My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will (...) also argue that humility is acquired through the practice of teaching. My discussion connects to the growing interest, especially in virtue epistemology discourse, in the idea that teachers should educate for virtues. Drawing upon John Dewey and contemporary virtue epistemology discourse, I discuss humility, paying particular attention to an overlooked aspect of humility that I refer to as the educative dimension of humility. I then connect this concept of humility to the notion of teaching in a strong sense. In the final section, I discuss how humility in teaching is learned in the practice of teaching by listening to students in particular ways. In addition, I make connections between my concept of teaching and the practice of cultivating students’ virtues. I conclude with a critique of common practices of evaluating good teaching, which I situate within the context of international educational policy on teacher evaluation. (shrink)

After the United States invaded Puerto Rico in 1898, the new unincorporated territory sought to define its future. Seeking to shape the next generation and generate popular support for colonial rule, U.S. officials looked to education as a key venue for promoting the benefits of Americanization. At the same time, public schools became a site where Puerto Rican teachers, parents, and students could formulate and advance their own projects for building citizenship. In _Negotiating Empire_, Solsiree del Moral demonstrates (...) how these colonial intermediaries aimed for regeneration and progress through education. Rather than seeing U.S. empire in Puerto Rico during this period as a contest between two sharply polarized groups, del Moral views their interaction as a process of negotiation. Although educators and families rejected some tenets of Americanization, such as English-language instruction, they also redefined and appropriated others to their benefit to increase literacy and skills required for better occupations and social mobility. Pushing their citizenship-building vision through the schools, Puerto Ricans negotiated a different school project—one that was reformist yet radical, modern yet traditional, colonial yet nationalist. (shrink)

In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also underscoring consequences (...) for our understanding of the role of listening in educational relations. In this inquiry, Andrea English argues that critical listening in teaching contributes to the moral education and development of the learner. To do this, she examines Herbart's view of the teacher's task as a moral guide in the realm of moral education. English contends that reexamining Herbart's theory of education (a theory that is, for the most part, no longer discussed in Anglo-American educational philosophy) can productively inform our understanding of moral education in democratic and pluralist societies. (shrink)

In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic teaching (...) offer a different view of teaching, one that counters mechanical, transmissive or ‘monologic’ teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of ‘being with learners’ and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners’ identification and exploration of their own blind spots—that is, the limits of knowledge and ability—and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching. (shrink)

In the context of a global pandemic that started in 2020, the Chilean higher education institution Universidad Andrés Bello faced the challenge of giving continuity to its already established blended program for English courses while also starting the implementation of a high-stakes certification assessment for its students using the Test of English for International Communication Bridge. This study sought to evaluate how much of a mediating factor online teaching presence could be in the context of test preparation (...) within a language course in aspects related to autonomous learning and perceived learning outcomes. A mixed-methods approach was used. It included a survey applied to 1,642 eligible students of the English program. These quantitative data were complemented with students’ comments and teacher interviews. After triangulating quantitative and qualitative data, teaching presence was clearly perceived to be a relevant aspect of the online experience in the studied courses. However, both students’ and teachers’ voices evidenced pervasive challenges and tensions that hinder the potentially transformative benefits that online learning is expected to bring about. (shrink)

This edited volume presents a post-humanist reflection on education, mapping the complex transdisciplinary pedagogy and theoretical research while also addressing questions related to marginalised voices, colonial discourses, and the relationship between theory and practice. Exhibiting a re-imagination of education through themed relationalities that can transverse education, this cutting-edge book highlights the importance of matter in educational environments, enriching pedagogies, teacher-student relationships and curricular innovation. Chapters present contributions that explore education through various international contexts and (...) educational sectors, unravelling educational implications with reference to the climate change crisis, migrant children in education, post-pandemic education, feminist activisism and other emergent issues. The book examines the ongoing iterations of the entanglement of colonization, modernity, and humanity with education to propose a possibility of education capable of upholding heterogeneous worlds. Curated with a global perspective on transversal relationalities and offering a unique outlook on posthuman thoughts and actions related to education, this book will be an important reading for students, researchers and academics in the fields of philosophy of education, sociology of education, post humanism and new materialism, curriculum studies, and educational research. (shrink)

The main purpose of this book is to introduce a broader audience to emergence by illustrating how discoveries in the physical sciences have informed the ways we think about it. In a nutshell, emergence asserts that non-reductive behavior arises at higher levels of organization and complexity. As physicist Philip Anderson put it, "more is different." Along the text's conversational tour through the terrain of quantum physics, phase transitions, nonlinear and statistical physics, networks and complexity, the author highlights the various (...) philosophical nuances that arise in encounters with emergence. The final part of the book zooms out to reflect on some larger lessons that emergence affords us. One of those larger lessons is the realization that the great diversity of theories and models, and the great variety of independent explanatory frameworks, will always be with us in the sciences and beyond. There is no "Theory of Everything" just around the corner waiting to be discovered. One of the main benefits of this book is that it will make a number of exciting scientific concepts that are not normally covered at this level accessible to a broader audience. The overall presentation, including the use of examples, analogies, metaphors, and biographical interludes, is geared for the educated non-specialist. (shrink)

Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, largely because of how the latter facilitate students’ social learning, including the development of students’ abilities connected to empathy, such as intercultural understanding. These (...) developments towards learner-oriented higher education teaching may offer promising opportunities; however, a central problem within these current policy recommendations is that the connection between cultivating empathy and cultivating imagination is not explicitly foregrounded. Against this background, I turn to Dewey’s notion of imagination to show how imagination is indispensable to all learning, and therefore has a role to play in teaching. In this article, I show how imagination is not only deeply connected to empathy, but also critical for gaining intercultural understanding and is a condition for the possibility that, as human beings, we can learn with and from others. On this basis, I argue that Dewey’s notion of imagination provides significant insight on how to rethink what is needed to create inclusive classrooms in higher education, especially under conditions of cultural, linguistic and religious diversity. First, I consider Dewey’s concept of learning and the indispensable role of imagination in learning. Second, drawing on the work of Martha Nussbaum, I examine how teaching through the narrative arts in higher education cultivates the imagination and helps us engage the lives of others. I use an example from my own teaching to illustrate how the narrative arts can foster dialogue across difference through the development of what I call ‘third voice’—a different or other ‘position’ that productively mediates reflective interaction between participants, including teacher and learners. In closing, I consider the implications of my discussion for present and future higher education policy on the evaluation of ‘quality teaching’. (shrink)

John Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work (...) that they know well and have returned to time and time again throughout their careers. The Handbook is divided into two parts. Part I features short companion chapters corresponding to each of Dewey's chapters in Democracy and Education. These serve to guide readers through the complex arguments developed in the book. Part II features general articles placing the book into historical, philosophical and practical contexts and highlighting its relevance today. (shrink)

It is relevant to interpret the perception that students with disabilities, teachers, and managers have about an inclusive educational program, to identify and describe the facilitators and barriers during the training of those students; analyze the relevance of the inclusive program from the perceptions of the participating actors; and assess the program's supports from the perception of students with disabilities. This is a mixed investigation of sequential design and phenomenological approach carried out through surveys and in-depth interviews with the (...) actors. (shrink)

Teaching mathematics and improving mathematics competence are pending subjects within our educational system. The PEIM (Programa Evolutivo Instruccional para Matemáticas), a constructivist intervention program for the improvement of mathematical performance, affects the different agents involved in math learning, guaranteeing a significant improvement in students’ performance. The program is based on the following pillars: (a) students become the main agents of their learning by constructing their own knowledge; (b) the teacher must be the guide to facilitate and guarantee such a construction (...) by being a great connoisseur of the fundamental aspects of the development of the child’s mathematical thinking; (c) the mathematical contents must be sequenced in terms of the complexity and significance for the student as well as contextualized at all times; and (d) the classroom must have a constructivist climate highlighting cooperative work among students. The implementation of PEIM along with the empirical evaluation conducted in several centers in Madrid and Zaragoza (Spain) confirm how students improve their mathematical competence. Both first- and second-grade students in elementary education were far more effective in solving problems, highlighting the use of more advanced strategies in their resolution and a lower incidence of conceptual errors. Moreover, it was possible to verify how the students proving greater difficulty, experienced an evolution in learning similarly to those who did not present it. The program provides customized education to allow the teacher to know at all times how he should be more influential on the students’ learning through mathematical profiles. Both teaching practice and teachers were observed, being that of the experimental group more prone to analyzing processes and allowing the construction of knowledge by students, due to their psycho-developmental training. As a result, we found several improvements through the implementation of the program that may serve, for upcoming years, as a basis for the necessary changes in the teaching of mathematics. (shrink)

