Results for 'Society to Advance Philosophical Enquiry and Reflection in Education'

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  1.  32
    Reflection in Education: A Kantian Epistemology.Henk Procee - 2006 - Educational Theory 56 (3):237-253.
    As even its defenders admit, reflection in education suffers from a lack of conceptual clarity. In this essay, Henk Procee provides a philosophical analysis of the central concepts in this domain. In the current literature, these concepts are usually taken from the pragmatic school of John Dewey and from critical social theory associated with Jürgen Habermas. In contrast, Procee argues that Kant’s philosophy incorporates ideas better suited to understanding reflection in education — particularly through his (...)
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  2.  47
    The Logical Priority of the Question: R. G. Collingwood, Philosophical Hermeneutics and Enquiry-Based Learning.David Aldridge - 2012 - Journal of Philosophy of Education 46 (4):71-85.
    The thesis that all learning has the character of enquiry is advanced and its implications are explored. R. G. Collingwood's account of ‘the logical priority of the question’ is explained and Hans-Georg Gadamer's hermeneutical justification and development, particularly the rejection of the re-enactment thesis, is discussed. Educators are encouraged to consider the following implications of the character of the question implied in all learning: (i) that it is a question that is constituted in the event rather than prepared or (...)
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  3.  21
    Can Science Advance Effectively Through Philosophical Criticism and Reflection?Roberto Torretti - unknown
    Prompted by Hasok Chang’s conception of the history and philosophy of science (HPS) as the continuation of science by other means, I examine the possibility of obtaining scientific knowledge through philosophical criticism and reflection, in the light of four historical cases, concerning (i) the role of absolute space in Newtonian dynamics, (ii) the purported contraction of rods and retardation of clocks in Special Relativity, (iii) the reality of the electromagnetic ether, and (iv) the so-called problem of time’s arrow. (...)
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  4. Faith and Philosophical Enquiry.D. Z. Phillips - 2013 - Routledge.
    The concern of this book is the nature of religious belief and the ways in which philosophical enquiry is related to it. Six chapters present the positive arguments the author wishes to put forward to discusses religion and rationality, scepticism about religion, language-games, belief and the loss of belief. The remaining chapters include criticisms of some contemporary philosophers of religion in the light of the earlier discussions, and the implications for more specific topics, such as religious education, (...)
     
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  5. Faith and Philosophical Enquiry.D. Z. Phillips - 1970 - New York: Schocken Books.
    The concern of this book is the nature of religious belief and the ways in which philosophical enquiry is related to it. Six chapters present the positive arguments the author wishes to put forward to discusses religion and rationality, scepticism about religion, language-games, belief and the loss of belief. The remaining chapters include criticisms of some contemporary philosophers of religion in the light of the earlier discussions, and the implications for more specific topics, such as religious education, (...)
     
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  6. Feeling the Pull: Ethical Enquiry and the Tension It Creates for Teachers.Grace Robinson - 2016 - Analytic Teaching and Philosophical Praxis 36 (1):44-54.
    Ethical topics are attractive starting points for philosophical enquiry with children who must live and learn together in classrooms that accommodate a plurality of values. However the appealing familiarity, practicality and accessibility of certain ethical topics can obscure the challenges such sessions present to teachers and their students. The teacher’s role as facilitator of philosophical enquiry requires her to encourage open-ended, conceptually-focused dialogue, fuelled by questioning that, for the most part, ‘doesn’t offer any new ideas or (...)
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  7. Bridging Literary and Philosophical Genres: Judgement, Reflection and Education in Camus’The Fall.Peter Roberts - 2008 - Educational Philosophy and Theory 40 (7):873-887.
    Both literature and philosophy, as genres of writing, can enable us to address important ontological, epistemological and ethical questions. One author who makes it possible for readers to bridge these two genres is Albert Camus. Nowhere is this more evident than in Camus’ short novel, The Fall. The Fall, through the character and words of Jean‐Baptiste Clamence, prompts readers to reflect deeply on themselves, their motivations and commitments, and their relations with others. This paper discusses the origin and structure of (...)
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  8.  62
    Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom.Joanna Haynes - 2008 - Routledge.
    This fully revised second edition suggests ways in which you can introduce philosophical enquiry to your Personal, Social and Health Education and Citizenship teaching and across the curriculum.
