(2012). “Just Something Gone, But Nothing Missing”: Booker T. Washington, Nannie Helen Burroughs, and the Social Significance of Black Teachers Theorizing Across Two Centuries. Educational Studies: Vol. 48, Black Teachers Theorizing, pp. 215-219.

In Epistemic Injustice Miranda Fricker argues that there is a distinctively epistemic type of injustice in which someone is wronged specifically in his or her capacity as a knower. Fricker's examples of identity-prejudicial credibility deficit primarily involve gender, race, and class, in which individuals are given less credibility due to prejudicial stereotypes. We argue that children, as a class, are also subject to testimonial injustice and receive less epistemic credibility than they deserve. To illustrate the prevalence of testimonial injustice against (...) children we document examples of negative prejudicial treatment in forensic contexts where children frequently act as testifiers. These examples, along with research on the child's competence and reliability as a testifier, reveal widespread epistemic prejudice against children. Given that subjection to prejudice can have a detrimental impact on children we discuss ways to ameliorate this form of testimonial injustice. We argue that, both in formal and natural contexts, the child's testimony should be evaluated alongside the relationships that support her development as a testifier. The adult can play a central role in creating successful testimonial interactions with children by acting as a. (shrink)

In this paper we discuss two research programs – MELARETE and Philosophical Ethics in Early Childhood – and an emerging international research collaboration based on the benefits of practicing philosophy for meaning in early and middle childhood education. We argue for the good of philosophical thinking and its benefits to young students, with a particular focus on ethical development and meaning. We contend that through philosophical pedagogy we can make learning, meaning, vital to students. This is particularly relevant when dealing (...) with questions of ethics and virtue, questions that are close to the lives of children from their earliest years. By discussing these questions and advancing philosophical ethics and virtue programs philosophers can play a central role in the development of responsible and ethical persons in the world. In order to do this, we contend, it is important that philosophy be introduced to children from a young age, in the early stages of schooling. Following a discussion of our respective research and education programs in Italy and USA, we discuss our current and ongoing plans for an international research collaboration on ethics and philosophy with children. (shrink)

Social injustice and calls to activism take many forms, whether in environmental, medical, legal, political, or educational realms. In this article, I consider the role of activism in ethics institute initiatives. First, as a case study, I discuss an activist initiative for police reform led, in part, by the Kegley Institute of Ethics at California State University, Bakersfield. Specifically, I outline the formation of the Bakersfield Police Department—Community Collaborative, created to review regional and national police policy and training recommendations and (...) to solicit and formalize community-sourced recommendations for policing reform and building trust and greater partnership between the BPD and community. Second, I discuss outcomes and implications of this project and consider its significance for understanding activist roles available to the community engaged ethics institute more generally. In this discussion, I explore practical dimensions and ethical implications of activist approaches in the work of an ethics institute. (shrink)

The Philosophical Ethics in Early Childhood project aims to advance knowledge of preschool children’s ethical understanding and explores the effectiveness of philosophical discussion of children’s literature and extension activities for fostering ethical development in early childhood. In this article we discuss results of our ethics education study with preschool children, including pre-post measurement of experimental and control groups and a 12-week educational intervention focusing on the themes of fairness, empathy, personal welfare and inclusion versus exclusion of peers. As compared to (...) our control group, study results demonstrated significant developments in our experimental group’s ability to respond to ethical questions, increased use of emotion markers, and increased use of justification terms in support of responses. (shrink)

Hannah Arendt has been criticized for her “blindness” to the sociopolitical significance of race and racism in the West, most notably, in her “Reflections on Little Rock.” I consider three prominent explanations for Arendt's wrongheaded conclusions in “Reflections.” First, the “category interpretation” presents Arendt's conclusions as resulting from her rigid application of philosophical categories—the public, the private, and the social—to events in Little Rock. Second, the “racial prejudice interpretation” presents Arendt's conclusions as resulting from her anti-black racism and her dismissal (...) of the political strivings of African Americans. Third, the “cultural interpretation” presents Arendt's conclusions as resulting from her misunderstanding of the sociopolitical significance of race and racism in the United States. Each of these interpretations advances our understanding of Arendt's oversights, but I contend that they do not go far enough. I argue that white ignorance constitutes a fundamental epistemic error in Arendt's work and, as such, strengthens current explanations of Arendt's “blindness” to the history and political strivings of African Americans. If accepted, my analysis—following Charles Mills's work on white ignorance—calls for increased theoretical work on epistemologies of ignorance, their function in Western political philosophy, and the affect of white ignorance on cognizers in American society. (shrink)