I put equality at the center of John Stuart Mill's practical philosophy. His principle of "perfect equality" embodies a substantive relational ideal, which I call "equality as reciprocity." This ideal requires removing injustices due to domination and subjection in human associations, including the family. Justice grounded on perfect equality must be the basis of personal, social, and political life, because the moral sentiments, chief among human beings' "higher" faculties, find adequate channels only under equality. Genuine happiness, which involves the (...) exercise and development of these faculties, is open only to those who relate as equals. Thus, on my account, equality as reciprocity adds substance to Mill's liberalism. ;In The Subjection of Women, Mill appealed to his view of human progress to argue for perfect equality. He maintained that this ideal is not appropriate for all times, but required for human improvement and a part of everyone's good under conditions of "modernity." Modern democratic cultures embrace such "progressive" human interests as equal justice, sympathy, and cooperation. Replacing the archaic command and obedience ethic with the nonhierarchical pattern of reciprocity would bring out human beings' "true virtue": living as equals. Inequality, and the exercise of unjust power generally, corrupts everyone's moral character and thwarts human flourishing. All other things equal, egalitarian relations are a critical part of anyone's autonomously chosen plan of life. Given human sociability, any other choice would impoverish a person's life. ;It is clear from Mill's argument for perfect equality that Mill was not a classical utilitarian. He conceived of utility broadly, as concerning progressive human interests, and argued for educating the "moral part" of human nature through just institutions and social practices. He believed that strengthening equal justice, the chief moral sentiment, is a central requirement of utility, because of the importance of other-regarding sentiments to a good human life. Thus, on my account, Mill's "enlarged" account of utility supports his substantive egalitarianism. His defense of perfect equality is utilitarian only in his idiosyncratic sense. (shrink)

The development of reasoning skills is often regarded as a central goal of ethics and philosophy classes in school education. In light of recent studies from the field of moral psychology, however, it could be objected that the promotion of such skills might fail to meet another important objective, namely the moral education of students. In this paper, I will argue against such pessimism by suggesting that the fostering of reasoning skills can still contribute to the (...) aims of moral education. To do so, I will engage with the concept of moral education, point out different ways in which reasoning skills play an essential role in it, and support these considerations by appealing to further empirical studies. My conclusion will be that the promotion of ethical reasoning skills fulfils two important aims of moral education: First, it enables students to critically reflect on their ethical beliefs. Second, it allows them to explore ethical questions in a joint conversation with others. Lastly, I will refer to education in the field of sustainable development in order to exemplify the importance of these abilities. (shrink)

Se exponen las prácticas docentes de las educadoras de párvulos, que cumplen una función reproductora del nacionalismo que es internalizado en las niñas y niños como la ciudadanía chilena. Para ello, configuran un escenario lúdico que ritualiza la conducta cívica y patriótica, por medio de conmemoraciones cívicas fundadas en el belicismo de la guerra del Pacífico, sin considerar la realidad cosmopolita y de diversidad cultural presente en las aulas nortinas. A partir de esto, proponemos una nueva perspectiva respecto de la (...) realización de actos cívicos en la educación parvularia, para hacerlos más inclusivos y acordes a la realidad cultural de la región de Tarapacá, la más multicultural de Chile. This paper describes the teaching practices of pre-school teachers who play a reproductive role of nationalism internalized in children as Chilean citizenships. This happens as the result of a ludic scenario that ritualizes civic and patriotic conduct, through civic commemorations based on the Pacific war, regardless both the cosmopolitan reality and cultural diversity present in classrooms in the Northern part of Chile. Considering this, we propose a new perspective on conducting civic events in early childhood education, to make them more inclusive and consistent with the cultural reality of the region of Tarapacá, Chile's most multicultural region. (shrink)

This paper attempts to unravel how a reader embraces the idea of moral education while enjoying the aesthetic pleasure of the Harry Potter series. It develops a view on moral education through literary experience, which is intrinsically intertwined with aesthetic experience. The amalgamation of reality and fantasy in the Harry Potter novels creates an authenticity that can easily capture the moral attention of a reader by which his/her self-realized valuable emotional intelligence takes place. The (...) well-knit plot encourages reader's self-efficacy (“I” reactive attitude) that triggers the sui-generis, first-personal sense of morality and gradually develops the third-personal “we” attitude. Finally, based on an empirical study, the article explains how the Harry Potter series is productive in building the reader's positive moral psychology through different applications like moral agency, moral point of view, and moral judgment. (shrink)

The development of reasoning skills is often regarded as a central goal of ethics and philosophy classes in school education. In light of recent studies from the field of moral psychology, however, it could be objected that the promotion of such skills might fail to meet another important objective, namely the moral education of students. In this paper, I will argue against such pessimism by suggesting that the fostering of reasoning skills can still contribute to the (...) aims of moral education. To do so, I will engage with the concept of moral education, point out different ways in which reasoning skills play an essential role in it, and support these considerations by appealing to further empirical studies. My conclusion will be that the promotion of ethical reasoning skills fulfils two important aims of moral education: First, it enables students to critically reflect on their ethical beliefs. Second, it allows them to explore ethical questions in a joint conversation with others. Lastly, I will refer to education in the field of sustainable development in order to exemplify the importance of these abilities. (shrink)

