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Matt Ferkany [13]Matt A. Ferkany [2]
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Matt Ferkany
Michigan State University
  1. A Comparison of Approaches to Virtue for Nursing Ethics.Matt Ferkany & Roger Newham - 2019 - Ethical Perspectives 26 (3):427-457.
    As in many other fields of practical ethics, virtue ethics is increasingly of interest within nursing ethics. Nevertheless, the virtue ethics literature in nursing ethics remains relatively small and underdeveloped. This article aims to categorize which broad theoretical approaches to virtue have been taken, to undertake some initial comparative assessment of their relative merits given the peculiar ethical dilemmas facing nurse practitioners, and to highlight the prob- lem areas for virtue ethics in the nursing context. We find the most common (...)
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  2.  2
    A Developmental Theory for Aristotelian Practical Intelligence.Matt Ferkany - 2020 - Journal of Moral Education 49 (1):111-128.
    In Aristotelian virtue theories, phronesis is foundational to being good, but to date accounts of how this particularly important virtue can emerge are sketchy. This article plumbs recent thinking in Aristotelian virtue ethics and developmental theorizing to explore how far its emergence can be understood developmentally, i.e., in terms of the growth in ordinary conditions of underlying psychological capacities, dispositions, and the like. The purpose is not to explicate Aristotle, nor to assimilate Aristotelian ideas to cognitive developmental moral theorizing, but (...)
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  3.  57
    The Importance of Participatory Virtues in the Future of Environmental Education.Matt Ferkany & Kyle Powys Whyte - 2012 - Journal of Agricultural and Environmental Ethics 25 (3):419-434.
    Participatory approaches to environmental decision making and assessment continue to grow in academic and policy circles. Improving how we understand the structure of deliberative activities is especially important for addressing problems in natural resources, climate change, and food systems that have wicked dimensions, such as deep value disagreements, high degrees of uncertainty, catastrophic risks, and high costs associated with errors. Yet getting the structure right is not the only important task at hand. Indeed, participatory activities can break down and fail (...)
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  4. The Objectivity of Wellbeing.Matt Ferkany - 2012 - Pacific Philosophical Quarterly 93 (4):472-492.
    Subjective theories of wellbeing place authority concerning what benefits a person with that person herself, or limit wellbeing to psychological states. But how well off we are seems to depend on two different concerns, how well we are doing and how well things are going for us. I argue that two powerful subjective theories fail to adequately account for this and that principled arguments favoring subjectivism are unsound and poorly motivated. In the absence of more compelling evidence that how things (...)
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  5.  10
    A Developmental Theory for Aristotelian Practical Intelligence.Matt Ferkany - 2018 - Journal of Moral Education:1-18.
  6.  25
    The Moral Limits of Open‐Mindedness.Matt A. Ferkany - 2019 - Educational Theory 69 (4):403-419.
    Epistemologists have long worried that the willingness of open-minded people to reconsider their beliefs in light of new evidence is both a condition of improving their beliefs and a risk factor for losing their grip on what they already know. In this paper I introduce and attempt to resolve a moral variation of this puzzle: A willingness to engage people having strange or (to us) repugnant moral ideals looks like a condition of broadening our moral horizons, but also a risk (...)
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  7.  12
    Intellectualist Aristotelian Character Education: An Outline and Assessment.Matt Ferkany & Benjamin Creed - 2014 - Educational Theory 64 (6):567-587.
    Since its resurgence in the 1990s, character education has been subject to a bevy of common criticisms, including that it is didactic and crudely behaviorist; premised on a faulty trait psychology; victim‐blaming; culturally imperialist, racist, religious, or ideologically conservative; and many other horrible things besides. Matt Ferkany and Benjamin Creed examine an intellectualist Aristotelian form of character education that has gained popularity recently and find that it is largely not susceptible to such criticisms. In this form, character education is education (...)
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  8.  81
    Recognition, Attachment, and the Social Bases of Self-Worth.Matt Ferkany - 2009 - Southern Journal of Philosophy 47 (3):263-283.
    Recognition theorists have claimed that a culturally egalitarian societal environment is a crucial social basis of a sense of self-worth. In doing so they have often drawn on noncogntivist social-psychological theorizing. This paper argues that this theorizing does not support the recognition theorist's position. It is argued that attachment theory, together with recent empirical evidence, support a more limited vision of self-worth's social bases according to which associational ties, basic rights and liberties, and economic and educational opportunity are what really (...)
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  9.  63
    The Educational Importance of Self-Esteem.Matt Ferkany - 2008 - Journal of Philosophy of Education 42 (1):119-132.
    Some philosophers of education have recently argued that educators can more or less ignore children's global self-esteem without failing them educationally in any important way. This paper draws on an attachment theoretic account of self-esteem to argue that this view is mistaken. I argue that understanding self-esteem's origins in attachment supports two controversial claims. First, self-esteem is a crucial element of the confidence and motivation children need in order to engage in and achieve educational pursuits, especially in certain domains of (...)
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  10.  15
    Mercy as an Environmental Virtue.Matt Ferkany - 2011 - Environmental Values 20 (2):265 - 283.
    Recent work on environmental virtue tends to focus on the role of virtues like love, care, respect, humility and wonder for nature. This essay considers the merits of regarding mercy for nature as an environmental virtue. It argues that mercy for nature is neither conceptually confused nor unacceptably anthropocentric, is exhibited by an important exemplar of environmental virtue, and is compatible with virtues of love, care, respect and humility. It also argues that efforts to inculcate environmental mercy may help facilitate (...)
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  11.  8
    The Educational Importance of Self-Esteem.Matt Ferkany - 2008 - Philosophy of Education 42 (1):119-132.
    Some philosophers of education have recently argued that educators can more or less ignore children's global self-esteem without failing them educationally in any important way. This paper draws on an attachment theoretic account of self-esteem to argue that this view is mistaken. I argue that understanding self-esteem's origins in attachment supports two controversial claims. First, self-esteem is a crucial element of the confidence and motivation children need in order to engage in and achieve educational pursuits, especially in certain domains of (...)
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  12.  3
    Open‐Mindedness From the Public Sphere to the Classroom.Lauren Bialystok & Matt A. Ferkany - 2019 - Educational Theory 69 (4):377-381.
  13.  31
    Environmental Education, Wicked Problems and Virtue.Matt Ferkany & Kyle Whyte - forthcoming - Philosophy of Education.
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  14.  14
    Is It Arrogant to Deny Climate Change or is It Arrogant to Say It is Arrogant? Understanding Arrogance and Cultivating Humility in Climate Change Discourse and Education.Matt Ferkany - 2015 - Environmental Values 24 (6):705-724.
  15.  19
    In What Sense of 'Respect' Should We Respect Nature? A Comment on David Schmidtz's 'Respect for Everything'.Matt Ferkany - 2011 - Ethics, Policy and Environment 14 (2):155 - 157.
    Ethics, Policy & Environment, Volume 14, Issue 2, Page 155-157, June 2011.
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