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  9.  32
    Ethics Education as Philosophical Practice in Advance.Maughn Gregory - 2009 - Teaching Ethics 9 (2):105-130.
    Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The (...)
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  10.  9
    Metaphysics and Methods in Moral Enquiry and Education: Some Old Philosophical Wine for New Theoretical Bottles.David Carr - 2014 - Journal of Moral Education 43 (4):500-515.
    If we reject sentimentalist accounts of the nature of moral motivation and education, then we may regard some form of reason as intrinsic to any genuine moral response. The large question for moral education is therefore that of the nature of such reason—perhaps more especially of its status as knowledge. In this regard, there is evidence of some recent drift in both ethics and theory of moral educational theory towards more instrumental pro-social skill acquisition conceptions of moral reason (...)
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  11. A PHILOSOPHICAL ENQUIRY INTO THE SCANDAL OF EVIL AND SUFFERING.Edvard Kristian Foshaugen - 2004 - Baptist SA (x):x.
    This paper will explore some of the issues and arguments and offer some critical reflection on the ideas and ways that people have proposed to overcome or uphold the dilemma or conflict between the existence of the God of classical theism and evil and the consequence of evil - suffering. I seek explanation of the plain fact of evil and suffering but I do not seek it in the arrogant belief that I can explain evil away. My Christian faith (...)
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  12. A PHILOSOPHICAL ENQUIRY INTO THE SCANDAL OF EVIL AND SUFFERING.Edvard Kristian Foshaugen - 2004 - Baptis Journal South Africa (q):q.
    In 1 Peter 1:3-7 we read that the Christians were facing persecution because of their faith and the author reminds them that every trial is a test of their faith. The trials and consequential suffering can be withstood because they are able to look forward to an inheritance – eternal life with God. Christians can endure all trials and suffering because of the hope of glory and ultimate joy. There is a grace afforded by God in the presence to match (...)
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  13. Philosophy for Younger People: A Polemic.Constantine Sandis - 2004 - Philosophical Pathways.
    Recent years have seen a high increase in the teaching of Philosophy in schools. Programs such as Pathways Schools in Australia International Society for Philosophers, since 2003), 'Philosophy in Schools' in the UK (Royal Institute of Philosophy, since 1999), and 'Philosophy for Children' in the USA, Australia, and the UK (International Council for Philosophical Inquiry since 1985 & Society for Advancing Philosophical Enquiry and Reflection in Education since 1993) are spreading around the world. (...)
     
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  14. Philo Sophos ·Com.John Dewey - unknown
    Recent years have seen a high increase in the teaching of Philosophy in schools. Programs such as Pathways Schools in Australia (International Society for Philosophers, since 2003), 'Philosophy in Schools' in the UK (Royal Institute of Philosophy, since 1999), and 'Philosophy for Children' in the USA, Australia, and the UK (International Council for Philosophical Inquiry since 1985 & Society for Advancing Philosophical Enquiry and Reflection in Education since 1993) are spreading around the world. (...)
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  15. A Philosophical Enquiry Into the Origin of Our Ideas: Of the Sublime and the Beautiful.Edmund Burke - 1764 - Oxford University Press UK.
    'Pain and pleasure are simple ideas, incapable of definition.'In 1757 the 27-year-old Edmund Burke argued that our aesthetic responses are experienced as pure emotional arousal, unencumbered by intellectual considerations. In so doing he overturned the Platonic tradition in aesthetics that had prevailed from antiquity until the eighteenth century, and replaced metaphysics with psychology and even physiology as the basis for the subject. Burke's theory of beauty encompasses the female form, nature, art, and poetry, and he analyses our delight in sublime (...)
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  16. Deprivation and Freedom: A Philosophical Enquiry.Richard J. Hull - 2007 - Routledge.
    Deprivation and Freedom investigates the key issue of social deprivation. It looks at how serious that issue is, what we should do about it and how we might motivate people to respond to it. It covers core areas in moral and political philosophy in new and interesting ways, presents the topical example of disability as a form of social deprivation, shows that we are not doing nearly enough for certain sections of our communities and encourages that we think differently about (...)
     
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  17. Deprivation and Freedom: A Philosophical Enquiry.Richard J. Hull - 2007 - Routledge.
    _Deprivation and Freedom _investigates the key issue of social deprivation. It looks at how serious that issue is, what we should do about it and how we might motivate people to respond to it. It covers core areas in moral and political philosophy in new and interesting ways, presents the topical example of disability as a form of social deprivation, shows that we are not doing nearly enough for certain sections of our communities and encourages that we think differently about (...)
