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Summary

Over the last three decades feminism has influenced many philosophers of education. The kind of questions that constitute the contemporary feminist philosophy of education research agendas are diverse and range from interests aligned with a variety of fields and theoretical orientations of feminisms, for example: liberal, poststructural and multicultural. However, most share an emphasis toward both the intellectual and political dimensions of a just education. Broad areas of study at the intersections of feminism and education include; gender, class, race, sexuality, human rights, identity, subjectivity, the body, sexuality, the family, knowledge and power, with significant lines if enquiry challenging the foundations of traditional educational research, policy and practice and its reliance on; an objective knower, its a-historic presumptions and its exclusion of emotion. Feminist philosophers of education work across varied educational spaces including; early childhood, mass education, tertiary, university and vocational education and informal and community education and address concerns relating to epistemology, ethics, aesthetics, normativity and methodology. 

Key works

Nel Noddings ongoing work Noddings 1995, Noddings 2007 particularly the seminal text 'Caring: A Feminine Approach to Ethics and Moral Education Noddings 1984 illustrates feminist contributions ethics and moral education. Reclaiming a Conversation: The Ideal of the Educated Woman Martin 1985 argument for a ‘gender sensitive ideal’ through an historical engagement with philosophy of education.

Introductions The Education Feminism Reader Stone 1994 provides an entry point into the diverse area with contributions from Maxine Greene, Valerie Walkerdine, Patti Lather and Elizabeth Ellsworth. An updated version titled Education Feminism: Classic and Contemporary Readings Thayer-Bacon 2013 provides more contemporary overview of the field.
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386 found
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1 — 50 / 386
  1. The Source and Status of Values for Socially Responsible Science.Matthew J. Brown - 2013 - Philosophical Studies 163 (1):67-76.
    Philosophy of Science After Feminism is an important contribution to philosophy of science, in that it argues for the central relevance of advances from previous work in feminist philosophy of science and articulates a new vision for philosophy of science going in to the future. Kourany’s vision of philosophy of science’s future as “socially engaged and socially responsible” and addressing questions of the social responsibility of science itself has much to recommend it. I focus the book articulation of an ethical-epistemic (...)
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  2. Self-Respect in Higher Education.Attila Tanyi - manuscript
    This is a short entry on the role and importance of self-respect in higher education. I begin with clarifying the concept of self-respect by distinguishing three forms of self-respect and outlining how it differs from self-esteem. After this, I briefly discuss some of the major philosophical theories that employ self-respect in a crucial role (Kant, Rawls, Honneth, among others). Lastly, I discuss in some detail some of the ways self-respect plays a role in higher education.
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  3. Afrocentricity, Politics and the Problem of Identity.K. Hytten - forthcoming - Philosophy of Education.
  4. Epistemology and Education.N. Noddings - forthcoming - Philosophy of Education.
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  5. Philosophy for Girls: Book Proposal.Melissa Shew & Kim Garchar - forthcoming
    This forthcoming edited volume is written by expert women in philosophy for younger women and girls ages 16-20. It features a range of ethical, metaphysical, social and political, and other philosophical chapters divided into four main sections. Each chapter features an opening anecdote involving women and/or girls from historical, literary, artistic, scientific, mythic, and other sources to lead into the main topic of the chapter.
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  6. Disavowing Community.Lynda Stone - forthcoming - Philosophy of Education.
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  7. Outsiders Within: Reflections on Being a First-Generation and/or Low-Income Philosopher.Arianna Falbo & Heather Stewart - 2021 - Apa Newsletter on Feminism and Philosophy 3 (20):1-6.
  8. The Many Harms of SETs in Higher Education.Cecilea Mun - 2020 - Symposion: Theoretical and Applied Inquiries in Philosophy and Social Sciences 7 (2):285-314.
    In this paper I call attention to the problem of continuing to rely on SETs for hiring, reappointment, promotion, and award decisions in higher education, including the problem of continuing to permit the use of SETs despite the clear and explicit acknowledgement of their problems. I argue that to do so manifests a failure to acknowledge the weight of the actual and potential harms of SETs. I then provide an outline of such harms in order to clearly convey not only (...)