Zum ersten Mal wird in dieser Publikation die Fotomontage im Faschismus als Propagandamittel von offizieller, aber auch von privater und kommerzieller Seite erforscht. Das bislang höchstens marginal erwähnte Thema wird anhand von zahlreichen, auch bislang unbekannten Beispielen aus den 1930er Jahren behandelt, die in den Zusammenhang kultureller und politischer Ereignisse in Italien gestellt werden. Die analysierten Fotomontagen werden damit in ihrer historischen Bedingtheit erfasst, die Lektüre der Bilder erfolgt in der Verbindung der politischen Ikonografie mit der Ikonologie als historisch-hermeneutischer Methode (...) sowie der Rezeptionsästhetik. Die Publikation erschließt für die Leserschaft den Sinn zahlreicher Fotomontagen in Ausstellungen, in der Architektur, in Zeitschriften und in der Werbung. Darüberhinaus erlaubt die Publikation Erkenntnisse über Themata und Mechanismen der faschistischen Propaganda. (shrink)

Child moral agency is dismissed in many historical and contemporary accounts based on children's supposed lack or marginal possession of agency-bearing capacities, including reason, deliberation, and judgment, amongst others. Given its prominence in the philosophical canon, I call this the traditional view of child agency. Recent advancements in moral developmental psychology challenge the traditional view, pointing toward the possession of relevant capacities and competencies for moral and responsible agency in early and middle childhood. I argue that both views—traditional and developmental—underdetermine (...) our practices of holding children responsible in our common interactions. For one, we face significant epistemic barriers in accurately assessing children’s agential status qua possession of responsibility-bearing capacities and competencies. Second, overreliance on assessments of individualistic capacities emphasizes an atomistic view of agency at the expense of relational views that are of particular relevance for children as uniquely developing persons. Our practices of holding children responsible and the values that guide these practices in the context of supportive relationships are central to both supporting current and drawing out future responsible agency in childhood and, importantly, provide us with a path to regard children as participants in our moral communities, as opposed to mere agents-in-waiting. (shrink)

Philosophy in Education: Questioning and Dialogue in Schools is intended for philosophers and philosophy students, precollege classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds. This text book offers a wealth of practical resources and lesson plans for use in precollege classrooms, as well as consideration of many of the broader educational, social, and political topics in the field.

The rapid dynamics of COVID-19 calls for quick and effective tracking of virus transmission chains and early detection of outbreaks, especially in the “phase 2” of the pandemic, when lockdown and other restriction measures are progressively withdrawn, in order to avoid or minimize contagion resurgence. For this purpose, contact-tracing apps are being proposed for large scale adoption by many countries. A centralized approach, where data sensed by the app are all sent to a nation-wide server, raises concerns about citizens’ privacy (...) and needlessly strong digital surveillance, thus alerting us to the need to minimize personal data collection and avoiding location tracking. We advocate the conceptual advantage of a decentralized approach, where both contact and location data are collected exclusively in individual citizens’ “personal data stores”, to be shared separately and selectively, voluntarily, only when the citizen has tested positive for COVID-19, and with a privacy preserving level of granularity. This approach better protects the personal sphere of citizens and affords multiple benefits: it allows for detailed information gathering for infected people in a privacy-preserving fashion; and, in turn this enables both contact tracing, and, the early detection of outbreak hotspots on more finely-granulated geographic scale. The decentralized approach is also scalable to large populations, in that only the data of positive patients need be handled at a central level. Our recommendation is two-fold. First to extend existing decentralized architectures with a light touch, in order to manage the collection of location data locally on the device, and allow the user to share spatio-temporal aggregates—if and when they want and for specific aims—with health authorities, for instance. Second, we favour a longer-term pursuit of realizing a Personal Data Store vision, giving users the opportunity to contribute to collective good in the measure they want, enhancing self-awareness, and cultivating collective efforts for rebuilding society. (shrink)

"The professional memoir of Henry Burroughs--former president of the White House Press Photographers Association, chairman of the Senate Standing Committee for Photographers, and "shooter" for the Associated Press for thirty-three years--whose career docu.

Name der Zeitschrift: Das Mittelalter Jahrgang: 22 Heft: 2 Seiten: 273-293.