     
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  18. Deprivation and Freedom: A Philosophical Enquiry.Richard J. Hull - 2007 - Routledge.
    _Deprivation and Freedom_ investigates the key issue of social deprivation. It looks at how serious that issue is, what we should do about it and how we might motivate people to respond to it. It covers core areas in moral and political philosophy in new and interesting ways, presents the topical example of disability as a form of social deprivation, shows that we are not doing nearly enough for certain sections of our communities and encourages that we think differently about (...)
     
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  19.  19
    From 'Implications' to 'Dimensions': Science, Medicine and Ethics in Society[REVIEW]Martyn D. Pickersgill - 2013 - Health Care Analysis 21 (1):31-42.
    Much bioethical scholarship is concerned with the social, legal and philosophical implications of new and emerging science and medicine, as well as with the processes of research that under-gird these innovations. Science and technology studies (STS), and the related and interpenetrating disciplines of anthropology and sociology, have also explored what novel technoscience might imply for society, and how the social is constitutive of scientific knowledge and technological artefacts. More recently, social scientists have interrogated the emergence of ethical issues: (...)
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  20. A Philosophical Enquiry Into the Sublime and Beautiful.Edmund Burke - 2008 - Routledge Classics.
    'One of the greatest essays ever written on art.' - The Guardian Edmund Burke’s Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful is one of the most important works of aesthetics ever written. Whilst many writers have taken up their pen to write of ‘the beautiful’, Burke’s subject here was that quality he uniquely distinguished as ‘the sublime’ – an all-consuming force beyond beauty that compelled terror as much as rapture in all who (...)
     
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  21.  20
    Conceptualizing a Quality Plan for Healthcare: A Philosophical Reflection on the Relevance of the Health Profession to Society.S. Mehrdad Mohammadi, S. Farzad Mohammadi & Jerris R. Hedges - 2007 - Health Care Analysis 15 (4):337-361.
    Today, health systems around the world are under pressure to create greater value for patients and society [81, p. 1, 119]; increasing access, improving client orientation and responsiveness, reducing medical errors and safety, restraining utilization via managed care, and implementing priority allocation of resources for high-burden health problems are examples of strategies towards this end. The quality paradigm by virtue of its strategic consumer focus and its methods for achieving operational excellence has proved an effective approach for creating higher (...)
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  22.  7
    Education, Persons and Society a Philosophical Enquiry.Graham Haydon & Glenn Langoford - 1985
  23.  8
    Reflection in Medical Education: Intellectual Humility, Discovery, and Know-How.Edvin Schei, Abraham Fuks & J. Donald Boudreau - 2019 - Medicine, Health Care and Philosophy 22 (2):167-178.
    Reflection has been proclaimed as a means to help physicians deal with medicine’s inherent complexity and remedy many of the shortcomings of medical education. Yet, there is little agreement on the nature of reflection nor on how it should be taught and practiced. Emerging neuroscientific concepts suggest that human thought processes are largely nonconscious, in part inaccessible to introspection. Our knowledge of the world is fraught with uncertainty, ignorance and indeterminacy, and influenced by emotion, biases and illusions, (...)
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  24.  19
    Reaching for the Dream: Quality Education for All.A. J. Greyling - 2009 - Educational Studies 35 (4):425-435.
    Quality and equality in education is the dream of many. In South Africa hope was pinned onto the transformation that was to follow the major political changes of the 1990s. The promotion of inclusive education is rooted in a philosophical and principled position that all children should have educational rights and opportunities as encased in the Bill of Rights. Therefore, inclusive education became part of a greater initiative to establish and support a culture of human rights (...)
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  25.  51
    Philosophical Education as Dysfunction of Society.Predrag Krstić - 2008 - Theoria: Beograd 51 (1):103-116.
    This paper tries to extricate philosophical education from the restrictions of social and school systems and to commend some independent and subversive views. This is to be accomplished through a conceptual dissection of the term ‘education’. On the one hand, there is education seen as transmitter of the tradition, where to be educated is seen as being able to fit into an established community. There is also another education to which the authority of tradition is (...)
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  26.  6
    Education, Persons and Society: A Philosophical Enquiry.Graham Haydon & Glenn Langoford - 1986 - British Journal of Educational Studies 34 (2):202.
