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    Empirical moral philosophy and teacher education.Espen Schjetne, Hilde Wågsås Afdal, Trine Anker, Nina Johannesen & Geir Afdal - 2016 - Ethics and Education 11 (1):29-41.
    In this paper, we explore the possible contributions of empirical moral philosophy to professional ethics in teacher education. We argue that it is both possible and desirable to connect knowledge of how teachers empirically do and understand professional ethics with normative theories of teachers’ professional ethics. Our argument is made in dialogue with the moral philosophy of Charles Taylor and the emerging tradition of ‘empirical ethics’ in psychiatry. We also draw on empirical data from a larger empirical project on teachers’ (...)
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    Overflowing Every Idea of Age, Very Young Children as Educators.Nina Johannesen - 2013 - Studies in Philosophy and Education 32 (3):285-296.
    In this article I explore if and how very young children can be the educators of their early childhood educators. I describe and discuss a story constructed form a fieldwork done in one early childhood setting in Norway. The story is read with Levinas and his concepts Said and Saying. Further I discuss if and how this might be understood as education arguing that the children`s expressions are offering new beginning and change in the pedagogical thinking and praxis within the (...)
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