Objectives To develop and test two educational programmes (interactive and passive) aimed at improving family doctors' (FD) prescribing practices and patient's knowledge and use of non-opioid analgesics (NOA).Methods The educational programmes were conducted in two family medicine clinics by using a three-stage approach: baseline evaluation, design, and implementation of educational activities, and post-programme evaluation. An interactive educational programme (IEP) was compared with a passive educational programme (PEP); both were participated by FDs and patients. The IEP for FDs comprised of workshops, (...) discussion groups, in-service training and guidelines, while for patients the IEP consisted of an interactive session with a video, leaflets and a discussion. The PEP consisted in delivering the guidelines to the FDs and the leaflets to patients. The effect of the programmes on the FDs was measured through the appropriateness of prescriptions and analysed using the differences-in-differences estimator (D-in-D), and on patients through changes in self-medication and in their knowledge about the proper use and adverse events by analysing the inter- and intra-group differences before and after the programmes.Results The IEP obtained better results to improve appropriate FDs prescription of NOA than PEP (D-in-D = 15%). Regarding the patients, the PEP group reached higher reduction of self-medication than the IEP group (13.4% vs. 9.1%); the knowledge of proper NOA use increased by 8.5% in both groups, whereas knowledge of NOA-related adverse events was better in the IEP (39.6%) than in the PEP group (9.2%).Conclusions The IEP was better to improve the doctors' abilities to prescribe NOAs, and both programmes improved patients' knowledge. (shrink)

Physical activity, body composition and sedentary behavior may affect the health of children. Therefore, this study examined the effect of an educational hybrid physical education program on physical fitness, body composition and sedentary and PA times in adolescents. A 9-month group-randomized controlled trial was conducted in 150 participants allocated into the control group and experimental group. Cardiorespiratory fitness, speed, strength, agility, flexibility and body mass index were assessed through previously validated field tests. Sedentary time, PA at school and (...) afterschool were evaluated with the Youth Activity Profile-Spain questionnaire. Significant differences were observed concerning to the CG in APA-weekend, speed-agility and agility. Regarding the intervention, cardiorespiratory fitness, speed-agility, strength, flexibility, agility, PA in school, APA-weekday, APA-weekend, APA-week, and sedentary time increased significantly in the EG. The use of a hybrid program based on teaching personal and social responsibility and gamification strategies produced enhancements in cardiorespiratory fitness, agility, speed, APA-weekdays and APA-weekends, reducing the sedentary time. (shrink)

BackgroundThe concept of benefit sharing to enhance the social value of global health research in resource poor settings is now a key strategy for addressing moral issues of relevance to individuals, communities and host countries in resource poor settings when they participate in international collaborative health research.The influence of benefit sharing framework on the conduct of collaborative health research is for instance evidenced by the number of publications and research ethics guidelines that require prior engagement between stakeholders to determine (...) the social value of research to the host communities. While such efforts as the production of international guidance on how to promote the social value of research through such strategies as benefit sharing have been made, the extent to which these ideas and guidelines have been absorbed by those engaged in global health research especially in resource poor settings remains unclear. We examine this awareness among stakeholders involved in health related research in Kenya.MethodsWe conducted in-depth interviews with key informants drawn from within the broader health research system in Kenya including researchers from the mainstream health research institutions, networks and universities, teaching hospitals, policy makers, institutional review boards, civil society organisations and community representative groups.ResultsOur study suggests that although people have a sense of justice and the moral aspects of research, this was not articulated in terms used in the literature and the guidelines on the ethics of global health research.ConclusionThis study demonstrates that while in theory several efforts can be made to address the moral issues of concern to research participants and their communities in resource poor settings, quick fixes such as benefit sharing are not going to be straightforward. We suggest a need to pay closer attention to the processes through which ethical principles are enacted in practice and distil lessons on how best to involve individuals and communities in promoting ethical conduct of global health research in resource poor settings. (shrink)

As the COVID-19 vaccine roll out continues apace, in the higher-income countries at least, concerns remain about the level of vaccine coverage in some health and social care settings. Although most countries have seen a relatively high uptake of vaccination against COVID-19 among staff, there continue to be some pockets of hesitancy. The risk of outbreaks in settings with potentially very vulnerable patients has led some governments across Europe to consider, or to introduce, measures compelling healthcare staff to be vaccinated. (...) The justifiability of mandating the vaccination of healthcare professionals is a longstanding question but it has come to the fore in recent months following a resurgence of cases of COVID-19 and the prevalence of the more transmissible Delta variant. In deciding whether the introduction of a mandate is appropriate, states have to balance a range of ethical and practical considerations. A voluntary approach, backed up with education, respects healthcare workers’ autonomy to make private healthcare decisions, which is valued highly in liberal democracies. However, healthcare professionals also have an obligation to ensure that they do not present a risk of harm to their patients. Similarly, healthcare providers have a responsibility to take appropriate steps to minimise the risk of infection. Alongside balancing these rights and responsibilities, governments must also consider the potential consequences and risks of enforcing vaccine uptake. For example, there are concerns that a coercive approach could deepen mistrust and resentment among people who are genuinely fearful or hesitant. Moreover, a large number of refusals and the subsequent imposition of sanctions, such as suspension or redeployment, could affect the ability of providers to staff necessary services. In the UK, Wales, Northern Ireland and Scotland have all ruled out the introduction of compulsory vaccination. However, in July, the English Parliament voted through …. (shrink)