  27. Community of Enquiry and Ethics of Responsibility.Roberto Franzini Tibaldeo - 2009 - Philosophical Practice 4 (1):407-418.
    The article assumes that Lipman’s paradigm of ‘Philosophy for Children’ as a ‘Community of Inquiry’ is very useful in extending the range of philosophical practices and the benefits of philosophical community reflection to collective life as such. In particular, it examines the possible contribution of philosophy to the practical and ethical dynamics which, nowadays, seem to characterise many deliberative public contexts. Lipman’s idea of CI is an interesting interpretative key for such contexts. As a result, the article (...)
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  28.  92
    Philosophical Discussion in Moral Education: The Community of Ethical Inquiry.Tim Sprod - 2001 - London, UK: Routledge.
    In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's role, this (...)
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  29.  12
    Fact, Value and Philosophy Education.Philip Cam - 2014 - Journal of Philosophy in Schools 1 (1):58-67.
    In Fact, value and philosophy education I tried to show how philosophy can help to overcome the fact-value divide that continues to plague education. In attempting this, I applied John Dewey’s suggestion that philosophy may help to integrate beliefs about matters of fact with values in society at large, to the curricular division between subjects that deal with knowledge of matters of fact and those that are largely devoted to subjective understanding and personal expression. The paper centres (...)
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  30.  19
    Towards (Back To?) a Philosophical Education.Gianni Vattimo & Gabriel Serbu - 2017 - Philosophy Today 61 (2):281-290.
    The aim of this interview has been to rekindle the debate surrounding the meaning and purpose of education in today’s society. Is a humanistic education still relevant in a world obsessed with scientific proof and driven by a problem-solving mentality, or is it becoming obsolete, as some experts in education seem to suggest?. While recalling, often humorously, his own experience as both a student and an educator, Vattimo stresses the importance of freedom for the emergence of (...)
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  31.  14
    Community of Enquiry and Ethics of Responsibility.Roberto Tibaldeo - 2009 - Philosophical Practice 4 (1):407-418.
    The article assumes that Lipman’s paradigm of ‘Philosophy for Children’ as a ‘Community of Inquiry’ is very useful in extending the range of philosophical practices and the benefits of philosophical community reflection to collective life as such. In particular, it examines the possible contribution of philosophy to the practical and ethical dynamics which, nowadays, seem to characterise many deliberative public contexts. Lipman’s idea of CI is an interesting interpretative key for such contexts. As a result, the article (...)
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  32. Truth in Science and ‘Truth’ in Religion: An Enquiry Into Student Views on Different Types of Truth-Claim.Christina Easton - 2019 - In Berry Billingsley, Keith Chappell & Michael J. Reiss (eds.), Science and Religion in Education. Springer Verlag. pp. 123-139.
    Using focus groups, this small-scale, qualitative study investigated the way that students tend to think about religious truth-claims as compared to other types of truth-claim. All the student participants conceived of religious truth-claims as ‘opinions’, to be contrasted with the certain, indisputable ‘facts’ of science. For many students, it was the lack of empirical verification, as well as the existence of disagreement, which meant religious beliefs were relegated to this position. If these findings are generalisable, then there are implications for (...)
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  33.  22
    John Beale, Philosophical Gardener of Herefordshire: Part II. The Improvement of Agriculture and Trade in the Royal Society.Mayling Stubbs - 1989 - Annals of Science 46 (4):323-363.
    The Reverend Dr John Beale, FRS, DD, and chaplain to Charles II, carried out a vigorous campaign in the early Royal Society for the reform of agriculture, trade, and public education-reforms which signalled his continuing commitment to the ideas not only of Bacon, but of Hartlib and Comenius as well. In addition to promoting orchard plantations and expanded commercial horticulture, he collaborated with Evelyn, Oldenburg, and Houghton to publish or publicize items on the improvement of agriculture and the (...)
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  34.  28
    A Politically Liberal Conception of Civic Education.Barry L. Bull - 2008 - Studies in Philosophy and Education 27 (6):449-460.
    Liberal political theory is widely believed to be an inadequate source of civic commitment and thus of civic education primarily because of its commitment to what is perceived as a pervasive individualism. In this paper, I explore the possibility that John Rawls’s later political philosophy may provide a response to this belief. I first articulate a conception of liberal politics derived from Rawls’s idea of reflective equilibrium that generates an overlapping consensus about political principles among those who hold a (...)
