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  1.  11
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
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  2.  29
    On Bullshit and Bullying: Taking Seriously Those We Educate.Ronald B. Jacobson - 2010 - Journal of Moral Education 39 (4):437-448.
    School bullying continues to plague students around the globe. Bullying research to date has largely employed empirical methodologies, including both qualitative and quantitative approaches. Using a philosophical lens, this paper seeks to better understand the intentionality of bullying by considering the satisfaction derived in the tears of another. Specifically, current bullying research takes seriously the notion that bullying is primarily a problem between a bully and a victim (i.e. that the bully does not like the victim). In this paper I (...)
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  3.  79
    A Place to Stand: Intersubjectivity and the Desire to Dominate.Ronald B. Jacobson - 2010 - Studies in Philosophy and Education 29 (1):35-51.
    Research indicates that upwards of 80% of our students experience the devastation of bullying during their school years. To date, research on bullying has mainly employed empirical methodologies, including quantitative and qualitative approaches. This research has largely concluded that bullying is situated in a lack of skill, understanding, or self-control and involves intentional action directed toward status dominance. Based upon these assumptions current anti-bullying strategies focus on training students toward more appropriate avenues of status acquisition and social interaction. Against the (...)
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  4.  66
    A Lost Horizon: The Experience of an Other and School Bullying.Ronald B. Jacobson - 2007 - Studies in Philosophy and Education 26 (4):297-317.
    To date, research on bullying has largely employed empirical methodologies, including quantitative and qualitative approaches. Through this research we have come to understand bullying as both a dyadic and peer group phenomenon, primarily situated in the heads of those involved, or in a lack of skill or expertise, or in the delinquency of a bully who needs to be reformed. This research has largely directed its strategies toward problem students using individual and peer group approaches. And yet school bullying continues (...)
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  5. Hear No Evil, See No Evil, Speak No Evil.Ronald B. Jacobson - forthcoming - Journal of Thought.
     
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  6.  26
    Ronald B. Jacobson 43.Ronald B. Jacobson - forthcoming - Journal of Thought.
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  7.  18
    Rethinking School Bullying: Dominance, Identity and School Culture.Ronald B. Jacobson - 2012 - Routledge.
    "This book takes a new angle on a much-studied phenomenon, focusing on the role of domination and identity construction, understanding and self-knowledge, moral transformation and the social community, systems of training and hierarchy used ...
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