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  1.  18
    Philosophy for Teachers – Developing New Teachers’ Applied Ethical Decision-Making.Janet Orchard, Ruth Heilbronn & Carrie Winstanley - 2016 - Ethics and Education 11 (1):42-54.
    Teaching, irrespective of its geographical location, is fundamentally a relational practice in which unique ethically complex situations arise to which teachers need to respond at different levels of ethical decision-making. These range from ‘big’ abstract questions about whether or not what they teach is inherently good, through to seemingly trivial questions about everyday issues, for example whether or not it is right to silence children in classrooms. Hence, alongside a wide range of pedagogical skills, new teachers also need to develop (...)
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  2.  37
    Does Action Research Have a Future? A Reply to Higgins.Lorraine Foreman‐Peck & Ruth Heilbronn - 2018 - Journal of Philosophy of Education 52 (1):126-143.
    This paper presents a view of action research as a valuable way in which teachers can pose fertile questions and engage in inquiry with transformative possibilities. This counters claims of its being at best a sterile method of teacher research and at worst a perilous trap for teachers.Chris Higgins has argued that AR has lost its original intention of empowering teachers and sealing the theory practice divide. He claims that it has degenerated into a method devoid of thought. In its (...)
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  3.  7
    Wigs, Disguises and Child's Play: Solidarity in Teacher Education.Ruth Heilbronn - 2013 - Ethics and Education 8 (1):31 - 41.
    It is generally acknowledged that much contemporary education takes place within a dominant audit culture, in which accountability becomes a powerful driver of educational practices. In this culture, both pupils and teachers risk being configured as a means to an assessment and target-driven end: pupils are schooled within a particular paradigm of education. The article discusses some ethical issues raised by such schooling, particularly the tensions arising for teachers, and by implication, teacher educators who prepare and support teachers for work (...)
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  4.  3
    Anxieties of Democracy and Education: Naoko Saito's American Philosophy in Translation.Ruth Heilbronn & Adrian Skilbeck - 2020 - Journal of Philosophy of Education 54 (3):631-644.
    Journal of Philosophy of Education, EarlyView.
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  5.  18
    John Dewey's Democracy and Education 100 Years On.Christine Doddington, Ruth Heilbronn & Rupert Higham - 2018 - Journal of Philosophy of Education 52 (2):284-286.
  6.  13
    Dewey and Culture: Responding to ‘Extreme Views’.Ruth Heilbronn - 2016 - Journal of Philosophy of Education 50 (4).
    Dewey famously believed that we learn through experience, through which we build up habits. Education should be about developing good habits. Experience for Dewey, is not an individual possession but grows out of social interaction, which always takes place in a given culture. Dewey's views on culture are significant in relation to a current issue in education in England, namely the legal requirement for teachers to report students who express ‘extreme views’, under the Prevent Strategy. The article first gives the (...)
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  7.  18
    Dewey and Culture: Responding to ‘Extreme Views’.Ruth Heilbronn - 2017 - Journal of Philosophy of Education 51 (1):89-101.
    Dewey famously believed that we learn through experience, through which we build up habits. Education should be about developing good habits. Experience for Dewey, is not an individual possession but grows out of social interaction, which always takes place in a given culture. Dewey's views on culture are significant in relation to a current issue in education in England, namely the legal requirement for teachers to report students who express ‘extreme views’, under the Prevent Strategy. The article first gives the (...)
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  8.  13
    Freedoms and Perils: Academy Schools in England.Ruth Heilbronn - 2016 - Journal of Philosophy of Education 50 (3):306-318.
    Can Dewey's Moral Principles in Education throw light on a contemporary policy issue in education, namely the privatisation of education through the establishment of academy schools in England? The article first considers what the policy entails, in terms of its conception of education as a market commodity. The next section suggests an alternative conception, drawing particularly on Deweyan claims for the fundamentally normative and relational nature of teaching, through his definition of democracy as ‘a form of associated living’ and the (...)
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  9.  16
    Growth and Growing in Education: Dewey's Relevance to Current Malaise.Ruth Heilbronn - 2018 - Journal of Philosophy of Education 52 (2):301-315.
  10.  1
    Philosophical Perspectives on Teacher Education.Ruth Heilbronn & Lorraine Foreman-Peck (eds.) - 2015 - Wiley-Blackwell.
    _Philosophical Perspectives on Teacher Education_ presents a series of well-argued essays about the ethical considerations that should be addressed in teacher training and educational policies and practices. Brings together philosophical essays on an underserved yet urgent aspect of teacher education Explores the kinds of ethical considerations that should enter into discussions of a teacher’s professional education Illuminates the knowledge and understanding that teachers need to sustain their careers and long-term sense of well being Represents an important resource to stimulate contemporary (...)
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