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  35.  27
    Philosophy and History of Education: Time to Bridge the Gap?Marc Depaepe - 2007 - Educational Philosophy and Theory 39 (1):28-43.
    In this article, the relationship between philosophy and history of education is delved into. First, it is noted that both disciplines have diverged from each other over the last few decades to become relatively autonomous subsectors within the pedagogical sciences, each with its own discourses, its own expositional characteristics, its own channels of communication, and its own networks. From the perspective of the history of education, it seems as though more affiliation has been sought with the science of (...)
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  36.  17
    Intuition and Reflection in Arithmetic.Michael Potter & Bob Hale - 1999 - Proceedings of the Aristotelian Society, Supplementary Volumes( 73:63-98.
    [Michael Potter] If arithmetic is not analytic in Kant's sense, what is its subject matter? Answers to this question can be classified into four sorts according as they posit logic, experience, thought or the world as the source, but in each case we need to appeal to some further process if we are to generate a structure rich enough to represent arithmetic as standardly practised. I speculate that this further process is our reflection on the subject matter already obtained. (...)
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  37.  22
    An African Theory of the Point of Higher Education: Communion as an Alternative to Autonomy, Truth, and Citizenship.Thaddeus Metz - 2018 - In Aaron Stoller & Eli Kramer (eds.), Contemporary Philosophical Proposals for the University: Toward a Philosophy of Higher Education. Palgrave-Macmillan. pp. 161-186.
    I seek to advance enquiry into the point of a public higher education institution by drawing on ideals salient in the sub-Saharan African philosophical tradition. There are relational, and specifically communal, values prominently held by African thinkers that I use to ground a promising rival to the dominant contemporary Western, and especially Anglo-American, accounts of what a university ultimately ought to strive to achieve, which focus mainly on autonomy, truth, and citizenship. My aims are not merely (...)
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  38.  4
    Science and Values in Undergraduate Education.Edwin Koster & Henk W. de Regt - 2020 - Science & Education 29 (1):123-143.
    While a conception of science as value free has been dominant since Max Weber defended it in the nineteenth century, recent years have witnessed an emerging consensus that science is not – and cannot be – completely free of values. Which values may legitimately influence science, and in which ways, is currently a topic of heated debate in philosophy of science. These discussions have immediate relevance for science teaching: if the value-free ideal of science is misguided, science students should abandon (...)
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  39.  2
    Philosophical Foundations of the Humanitarian and Technological Revolution.V. V. Ivanov & G. G. Malinetsky - 2019 - Russian Journal of Philosophical Sciences 62 (4):76-95.
    The articles discusses the philosophical foundations and the traditions of the theory of the humanitarian and technological revolution. The subject-matter of HTR theory is the description and forecast of the transition from the industrial to the post-industrial phase of civilization development as well as the strategy and the most effective methods of management of various socio-economic systems. This theory, actively developing in recent years, focuses on goal setting and on determining priorities and development criteria in the field of technology, (...)
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  40.  39
    Philosophical and Socio‐Cognitive Foundations for Teaching in Higher Education Through Collaborative Approaches to Student Learning.Adrian Jones - 2011 - Educational Philosophy and Theory 43 (9):997-1011.
    This paper considers the implications for higher education of recent work on narrative theory, distributed cognition and artificial intelligence. These perspectives are contrasted with the educational implications of Heidegger's ontological phenomenology [being‐there and being‐aware ] and with the classic and classical foundations of education which Heidegger and Gadamer once criticised. The aim is to prompt discussion of what teaching might become if psychological insights are associated with every realm of higher education.
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  41.  11
    Philosophical Inquiry with Children: The Development of an Inquiring Society in Australia.Gilbert Burgh & Simone Thornton (eds.) - 2019 - Abingdon, UK: Routledge.
    Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. -/- Drawing together (...)
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  42.  31
    Distance, Dialogue and Reflection: Interpersonal Reflective Equilibrium as Method for Professional Ethics Education.Mariëtte van den Hoven & Jos Kole - 2015 - Journal of Moral Education 44 (2):145-164.
    The method of reflective equilibrium is well known within the domain of moral philosophy, but hardly discussed as a method in professional ethics education. We argue that an interpersonal version of RE is very promising for professional ethics education. We offer several arguments to support this claim. The first group of arguments focus on a changed practice that is more team-oriented, inter-professional and aims at shared decision-making with patients and clients. The second group of arguments relate to the (...)
