12 found
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  1.  83
    Indoctrination and Social Context: A System‐based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators.Rebecca M. Taylor - 2017 - Journal of Philosophy of Education 51 (1):38-58.
    Debates about indoctrination raise fundamental questions about the ethics of teaching. This paper presents a philosophical analysis of indoctrination, including 1) an account of what indoctrination is and why it is harmful, and 2) a framework for understanding the responsibilities of teachers and other educational actors to avoid its negative outcomes. I respond to prominent outcomes-based accounts of indoctrination, which I argue share two limiting features—a narrow focus on the threat indoctrination poses to knowledge and on the dyadic relationship between (...)
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  2.  48
    Indoctrination and Social Context: A System‐based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators.Rebecca M. Taylor - 2016 - Journal of Philosophy of Education 50 (4).
    Debates about indoctrination raise fundamental questions about the ethics of teaching. This paper presents a philosophical analysis of indoctrination, including 1) an account of what indoctrination is and why it is harmful, and 2) a framework for understanding the responsibilities of teachers and other educational actors to avoid its negative outcomes. I respond to prominent outcomes-based accounts of indoctrination, which I argue share two limiting features—a narrow focus on the threat indoctrination poses to knowledge and on the dyadic relationship between (...)
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  3. Open‐Mindedness: An Intellectual Virtue in the Pursuit of Knowledge and Understanding.Rebecca M. Taylor - 2016 - Educational Theory 66 (5):599-618.
    Open-mindedness is widely valued as an important intellectual virtue. Definitional debates about open-mindedness have focused on whether open-minded believers must possess a particular first-order attitude toward their beliefs or a second-order attitude toward themselves as believers, taking it for granted that open-mindedness is motivated by the pursuit of propositional knowledge. In this article, Rebecca Taylor develops an alternative to knowledge-centered accounts of open-mindedness. Drawing on recent work in epistemology that reclaims understanding as a primary epistemic good, Taylor argues for an (...)
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  4.  23
    Resisting Epistemic Injustice: The Responsibilities of College Educators at Historically and Predominantly White Institutions.Caitlin Murphy Brust & Rebecca M. Taylor - 2023 - Educational Theory 73 (4):551-571.
    In this paper, Caitlin Murphy Brust and Rebecca Taylor examine the responsibilities of college educators to resist conditions of epistemic injustice within their institutions. Pedagogy alone cannot bring about epistemic justice in higher education, for no individual epistemic agent can single-handedly transform their epistemic environment. The roots of such injustices are structural and thus require structural interventions. However, college educators do retain some agency to engage in epistemic resistance. Brust and Taylor argue that they can and should take steps to (...)
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  5.  57
    Education for autonomy and open-mindedness in diverse societies.Rebecca M. Taylor - 2017 - Educational Philosophy and Theory 49 (14):1326-1337.
    In recent years, democracies across the globe have seen an increase in the popularity and power of authoritarian, nationalist politicians, groups, and policies. In this climate, the proper role of education in liberal democratic society, and in particular its role in promoting characteristics like autonomy and open-mindedness, is contested. This paper engages this debate by exploring the concept of autonomy and the obligations of liberal democratic societies to promote it. Presenting the conditions for the exercise and development of autonomy, I (...)
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  6.  14
    Resisting policing in higher education: wilful White ignorance in the campus safety debate.Rebecca M. Taylor & Martha Perez-Mugg - 2024 - Journal of Philosophy of Education 57 (4-5):923-940.
    Activists have challenged the reach of the carceral state into higher education. Whether calling out the exclusion of currently and formerly incarcerated people from higher education or the ways campus police perpetuate the racial and economic biases that plague the US criminal legal system, these voices offer insights that higher education leaders should take seriously. Yet, these challenges are often met with appeals to safety, which purport to override concerns about the harms produced by extension of the criminal legal system (...)
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  7.  10
    Symposium Introduction: Exploring the Transformative Possibilities and the Limits of Pedagogy in an Unjust World.Rebecca M. Taylor & Nassim Noroozi - 2023 - Educational Theory 73 (4):490-495.
    Nassim Noroozi proposes a juxtaposition of pedagogy with and a characterization of it as justice. The term pedagogical here is not limited to “the educational,” nor is pedagogy limited to the methods of teaching. At the same time, the term justice will not be framed in terms of liberal conceptual grounds. Noroozi defines pedagogy as an arrangement of meaning so that it becomes impossible not to see injustice. Noroozi argues that “pedagogy-as-justice” concerns itself with exposing injustice in transformative ways, and (...)
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  8.  17
    Methodological Reflections on Normative Case Studies: What They are and Why We Need Better Quality Criteria to Inform Their Use.Rebecca M. Taylor - forthcoming - Educational Theory.
    Normative case studies represent empirically grounded phenomena that raise normative philosophical questions. Growth in the popularity of case-based inquiry in philosophy reflects a recent trend in the field not to shy away from engaging with empirical realities, but instead to advance philosophical projects that recognize and speak directly to these realities, including social inequities endemic to our societies. Yet, as the use of case studies and other empirically engaged philosophical approaches has grown, concerns have been raised about whether these methods (...)
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  9.  2
    Open-Mindedness: An Epistemic Virtue Motivated by Love of Truth and Understanding.Rebecca M. Taylor - 2013 - Philosophy of Education 69:197-205.
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  10.  15
    Teaching for Open‐Mindedness: A Justice‐Oriented Approach.Tadashi Dozono & Rebecca M. Taylor - 2019 - Educational Theory 69 (4):473-490.
  11.  4
    Education for Autonomy and Open-Mindedness in Diverse Societies.Rebecca M. Taylor - 2014 - Philosophy of Education 70:297-305.
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  12.  21
    Ethics in Higher Education: Promoting Equity and Inclusion Through Case-Based Inquiry.Rebecca M. Taylor & Ashley Floyd Kuntz (eds.) - 2021 - Cambridge: Harvard Education Press.
    _CHOICE Outstanding Academic Title 2022__ In this thought-provoking volume, editors Rebecca M. Taylor and Ashley Floyd Kuntz invite readers to explore the many facets of on-campus ethical dilemmas and the careful, nuanced decision-making processes required to address them._ Taylor and Kuntz demonstrate how to apply collaborative, multidisciplinary, philosophical inquiry to deeply complex issues. They present seven normative case studies focusing on a variety of campus quandaries, from urgent matters such as Title IX violations and free speech in social media policy (...)
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