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  9. Philosophy by Women 22 Philosophers Reflect on Philosophy and Its Value.Elly Vintiadis (ed.) - 2020 - New York, USA: Routledge.
    What is philosophy, why does it matter, and how would it be different if women wrote more of it? At a time when the importance of philosophy, and the humanities in general, is being questioned and at a time when the question of gender equality is a huge public question, 22 women in philosophy lay out in this book how they think of philosophy, what they actually do, and how that is applied to actual problems. By bringing together accounts of (...)
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  10. Gender Respect: Empirical Insights for (Moral) Educators About Women’s Struggles for Respect in the Global South.Madeleine Arnot & Sharlene Swartz - 2018 - Journal of Moral Education 47 (4):1-17.
    Promoting gender respect is essential to the development of both sexes and to gender equality. This article argues for the importance of moral education to support the struggle of girls and women to achieve respect within unequal and complex gender power relations, especially in poverty contexts. Evidence collected from a sequence of in-depth qualitative studies in the Global South highlights the diverse ways that the giving of respect and the struggle to be respected shapes women’s lives. We show that moral (...)
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  11. Pedagogical Postures: A Feminist Search for a Geometry of the Educational Relation.Lovisa Bergdahl & Elisabet Langmann - 2018 - Ethics and Education 13 (3):1-20.
    Inspired by Adriana Cavarero’s recent work on maternal inclinations as a postural term, the overall purpose of this article is to seek out a geometry of the educational relation that is alien to the masculine myth of the ‘economic man’. Drawing on Jan Masschelein and Maarten Simons’s critique of the marketization of education, reading their giving ‘shape and form’ to the scholastic school through the geometry of Cavarero’s ‘maternal inclinations’, the article shows how images and metaphors associated with the posture (...)
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  12. Evidence Supporting Pre‐University Effects Hypotheses of Women's Underrepresentation in Philosophy.Christopher Dobbs - 2017 - Hypatia 32 (4):940-945.
    In this short essay, I report results from a representative national dataset from the Cooperative Institutional Research Program that shows that significantly more men than women intend to major in philosophy at the high-school and pre-university level. This lends credence to pre-university effects hypotheses of women's underrepresentation in philosophy and successfully replicates a smaller analysis performed by Cheshire Calhoun at Colby College in 2009. I also defend my analysis against an objection that claims that intention to major is not a (...)
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  13. Inclusive Pedagogy: Beyond Simple Content.Sheila Lintott & Lissa Skitolsky - 2016 - Hypatia 31 (2):447-459.
  14. Pre-College Causes of Women's Underrepresentation in Philosophy.Christopher Dobbs - 2015 - Dissertation, Georgia State University
    Recent work on women’s underrepresentation in philosophy has focused on a distinction between “in class” and “pre-university” effects as the primary cause of women’s underrepresentation in philosophy. This paper reports from a large dataset from the Cooperative Institutional Research Program that shows that, of the American students that intended to major in philosophy before they started college, about two-thirds are men. This lends credence to the pre-university effects explanation for women’s underrepresentation in philosophy. This paper will discuss this finding in (...)
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  15. Welcoming Opposition: Havruta Learning and Montaigne’s The Art of Discussion.Elie Holzer - 2015 - Journal of Moral Education 44 (1):64-80.
    Michel de Montaigne’s L’art de Conférer offers a moral groundwork for students’ learning of havruta, a traditional Jewish form of studying in pairs, based on collaborative critical text-based learning, that can be applied to students everywhere. The article attends to the nature of havruta learning and to cultural norms that make it difficult for students to become open to their partners’ opposing ideas. Students’ critical discussion of Montaigne’s essay is then conceptualized as a pedagogical tool for cultivating the welcoming of (...)
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  16. The Inner World of the Immigrant Child.Cristina Igoa - 2015 - Routledge.
    This powerful book tells the story of one teacher's odyssey to understand the inner world of immigrant children, and to create a learning environment that is responsive to these students' feelings and their needs. Featuring the voices and artwork of many immigrant children, this text portrays the immigrant experience of uprooting, culture shock, and adjustment to a new world, and then describes cultural, academic, and psychological interventions that facilitate learning as immigrant students make the transition to a new language and (...)