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  43.  89
    Terrorism: A Philosophical Enquiry.Anne Schwenkenbecher - 2012 - Palgrave-Macmillan.
    Machine generated contents note: -- Acknowledgements -- Introduction -- PART I: DEFINING 'TERRORISM' -- On The Current Debate On Defining Terrorism -- What Is Terrorism? -- PART II: ETHICS OF TERRORISM OR CAN TERRORISM EVER BE PERMISSIBLE? -- Innocents and Non-Innocents -- Terrorism Against Non-Innocents -- Terrorism Against Innocents -- Collateral Damage -- Concluding Remarks -- References -- Index.
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  44. Children as Philosophers: Learning Through Enquiry and Dialogue in the Primary Classroom (Joanna Haynes) and The Right to Learn: Alternatives for a Learning Society (Ken Brown).A. Gibbons - 2002 - Educational Philosophy and Theory 34 (4):506-510.
     
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  45.  34
    The Role of Art in Emotional-Moral Reflection on Risky and Controversial Technologies: The Case of BNCI.Sabine Roeser, Veronica Alfano & Caroline Nevejan - 2018 - Ethical Theory and Moral Practice 21 (2):275-289.
    In this article, we explore the role that art can play in ethical reflection on risky and controversial technologies. New technologies often give rise to societal controversies about their potential risks and benefits. Over the last decades, social scientists, psychologists, and philosophers have criticized quantitative approaches to risk on the grounds that they oversimplify its societal and ethical implications. There is broad consensus amongst these scholars that stakeholders and their values and concerns should be included in decision-making about technological (...)
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  46.  15
    Intercultural Philosophy and Education in a Global Society: Philosophical Divides Are Dotted Lines.Renate Schepen - 2017 - Ethics and Education 12 (1):95-104.
    This paper is concerned with ways to make our education system more inclusive, to stimulate a more tolerant and democratic attitude among students, and to equip them to deal with complex issues in our society. Trying to understand and master plural viewpoints is more effective than applying the mainstream western perspective to relate to a fast-globalizing, interactive world. In existing curricula, students and teachers are often confronted with underlying assumptions that can be traced back to the ubiquitous influence (...)
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  47.  5
    Philosophical Education as a Dysfunction of Society.Predrag Krstic - 2006 - Filozofija I Društvo 2006 (31):127-143.
    This paper tries to extricate philosophical education from the restrictions of social and school systems and to commend some independent and subversive views. This is to be accomplished through a conceptual dissection of the term?education?. On the one hand, there is education seen as transmitter of the tradition, where to be educated is seen as being able to fit into an established community. There is also another education to which the authority of tradition is a (...)
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  48.  39
    Enquiry and the Value of Knowledge.Barnaby Walker - forthcoming - Philosophy.
    In this paper I challenge the orthodox view of the significance of Platonic value problems. According to this view, such problems are among the central questions of epistemology, and answering them is essential for justifying the status of epistemology as a major branch of philosophical enquiry. I challenge this view by identifying an assumption on which Platonic value problems are based – the value assumption – and considering how this assumption might be resisted. After articulating a line of (...)
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  49.  18
    Challenging the Limits of Critique in Education Through Morin’s Paradigm of Complexity.Michel Alhadeff-Jones - 2010 - Studies in Philosophy and Education 29 (5):477-490.
    The position adopted in this paper is inspired by Edgar Morin’s paradigm of complexity and his critique of scientific and philosophical forms of reductionism. This paper is based on research focusing on the diversity of conceptions of critique developed in academic discourses. It aims to challenge the fragmentation and the reduction framing the understanding of this notion in educational sciences. The reflection begins with the introduction of some of Morin’s assumptions concerning the paradigm of complexity. The next section (...)
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  50.  23
    The Role of Reflection in Addressing the Social Responsibility Mandate of Teacher Education.Thomas Falkenberg - 2013 - Revue Phronesis 2 (1):52-66.
    Abstract : This article makes the case that teacher’s personal qualities should be considered to be of great importance to being a teacher and that pre- and in- service teacher education has a social responsibility mandate. Developing personal qualities in teacher education is an important way in which teacher education can address its social responsibility mandate and, conversely, this mandate can provide the perspective from which the value of teacher’s personal qualities for teaching can be judged. Finally, (...)
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