This paper confronts Zagzebski’s exemplarism with the intertwined debates over the conditions of exemplarity and the unity-disunity of the virtues, to show the advantages of a pluralistic exemplar-based approach to moral education (PEBAME). PEBAME is based on a prima facie disunitarist perspective in moral theory, which amounts to admitting both exemplarity in all respects and single-virtue exemplarity. First, we account for the advantages of PEBAME, and we show how two figures in recent Italian history (Giorgio Perlasca and (...) Gino Bartali) satisfy Blum’s definitions of ‘moral hero’ and ‘moral saint’ (1988). Then, we offer a comparative analysis of the effectiveness of heroes and saints with respect to character education, according to four criteria derived from PEBAME: admirability, virtuousness, transparency, and imitability. Finally, we conclude that both unitarist and disunitarist exemplars are fundamental to character education; this is because of the hero's superiority to the saint with respect to imitability, a fundamental feature of the exemplar for character education. (shrink)

Recent research in the field of social robotics has shed light on the considerable role played by biases in the design of social robots. Cues that trigger widespread biased expectations are implemented in the design of social robots to increase their familiarity and boost interaction quality. Ethical discussion has focused on the question concerning the permissibility of leveraging social biases to meet the design goals of social robotics. As a result, integrating ethically problematic social biases in the design of robots-such (...) as, e.g., discriminatory gender stereotypes-has been opposed as morally unacceptable. Building on this debate, the present paper explores a related but different question: would it be permissible to design social robots in ways that intentionally challenge widespread discriminatory social biases, thus fostering moral education? The analysis shows that, while the potential benefits of such a design strategy could be significant, its practical endorsement raises important ethical issues. Hence, caution and further discussion are advised. (shrink)

Values Education in Schools is a new resource for teachers involved in values and ethics education. It provides a range of 'practical philosophy' resources for secondary school teachers that can be used in English, religious education, citizenship, personal development and social science subjects. The materials include narratives to engage students in philosophical inquiry, doing ethics through the activity of philosophy, not simply learning about it.