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  17. Making Room for Women in Our Tools for Teaching Logic: A Proposal for Promoting Gender-Inclusiveness.Frederique Janssen-Lauret - 2015 - Proceedings of the 4th International Conference on Tools for Teaching Logic.
    Logic is one of the most male-dominated areas within the already hugely male-dominated subject of philosophy. Popular hypotheses for this disparity include a preponderance of confident, mathematically-minded male students in the classroom, the historical association between logic and maleness, and the lack of female role-models for students, though to date none of these have been empirically tested. In this paper I discuss the effects of various attempts to address these potential causes whilst teaching second-year formal and philosophical logic courses at (...)
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  18. Affirmation and Care: A Feminist Account of Bullying and Bullying Prevention.Tim R. Johnston - 2015 - Hypatia 30 (2):403-417.
    Despite the amount of attention that activists, educators, psychologists, and the media place on bullying and bullying prevention, there has been no sustained philosophical reflection on bullying, nor has there been a feminist analysis of the growing literature on bullying. This essay seeks to satisfy those two needs. The first section is a broad introduction to the literature on bullying. I define bullying and distinguish it from teasing, sassing, roughhousing, and other more benign interactions. I also outline two common solutions (...)
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  19. Liberation or Oppression?—Western TESOL Pedagogies in China.Shaofei Lu & Nancy Ares - 2015 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 51 (2):112-128.
    In this article, we examine power relations in College English teaching in China, focusing on the symbolic capital of English as a global language. Framing our discussion with Bourdieu's concept of symbolic capital and a review of literature, we problematize the importation of pedagogies from Western countries to China and argue that seemingly liberating pedagogies, such as the communicative language teaching approach, can be turned into a form of oppression of both the instructors and the students. Drawing on Freire's critical (...)
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  20. The Stereotype Threat Hypothesis: An Assessment From the Philosopher's Armchair, for the Philosopher's Classroom.Gina Schouten - 2015 - Hypatia 30 (2):450-466.
    According to Stereotype Threat Hypothesis, fear of confirming gendered stereotypes causes women to experience anxiety in circumstances wherein their performance might potentially confirm those stereotypes, such as high-stakes testing scenarios in science, technology, engineering, and math courses. This anxiety causes women to underperform, which in turn causes them to withdraw from math-intensive disciplines. STH is thought by many to account for the underrepresentation of women in STEM fields, and a growing body of evidence substantiates this hypothesis. In considering the plausibility (...)
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  21. A New Editor-in-Chief for Studies in Philosophy and Education.Barbara J. Thayer-Bacon - 2015 - Studies in Philosophy and Education 34 (1):5-8.
    This issue marks the beginning of a new editor-in-chief for Studies in Philosophy and Education . I am excited to begin my tenure in this role, and to continue developing the long-standing strength and quality of this journal, which enjoys a 54-year history of continual support from editors in the fields of philosophy, philosophy of education, social science, and educational policy, in support of addressing philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice.Let me introduce (...)
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  22. Smaller is Better? Learning an Ethos and Worldview in Nanoengineering Education.Emily York - 2015 - NanoEthics 9 (2):109-122.
    In this article, I draw on ethnographic research to show how a particular ethos and worldview get produced in the context of “technical” education in a department of nanoengineering. Building on feminist science studies and communication theory, I argue that the curriculum introducing undergraduate students to scale implicitly teaches them an abstract and universal notion that smaller is better. I suggest that rather than smaller is better, a perspective that embraces context and specificity—such as the question “when, how, and for (...)
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  23. Pragmatism, Feminism, and the Sentimental Subject. Epstein-Corbin - 2014 - Transactions of the Charles S. Peirce Society 50 (2):220.
    In trying to connect a primarily literary account of sentimental history and theory to a primarily philosophical account of feminist pragmatism,1 certain dangers emerge. One is to unintentionally privilege the genre of philosophy over the genres of poetry or sentimental fiction. In H.S. Thayer’s insightful Meaning and Action: A Critical History of Pragmatism, as but one example, philosophical writing subordinates other genres, such as poetry or novels, leading to readings of Dewey and James that disproportionately weight the influence of philosophical (...)
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  24. Diversity in Epistemic Communities: A Response to Clough.Maya J. Goldenberg - 2014 - Social Epistemology Review and Reply Collective Vol. 3, No. 5.
