy and Theory 49 (4):347-361.
    Although measurement is widely misused in education, it is indispensable in addressing the problems of injustice in global educational opportunity. Considering how the case can be made for legitimate use of measurement in normative analysis and argument, we explore ways in which metrics have featured in the formulation of theories of justice, with particular attention to resourcist and capabilities approaches. We then consider three means of addressing global inequality and defend a reconstruction of the public sphere in which objective measures (...)
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  12.  6
    Against Moral Particularism.Mary Tjiattas - 2007 - The Proceedings of the Twenty-First World Congress of Philosophy 1:19-24.
    Advocates of particularism in moral philosophy hold that moral theory contributes little if anything to moral deliberation, claiming that we do best in moral judgement by relying on our intuitive moral sensitivities to situations rather than on general principles. In this paper I argue that particularism lacks the resources to provide a preferable account of moral deliberation and justification.
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  13.  21
    Between Universalism and Universality: A Rejoinder to Sharon Todd.Penny Enslin & Mary Tjiattas - 2009 - Journal of Philosophy of Education 43 (1):23-29.
  14.  4
    Between Universalism and Universality: A Rejoinder to Sharon Todd.Penny Enslin & Mary Tjiattas - 2009 - Philosophy of Education 43 (1):23-29.
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  15.  5
    Interdisciplinary Methodology: The Case of Kitcher's Freud.Mary Tjiattas - 2001 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 32 (3):535-555.
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  16.  5
    Foucault's Nominalism of the Sexual.Mary Tjiattas & Jean-Pierre Delaporte - 1988 - Philosophy Today 32 (2):118-127.
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  17.  2
    Philosophy of Education and the Gigantic Affront of Universalism.Penny Enslin & Mary Tjiattas - 2009 - Journal of Philosophy of Education 43 (1):2-17.
  18.  1
    Philosophy of Education and the Gigantic Affront of Universalism.Penny Enslin & Mary Tjiattas - 2009 - Philosophy of Education 43 (1):2-17.
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  19. The Possibility of Knowledge Without Foundations.Mary Tjiattas - 1981 - Dissertation, University of the Witwatersrand, Johannesburg (South Africa)
     
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