Teaching Ethics through Literature provides in-depth understanding of a new and exciting shift in the fields of English education, Literature, Language Arts, and Literacy through exploring their connections with ethics. The book pioneers an approach to integrating ethics in the teaching of Literature. This has become increasingly relevant and necessary in our globally connected age. A key feature of the book is its integration of theory and practice. It begins with a historical survey of the emergence (...) of the ethical turn in Literature education and grounds this on the ideas of influential Ethical Philosophers and Literature scholars. Most importantly, it provides insights into how teachers can engage students in ethical concerns through rich on-the-ground case studies of high school Literature teachers in Australia, Singapore and the United States. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:On Women Englishing Homer RICHARD HUGHES GIBSON Seven kingdoms strove in which should swell the womb / That bore great Homer; whom Fame freed from tomb,” so begins the fourth of “Certain ancient Greek Epigrams ” that George Chapman placed at the head of his Odyssey at its debut in 1615.1 The epigram was no mere antiquarian dressing for the text. It suggests a historical parallel with the translator’s (...) own feat—for this Odyssey appeared on the heels of Chapman’s 1611 Iliad, the first complete English translation of Homer directly from the Greek. Indeed, the title page of that Iliad boasted, “Never before in any language truly translated” (italics mine). In “Englishing ” Homer (as he put it), Chapman had vanquished not only local rivals but also the whole international field.2 Through Chapman, England bore Homer anew. Yet within a few decades challengers appeared. An octogenarian Thomas Hobbes published an Odyssey translation in 1675 and an Iliad the following year. Alexander Pope’s versions (Iliad, 1715–1720; Odyssey, 1726) were bestsellers in the next century, yet others soon enough sought to better them, including the poet William Cowper (Iliad, 1791; Odyssey, 1809). The rate of Homeric production then intensified in the nineteenth century, becoming in Edith Hall’s apt phrase a “national pastime” in Victorian Britain—and, I would add, in the United States too.3 In the 1860s, a new English Iliad or Odyssey debuted nearly every year, making Matthew Arnold, then Professor of Poetry at Oxford, seem prescient in selecting “On Translating Homer” as the topic for his 1860 lecture series. Anglo-American output of new English Homers has been steady ever since. The opening decades arion 26.3 winter 2019 of our century have been especially high-yielding—more than ten new Iliads and eight new Odysseys have appeared in print alongside fresh editions of twentieth-century favorites. Digital versions now circulate, too. To Chapman we might thus reply: Once seven Greek cities strove to be Homer’s nurse; now seventy tomes vie to be his English verse. Run down the complete bibliography, and a pattern already hinted in my list of notables becomes pronounced: name after name after name belongs to a man. Flip around a bit, and one can often find traces of women in these volumes. Hobbes, for example, argued in the preface to his translations that women have as “just” a “pretence” (in the sense of “claim”) as men to the moral education afforded by heroic poems, though one might cynically read this as a marketing strategy.4 Pope readily acknowledged his debt to the scholarship of Anne Le Fèvre Dacier, Homer’s first French female translator, and listed prominent female supporters in the subscription lists at the front of his editions.5 Women thus long factored into the business of “Englishing” classical texts, though almost exclusively as paying audience members. For more than four centuries, Homer’s English audience listened to a boys’ choir. That tune has only just begun to change thanks to the efforts of three women: the classicist and nonfiction writer Caroline Alexander, who became the first woman to publish a complete English Iliad in 2015; Emily Wilson, Professor of Classical Studies at the University of Pennsylvania, who published the first English Odyssey by a female translator in 2017; and the poet Alice Oswald, whose selective translation of the Iliad, Memorial, appeared in 2011.6 By virtue of their appearance in such short order, these books have been, and surely will be henceforth, grouped together. And rightly so: ending the male monopoly on the English channel to Homer is a major development. The Homeric epics have not only shaped Western culture; they enjoy enduring prestige. You still need to know Homer to fancy yourself “well-read.” These three books are thus 36 on women englishing homer potent symbols. They mark the passage of English-speaking women from the audience of male efforts to curate and transmit tradition to participants in those endeavors—from the subscription lists, we might say, to the title page. We sell these translations short, though, if we allow their collective meaning to obscure the patent differences in Alexander’s, Wilson’s, and Oswald... (shrink)

Transformative learning is a compelling approach to learning that is becoming increasingly popular in a diverse range of educational settings and encounters. This book reconceptualises transformative learning through an investigation of the learning process and outcomes of International Service-Learning, a pedagogical approach that blends student learning with community engagement overseas and the development of a more just society. Drawing upon key philosophers and theorists, Bamber offers an integrated, multi-dimensional approach, linking transformative learning to the development of the authentic self, (...) and analysing the aesthetic, moral and relational dimensions of ISL in an increasingly globalized world. Chapters explore rich empirical data to provide a timely framework and ethical ecology of transformative learning, detailing the challenges facing the approach, and how it can be embedded at the levels of practice, institutional ethos and partnership. Transformative Learning through International Service-Learning will appeal to academics, researchers, teachers, instructors and leaders in the fields of service-learning, international education, character education and in adult learning and education. It will also be of interest to practitioners working in international education, development education, volunteering, service-learning and community engagement. (shrink)

This study develops a Science–Technology–Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students’ epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the (...) fields of science and engineering. We applied this program to a group of Korean high school science students gifted in science and engineering. To measure the effects of this program, we used an essay-based qualitative measurement. The results indicate that there was significant development in both epistemological beliefs and moral judgment. In closing, we briefly discuss the need to develop epistemological beliefs and moral judgment using an STS-based science ethics education program. (shrink)

In this paper I argue that although the Republic’s tripartite theory of the soul is not explicitly endorsed in Plato’s late work the Laws, it continues to inform the Laws from beneath the surface of the text. In particular, I argue that the spirited part of the soul continues to play a major role in moral education and development in the Laws (as it did in earlier texts, where it is characterized as reason’s psychic ‘ally’). I examine the (...) programs of musical and gymnastic education in the Laws and highlight parallels to the accounts of the spirited part of the soul and its role in moral education and virtue that are offered in Republic and Timaeus. I also examine the educational role given to the laws themselves in Magnesia, and I suggest that the education provided through them is largely directed at the spirited part of the soul as well. (shrink)

ABSTRACT This paper aims to offer a new perspective on role modelling by examining adolescents’ own efforts to lead a morally virtuous life. While traditional approaches to moral education emphasize the importance of teachers as role models, this study proposes a shift in focus towards adolescents’ own role models. Drawing on the philosophical concept of moral self-cultivation and psychological insights on identity development and social cognitive learning, it is argued that adolescents have the ability to cultivate their (...) moral character by emulating others. However, empirical evidence suggests that adolescents often do not perceive teachers as their role models. Consequently, moral educational theories are advised to demand less of teachers as role models. Teachers could invest more time in understanding students’ personal role models and encourage them to compare these role models with their own behavior. By acknowledging and addressing students’ role models, teachers can facilitate the moral self-cultivation of adolescents. (shrink)