This paper explores Emmanuel Levinas' Jewish writings, and in particular, his Talmudic commentaries and essays on Judaism. The aim is to elicit some salient features of his methodological approach to the Jewish sacred texts. In general, Levinas' specific reflections on method (in terms of reading the Jewish Scriptures) are confined to sporadic, fragmentary comments interspersed throughout his writings. In extracting these reflections, a specifically Levinasian approach emerges. In particular, his approach shows how one may ethically encounter the Other(s) in these (...) sacred texts. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Reinhold Niebuhr and Paul Ramsey: Idealist and Pragmatic Christians on Politics, Philosophy, Religion, and WarBradley BurroughsReinhold Niebuhr and Paul Ramsey: Idealist and Pragmatic Christians on Politics, Philosophy, Religion, and War Kevin Carnahan Lanham, Md.: Lexington Books, 2010. 302 pp. $75.00.In a time when the “war on terror” and the polarization of American political culture have raised acute questions about politics, war, and the use of power, Kevin Carnahan (...) believes ethicists could benefit from the legacies of Reinhold Niebuhr and Paul Ramsey. During a similarly vexed period, Niebuhr and Ramsey found themselves at odds over the morality of the Vietnam War. Carnahan’s project seeks to elucidate the underlying sources of this disagreement, examining in turn how each thinker construes the task of moral theology, the nature of political society, and the moral status of war. Throughout these treatments, Carnahan illustrates how Niebuhr and Ramsey elaborated “overlapping but divergent” positions profoundly influenced by their respective encounters with pragmatism and idealism.Even as he shows how Niebuhr modified the pragmatist inheritance and Ramsey the idealist, Carnahan highlights how both were shaped especially by the way in which these traditions sought to counter specific moral dangers. For pragmatists, the key danger lay in the kind of moral fanaticism that blithely assumes its own righteousness. Sensitized to this threat, Niebuhr articulated a moral theology centered upon an understanding of love as an ideal that is always relevant yet never fully realizable in history, a construal that subverts all pretensions to righteousness. Idealism, on the other hand, sets itself against the danger of atomistic individualism, which Ramsey opposed by depicting social institutions in their essential forms as “‘garments of skin’... with which God... clothed naked human relations” (129) and by characterizing love as fundamentally a matter of upholding the covenants implied in such institutions. Ultimately, Niebuhr’s opposition to fanaticism predisposed him to focus upon the idolatries at play in political society and war and allowed him rather early on to descry the pretentiousness of the Vietnam War. Meanwhile, Ramsey’s thought included a presumption in favor of supporting the policies developed by social and political leaders that led him to defend American intervention in Vietnam until sometime around 1973. [End Page 218]The book’s expository work is generally surefooted and illuminative, although it at times falls into redundancy, baldly reiterating its thesis. Nonetheless, it complements existing scholarship on Niebuhr and Ramsey with an investigation of the philosophical premises of their ethical thought that each was eager to conceal. Such work will benefit scholars of Niebuhr and Ramsey as well as advanced students seeking to grasp the general architecture of their thought. Moreover, many will find Carnahan’s interpretations of Niebuhr and Ramsey impressive. For example, Carnahan portrays Niebuhr as a more Barthian and ecclessially minded thinker than most accounts. Although Carnahan understandably does not treat such indictments in detail, his rendering undercuts charges leveled by many of Niebuhr’s critics, including Bennett, Yoder, and Hauerwas. Unfortunately, though, Carnahan’s arguments on some of these disputed points are predicated upon a relatively narrow selection of essays. Still, the book unsettles assumptions and suggests further possibilities for inquiry.In addition to his expository work, Carnahan also makes a further contribution as he subjects both Niebuhr and Ramsey to constructive criticism that exposes—and identifies ways of reinforcing—some of the weaknesses of pragmatism and idealism. Eschewing a synthesis, Carnahan instead offers a mutually constructive dialogue capable of helping thinkers of both stripes think through the issues that confront contemporary America. Even if he does not elaborate on a more precise application of his insights to contemporary politics, he offers advice helpful to pragmatists and idealists alike and leaves many of us hoping that he has more to say on such matters. [End Page 219]Bradley BurroughsEmory UniversityCopyright © 2012 Society of Christian Ethics... (shrink)

Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds.

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Reconceiving politics in a theological framework, Christianity, Politics, and the Predicament of Evil argues for a constructive ethic that affirms both soulcraft and statecraft as essential elements of Christians’ political vocation and specifies the appropriate terms of their relationship.