    In Clough’s reply paper to me (http://wp.me/p1Bfg0-1aN), she laments how feminist calls for diversity within scientific communities are inadvertently sidelined by our shared feminist empiricist prescriptions. She offers a novel justification for diversity within epistemic communities and challenges me to accept this addendum to my prior prescriptions for biomedical research communities (Goldenberg 2013) on the grounds that they are consistent with the epistemic commitments that I already endorse. In this response, I evaluate and accept her challenge.
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  25. Re-Thinking the Relevance of Philosophy of Education for Educational Policy Making.Morwenna Griffiths - 2014 - Educational Philosophy and Theory 46 (5):1-14.
    The overall question addressed in this article is,‘What kind of philosophy of education is relevant to educational policy makers?’ The article focuses on the following four themes: The meanings attached to the term philosophy by philosophers themselves; the meanings attached to the term philosophy by policy makers; the difference place and time makes to these meanings; how these different meanings affect the possibility of philosophy influencing policy.The question is addressed using philosophical methods and empirical evidence from conversations and conversational interviews (...)
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  26. Educational Relationships: Rousseau, Wollstonecraft and Social Justice.Morwenna Griffiths - 2014 - Journal of Philosophy of Education 48 (2):339-354.
    I consider educational relationships as found in Rousseau's Émile (and elsewhere in his writing) and the critique of his views in Wollstonecraft's A Vindication of the Rights of Women. Wollstonecraft's critique is a significant one, precisely because of her partial agreement with Rousseau. Like Rousseau, her concern is less to do with particular pedagogical techniques or even approaches, more to do with the full complexity of educational relationships. The educational relationships they consider include those between human beings now and in (...)
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  27. Re-Imagining Relationships in Education: Ethics, Politics and Practices.Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd & Christine Winter - 2014 - Wiley-Blackwell.
    _Re-Imagining Relationships in Education_ re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, Spain, Sweden, (...)
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  28. Juridification and Politics: From the Dilemma of Juridification to the Paradoxes of Rights.Daniel Loick - 2014 - Philosophy and Social Criticism 40 (8):757-778.
    The article starts with the observation of an ambivalence inherent to the politics of juridification. On the one hand, some spheres of the life-world such as the family and the school are often places of exploitation, degradation and humiliation and therefore seem to require the implementation of legal protection for their members. At the same time, the demand for rights seems somehow to grasp too little, would be inadequate or even counterproductive. How can this ambivalence be politically dealt with? I (...)
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  29. Race and Pedagogical Practices: When Race Takes Center Stage in Philosophy.Rozena Maart - 2014 - Hypatia 29 (1):205-220.
    This paper presents a segment of a broader research project titled “When Black Consciousness Meets White Consciousness,” which first developed out of my research work with White women in violence-against-women organizations. It documents an interview between a White woman and me, a Black South African philosopher. I lived and worked in Canada at the time but I traveled to the United States for conferences on a regular basis. I was presenting my work on Black consciousness, White consciousness, and Black existentialism—relying (...)
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  30. Do Mothers and Fathers Perceive Their Child’s Academic Potential in a Similar Way?Riitta Rautiainen, Hannu Räty & Kati Kasanen - 2014 - Educational Studies 40 (5):533-536.
    The mothers and fathers (n = 43) of third- and sixth-grade children were asked to assess their child’s academic potential in comparison with the child’s earlier competence and with that of her/his peers. In the interpersonal domain, the mothers’ and fathers’ perceptions of their child’s academic potential were related to each other, especially in mathematics, already when the child was in the third grade. Conversely, in the intrapersonal domain, the mothers’ and fathers’ perceptions were more consistent when assessing the sixth-grade (...)
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  31. Wittgenstein for Adolescents? Post-Foundational Epistemology in High School Philosophy.Jeff A. Stickney - 2014 - Ethics and Education 9 (2):201-219.
    Drawing on experience teaching secondary philosophy students, I investigate meaningful engagement with Wittgenstein in a Grade 12 epistemology unit. The premise is that without some introduction to landmark philosophers of the early twentieth century, students are left out of many contemporary philosophical conversations: linguistic idealism or relativism, and nominalism versus realism. Wanting to share with students Foucault, Rorty, and Hacking, I need expedient avenues of approach. Using Wittgenstein's methods I offer practical, ‘shallow grounds’ for an eclectic syllabus conveying post-foundational epistemology, (...)