What is moral education? How do young children learn to act and interact appropriately? How do we enable children to recognise that how they act and interact matters? How can character, virtues and value help young children internalise qualities associated with living 'a good life'? Challenging many current assumptions about ethics and education, Tony Eaude suggests that a moral dimension runs through every aspect of life and that ethics involves learning to act and interact appropriately, (...) based on an 'ethic of care' and enduring qualities and attributes, to equip children to resist strong external pressures. (shrink)

Abstract:In this article, I challenge Simon Critchley’s recent suggestion that tragic art is not morally educational in Aristotle’s analysis and instead argue that it can be inferred from Aristotle that tragic art can morally educate in three main ways: via emotion education, by helping the audience come to understand what matters in life, and by depicting conduct worthy of moral emulation and conduct that is not. Stephen Halliwell’s reading of how catharsis helps the audience of tragedy learn to (...) feel pity and fear appropriately is discussed. Two objections Lear makes to Halliwell’s account are thereafter outlined and responded to. I maintain that for Aristotle, the pleasure proper to tragedy is prompted by an understanding of what matters most in life—not making mistakes that threaten the prosperity of loved ones. I pull the article together by questioning aspects of Christopher Falzon’s reading of Ruben Östlund’s film, Force Majeure. I conclude that the film both exemplifies and critiques Aristotle’s account of moral learning through tragedy. (shrink)

In this article, I challenge Simon Critchley's recent suggestion that tragic art is not morally educational in Aristotle's analysis and instead argue that it can be inferred from Aristotle that tragic art can morally educate in three main ways: via emotion education, by helping the audience come to understand what matters in life, and by depicting conduct worthy of moral emulation and conduct that is not. Stephen Halliwell's reading of how catharsis helps the audience of tragedy learn to (...) feel pity and fear appropriately is discussed. Two objections Lear makes to Halliwell's account are thereafter outlined and responded to. I maintain that for Aristotle, the pleasure proper to tragedy is prompted by an understanding of what matters most in life—not making mistakes that threaten the prosperity of loved ones. I pull the article together by questioning aspects of Christopher Falzon's reading of Ruben Östlund's film, Force Majeure. I conclude that the film both exemplifies and critiques Aristotle's account of moral learning through tragedy. (shrink)

This paper makes the case that environmental education needs to be taken up as a moral education to the extent that we see the connection between harm and destruction in the environment and harm and destruction within human individuals and their relationship, and proceeds to show this connection by introducing the key notion of human alienation and its psychological factors of wounding, dissociation or split, self and other oppression and exploitation, all of which result in compromised (...) class='Hi'>moral agency. To this end, the paper further makes the case that we need to replace the culture of alienation with a culture of healing and reclamation of fundamental humanity manifest as compassion and wisdom, and presents an ideal of moral agency that would emerge when all parts and dimensions of one’s being—body–mind–heart–energetics—are aligned, attuned and integrated, having healed from the body–mind split, mind–heart split, body–spirit split and mind–matter split. Concepts and imagery borrowed from Asian philosophies, such as Buddhism and Daoism, are offered as illustrative resources for the project of reclaiming uncompromised moral agency and its manifestation through compassion and wisdom. These concepts include hungry ghosts, bodhicitta, sunyata and wu-wei. (shrink)

This study compared the effects of three education models, namely, the bag-of-virtues, values clarification, and virtue ethics models, through qualitative and quantitative approaches. In the quantitative study, a between-subjects design was adopted in sampling 120 freshman cadets from a Taiwanese military academy. For the qualitative study, focus group interviews were conducted with 10 freshman cadets. The results show that the VC model was the most effective among the three moral education models, followed by the VE and (...) BV models. (shrink)

Mark Twain, the great American writer of the South whose characters struggle with difficult choices, famously said: Always do what is right. It will gratify half of mankind and astound the other. Taking Twains phrase as a starting point, this book considers how literature and art explore different systems of values and principles of conduct, and how they can teach us to cope at times of trial. Morality remains one of the most contested areas of thought and ethics in the (...) modern world, due to numerous misapprehensions and the move away from solidarity, from what we share and hold in common, particularly our inherent pursuit of virtue and consideration of principles concerning the distinction between right and wrong, good and bad. Featuring essays by scholars from countries which have seen traditions of virtue and character formation perish in the course of tragic social experiments, this book highlights the role of literature and arts in educating about virtues and character, in both a regional and global context. The volume offers philosophical analysis of moral education and engages with the literary canon, discussing the ways in which virtue was taught and can still be taught with Aristotle as one of the regained tools of learning. The essays span countries from England, Spain, Italy and Belgium to the USA, Costa Rica, ancient China and Israel, with Poland, the Polish-Lithuanian Commonwealth and Central Europe receiving considerable coverage. They address themes of virtue and character formation from the Bronze Age to the present and serve as inspiring reading for educators, literary scholars, historians, ethicists, artists and active readers. (shrink)

Kant’s commitment to autonomy raises difficult questions about the very possibility of Kantian moral education, since appeal to external pedagogical guidance threatens to be in contradiction with autonomous virtue. Furthermore, moral education seems to involve getting good at something through repetition; but Kant seems to eschew the notion of repeated natural activity as antithetical to autonomy. Things become even trickier once we remember that Kant also views autonomous human beings as radically evil: we are capable (...) of choosing rationally and autonomously, but, left to our own devices, that same capacity for reason might tempt us to choose only out of a concern to satisfy our happiness. We thus need a moral education which realizes autonomy while dodging the dual bullets of external natural forces and internal evil forces. Ultimately, his concerns about external natural forces and internal evil forces do not lead Kant to reject either moral education or a role for repeated activity in it. Rathe... (shrink)

I wish to prove in this article that Aristotle divides the ideal scheme of moral education into three stages: first, preliminary education, the most important part of which is the young’s musical-poetic education presented in Politics VIII.5–7; second, moral habituation, in the strict sense explained in Nicomachean Ethics II.1–4, which corresponds to the adult citizens’ military and subordinate political life, in which they learn how to rule through being ruled; finally, theoretical moral (...) class='Hi'>education, which means the learning of Nicomachean Ethics and Politics by those mature statesmen who wish to become excellent public educators. (shrink)

We establish the thesis that in moral education, particularly in the first years of the child’s development, unreflexive acts or unreflexiveness in certain behaviours of adults is a condition for the development of the personality structure and virtues that enable autonomous ethical reflection and a relation to the Other. With the notion of unreflexiveness we refer to resolvedness in the response of adults when it is necessary to establish a limit, or cut, in the child’s demand for pleasure, (...) as well as to resolvedness as one of the structurally essential elements in behaviours with which the adult subordinates the child to the symbolic order or language. In philosophy, a symptomatic position in this context is represented by Kant’s theory of education. On the basis of the “traditional” concept of “negative education”, and through Freud’s and Lacan’s psychoanalytic concepts, we identify two principles that should, in contemporary times, be an essential part of the moral educational behaviours of adults: the principle of a delimited response to the child’s demand for the satisfaction of pleasure, and the principle of reasoned, reflected, but nevertheless certain, persevering, resolved unreflexiveness in the subordination of the child’s desire to the symbolic order . On the basis of the preceding analysis, we highlight certain consequences of this structure of the subject for the contexts of particular theoretical discussions and for school practice. (shrink)

Background Implementing person-centred care (PCC) in nursing homes is challenging due to a gap between theory and practice. Bridging this gap requires suitable education, which focuses on learning how to attune care to the values and preferences of residents and take moral, relational, and situational aspects into account. Staff’s stories about the care they provide (i.e. caring stories) may deliver valuable insights for learning about these aspects. However, there is limited research on using staff's narratives for moral (...) learning. Objective This study aims to provide insight into the perspectives of nursing staff on using their caring stories to learn about PCC. Research design In this qualitative research, we conducted two rounds of interviews with 17 participants working in nursing homes. We wanted to obtain nursing staff’s perceptions of working with their caring stories and the impact on PCC. Ethical considerations Participation was voluntary, and participants provided written consent. The study protocol is approved by The Institutional Review Board of the Medical Ethical Committee Leiden-Den Haag-Delft. Findings Working with caring stories enables nursing staff to provide PCC and improves job satisfaction. It increases awareness of what matters to residents, fosters information rich in context and meaning, and enhances voice and vocabulary. Through in-depth team reflections, nursing staff discussed the significant moments for residents, which centralizes the discussions on the moral quality of care. Discussion Working with caring stories fosters dialogue on PCC and enhances reflection on ethical situations in daily encounters, contributing to the moral development of nursing staff. Putting nursing staff’s narratives at the centre of learning suits their daily practice and intrinsic motivation. Therefore, the outcomes of this study are an addition to the existing literature about using narratives in long-term care. Conclusion Using nursing staff's narratives contributes to PCC and positively impacts nursing staff. We recommend using staff's caring stories as a vehicle for moral learning in the transition to PCC. (shrink)