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  32. A Subtle Pedagogy: A Response to Megan Laverty.Sharon Todd - 2014 - Ethics and Education 9 (1):54-57.
  33. Local Community: Place-Based Pragmatist and Feminist Education. Whipps - 2014 - The Pluralist 9 (2):29.
    [O]ur increasing democracy impels us to make a new demand upon the educator. … [A] code of social ethics is now insisting that (the individual) shall be a conscious member of society.[Black women] understood intellectually and intuitively the meaning of homeplace in the midst of an oppressive and dominating social reality, of homeplace as site of resistance and liberation struggle.this essay considers the role of city/community as homespace in an attempt to bring a particular place, the community of Muskegon, Michigan, (...)
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  34. Caring and Agency: Noddings on Happiness in Education.Hanan Alexander - 2013 - Educational Philosophy and Theory 45 (5):488-493.
    In this short essay I express my own deep sympathy with Nel Noddings’s ethic of care and applaud her stubborn resistance in Happiness and Education to what John Dewey would have called false dualisms, such as those between intelligence and emotion, theory and practice, or vocation and academic studies.However, I question whether the sort of caring relation she depicts so beautifully in this and many other books is sufficiently robust to alone carry the weight of the moral life that she (...)
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  35. Teaching Christine de Pizan in Turkey.Sandrine Berges - 2013 - Gender and Education 25 (5):595-605.
    An important part of making philosophy as a discipline gender equal is to ensure that female authors are not simply wiped out of the history of philosophy. This has implications for teaching as well as research. In this context, I reflect on my experience of teaching a text by medieval philosopher Christine de Pizan as part of an introductory history of philosophy course taught to Turkish students in law, political science, and international relations. I describe the challenges I encountered, the (...)
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  36. Care Drain: Who Should Provide for the Children Left Behind?Anca Gheaus - 2013 - Critical Review of International Social and Political Philosophy 16 (1):1-23.
    Care drain brings the traditional problem of carers' choice between paid work and family at a new level. Taking care drain from Romania as a case study, I analyse the consequences of parents' migration within a normative framework committed to meeting the needs of vulnerable individuals. The temporary migration of parents who cannot take their children with them involves moral harm, particularly the frustration of children's developmental and emotional needs. I use recent feminist work on justice and care in the (...)
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  37. How Can Feminist Theories of Evidence Assist Clinical Reasoning and Decision-Making?Maya J. Goldenberg - 2013 - Social Epistemology (TBA):1-28.
    While most of healthcare research and practice fully endorses evidence-based healthcare, a minority view borrows popular themes from philosophy of science like underdetermination and value-ladenness to question the legitimacy of the evidence-based movement’s philosophical underpinnings. While the feminist origins go unacknowledged, those critics adopt a feminist reading of the “gap argument” to challenge the perceived objectivism of evidence-based practice. From there, the critics seem to despair over the “subjective elements” that values introduce to clinical reasoning, demonstrating that they do not (...)
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  38. Decolonizing Vocational Education in Togo: Postcolonial, Deweyan, and Feminist Considerations.Tairou Goura & Deborah L. Seltzer-Kelly - 2013 - Education and Culture 29 (1):46-63.
    In his landmark work, Democracy and Education, John Dewey (1916/1980) proposed that "democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience" (93). Given this, he argued, the role of the system of public education in a democracy must not only facilitate individual development, but do so in a way that simultaneously attends to the larger social good. Preparation for vocation was central to this effort, understood not as narrow technical (...)
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  39. Critically Adaptive Pedagogical Relations: The Relevance for Educational Policy and Practice.Morwenna Griffiths - 2013 - Educational Theory 63 (3):221-236.
    In this article Morwenna Griffiths argues that teacher education policies should be predicated on a proper and full understanding of pedagogical relations as contingent, responsive, and adaptive over the course of a career. Griffiths uses the example of the recent report on teacher education in Scotland, by Graham Donaldson, to argue that for all the report's considerable merits, it remains deficient because it does not attend to the complexity and contingency of pedagogical relations. The complexity arises from the existence of (...)
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  40. The Eternal and … Non-Eternal Woman – Review.Kiraly V. Istvan - 2013 - Philobiblon - Transilvanian Journal of Multidisciplinary Research in Humanities (2).
  41. The Politics of Survival: Peirce, Affectivity, and Social Criticism by Lara Trout (Review).John Kaag - 2013 - The Pluralist 8 (1):119-123.
    Pragmatism, with its insistence that philosophy attend to practical affairs of what Charles Sanders Peirce called "vital importance," has always faced a unique double bind. If it spent too much time on philosophical speculation, it made no difference to practical affairs. But if it fixated on the practical affairs of the social and political realm, it was no longer engaged in philosophy. This double bind is not unique to pragmatism and has shown itself repeatedly in the last two hundred years (...)
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  42. Parental Values and Children's Vulnerability.Mianna Lotz - 2013 - In Catriona Mackenzie, Wendy Rogers & Susan Dodds (eds.), Vulnerability: New Essays in Ethics and Feminist Philosophy. Oup Usa. pp. 242.
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  43. Response to Barbara Thayer-Bacon’s Review of Education Reconfigured.Jane Roland Martin - 2013 - Studies in Philosophy and Education 32 (1):109-111.
  44. Children, Vulnerability, and Emotional Harm.Amy Mullin - 2013 - In Catriona Mackenzie, Wendy Rogers & Susan Dodds (eds.), Vulnerability: New Essays in Ethics and Feminist Philosophy. Oup Usa. pp. 266.
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  45. Zhu Xi on Family and Women: Challenges and Potentials.Ann A. Pang-White - 2013 - Journal of Chinese Philosophy 40 (3-4):436-455.
    This article reappraises Zhu Xi's philosophy of women. First, it examines Zhu's descriptive texts. Second, it analyzes Zhu's didactic texts on li, qi, yin, yang, and gender. It finds that (i) surprisingly Zhu exhibited a level of flexibility toward women on subjects of education, property rights, and household management; (ii) his view on the male/yang and female/yin relationship was inconsistent; and (iii) improvement on Zhu's social-political teaching on women's role could result from a more consistent development of his metaphysics. When (...)
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  46. But Everything is Against Us Here': Some Thoughts on Noddings and on Exposing Our Educational Present.Stefan Ramaekers - 2013 - Educational Philosophy and Theory 45 (5):494-497.
    Noddings’s radical choice for a particular stance in life is both what makes Happiness and Education a thought-provoking book and what also leads me to have some reservations. First, I briefly outline some of these reservations and focus on what I think are two important difficulties Happiness and Education faces: firstly, the fact that Noddings’s choice for a particular conception of the good is likely to run into resistance and even incomprehension, and secondly, the observation that Noddings seems to be (...)
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  47. Introducing Noddings and the Symposium.Lynda Stone - 2013 - Educational Philosophy and Theory 45 (5):482-487.
    ‘Introducing Noddings and the Symposium’ is an overview in three parts following an opening comment The three are these: Noddings’s biography highlighting personal background and professional accomplishments; papers overview pointing to key ideas and themes as well as philosophical, literary and metaphorical inspiration; and response comments that take up ideas from the symposium papers and Noddings’s text in brief reconsideration. These ideas are connection of care theory to Noddings’s happiness, recognition of an ethics in doing philosophy, conceptions of needs and (...)
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  48. Democracies Always in the Making: Historical and Current Philosophical Issues for Education.Barbara J. Thayer-Bacon - 2013 - R&L Education.
    Democracies Always in the Making develops Barbara Thayer-Bacon’s relational and pluralistic democratic theory, as well as translates that socio-political philosophical theory into educational theory and recommendations for school reform in American public schools. Democracy is a goal, an ideal which we must continually strive for that can guide us in our decision-making, as we continue to live in a world that is unpredictable, flawed, and limited in terms of its resources.
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  49. Education Feminism: Classic and Contemporary Readings.Barbara J. Thayer-Bacon - 2013 - SUNY Press.
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  50. Feminism(s) Meets Capitalism.Anatole Anton - 2012 - Radical Philosophy Review 15 (2):383-387.
1 — 50 / 386