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  1. Philosophy at the Gym.Erik Kenyon - manuscript
    Ethical philosophy was born in the gyms of Athens. This book returns a body of abstract thought to its original context, to understand how training for the body sparked training for the mind. We will use archaeology to reconstruct the reality of ancient athletics and literary texts to critique philosophers’ idealized versions of this reality. We will explore a cluster of questions about the nature of happiness (eudaimonia), the role of human excellence (arete) in this life and what forms of (...)
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  2. The Economics of Diversity.Ryan Wasser - manuscript
    At first blush values such as diversity appear to be worth striving for. The question is whether or not such values—which have become increasingly prevalent the institutional credos of academia—are values as such, that being that they are things of moral worth (Value, n.d.), or if they are something else altogether. My unpopular suspicion leans toward the latter. Personal opinions, of course, can hardly be said to be good justification for a withering critique, however, these opinions of mine mirror similar (...)
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  3. Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
  4. Cultural capital, curriculum policy and teaching Latin.Jane Gatley - forthcoming - British Educational Research Journal.
    Latin is currently being trialled as a subject in 40 state secondary schools in England. This paper focuses on one of the justifications of this trial: that teaching Latin in state secondary schools provides students with cultural capital which in turn counters social injustice. By taking the example of Latin as a starting point, I reach two conclusions about cultural capital. The first is that providing students with cultural capital can be good for some individuals, and so justified on a (...)
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  5. Leading a professional learning community for teacher educators: inquiry into college principals motives and challenges.Maria Gutman - forthcoming - Teacher Development.
    The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured interviews underwent a thematic analysis that indicated two parallel journeys of PLC leadership: a journey of co-leading a PLC and cultivating creativity, and a journey of crystallizing intellectual identity and image through leading PLCs. The (...)
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  6. Paul Hirst, Education and Epistemic Injustice.Alessia Marabini - forthcoming - Journal of Philosophy of Education.
    In this paper I individuate and analyse a new type of epistemic injustice that can arise in education and depends on the so-called ‘backtracking fallacy’ in student assessment, which occurs when a teacher confuses (or does not distinguish between) the logical dimension of a framework of disciplinary concepts and its psychological dimension. I will also touch upon a different type of social injustice that might transpire in education. I suggest that familiarity with Paul Hirst's view of liberal education, which presupposes (...)
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  7. Neither Parochial nor Cosmopolitan: Cultural Instruction in the Light of a Communal Ethic (Repr.).Thaddeus Metz - forthcoming - In Lawrence Ogbo Ugwuanyi (ed.), Educating All for All. Cambridge Scholars.
    Reprint of an article that first appeared in the journal _Education as Change_ (2019).
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  8. Wrongful Influence in Educational Contexts.John Tillson - forthcoming - In Kathryn Hytten (ed.), Oxford Encyclopedia of Philosophy of Education. Oxford, UK: Oxford University Press.
    When and why are coercion, indoctrination, manipulation, deception, and bullshit morally wrongful modes of influence in the context of educating children? Answering this question requires identifying what valid claims different parties have against one another regarding how children are influenced. Most prominently among these, it requires discerning what claims children have regarding whether and how they and their peers are influenced, and against whom they have these claims. The claims they have are grounded in the weighty interests they each equally (...)
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  9. The Economics of Academic "Values".Ryan Wasser - forthcoming - Human Arenas.
    At first blush, values such as diversity appear to be worth striving for. The question is whether or not such values—which have become increasingly prevalent in university mission statements—are values as such, which is to ask whether they are things of moral worth (Value, n.d.), or are something else altogether. My unpopular suspicion leans toward the latter. Personal opinions, of course, are hardly a justification for an impassioned critique, however, my opinions mirror those held by moderate and conservative witnesses to (...)
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  10. Dissident Philosophers: Voices Against the Political Current. [REVIEW]Jonathan Anomaly - 2022 - The Independent Review 27 (2).
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  11. Education as The Social Cultivation of Intellectual Virtue.Michel Croce & Duncan Pritchard - 2022 - In Mark Alfano, Colin Klein & Jeroen de Ridder (eds.), Social Virtue Epistemology. London: Routledge. pp. 583-601.
    The recent literature has seen a burgeoning discussion of the idea that the overarching epistemic goal of education is the cultivation of the intellectual virtues. Moreover, there have been attempts to put this idea into practice, with virtue-led educational interventions in schools, universities, and even prisons. This paper explores the question of whether—and, if so, to what degree—such intellectual virtue-based approaches to education are essentially social. The focus in this regard is on the role of intellectual exemplars within this approach, (...)
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  12. Response to Commentaries by Alessandra Tanesini and Lani Watson.Michel Croce & Duncan Pritchard - 2022 - In Mark Alfano, Colin Klein & Jeroen de Ridder (eds.), Social Virtue Epistemology. London: Routledge. pp. 609-612.
    The insightful commentaries to our contribution "Education as the Social Cultivation of Intellectual Virtue" (in 'Social Virtue Epistemology', (eds.) M. Alfano, C. Klein & J. de Ridder, Routledge 2022) offered by Alessandra Tanesini and Lani Watson highlight some important aspects of the work that philosophers, education theorists, and educators should carry out to strengthen the theoretical and practical advantages of the educational approach we have proposed. This commentary briefly addresses a few points that could set the grounds for future investigations (...)
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  13. Da Filosofia da Educação na Arte Cinematográfica entre Foucault e Arendt em Liam, Nietzsche em Sociedade dos Poetas Mortos e Deleuze e Guattari em Instituto Benjamenta.Luiz Carlos Mariano da Rosa - 2022 - Seattle, Washington (USA) & Sao Paulo, Sao Paulo (Brazil): Mariano Da Rosa Academic Editions.
    Baseado no filme “Liam” (2000) e nas implicações ideológicas do processo formativo-educacional no âmbito do totalitarismo, o Professor-Pesquisador Luiz Carlos Mariano Da Rosa, no Capítulo 1 (Da educação no totalitarismo no filme Liam: a escola como “instituição disciplinar” em Foucault e o exercício de educar como introdução de novos seres humanos no mundo em Arendt), analisa a escola como “instituição disciplinar” através da perspectiva de Michel Foucault em uma construção que tende à “fabricação” dos indivíduos enquanto “indivíduos-objetos” e “indivíduos-instrumentos”, convergindo (...)
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  14. The importance of applying the philosophy program for children.Altunsöz Fadime - 2022 - Dissertation,
    The importance of the philosophy education program for children and its implementation was investigated within the framework of this study. Philosophy for Children (P4C) is a program introduced and developed by Matthew Lipman. The building blocks of Philosophy Education for Children are education, philosophy and children. In this respect, the current study analyzed the place and importance of education, philosophy, the child in history, and various related implementations, as well as how they have evolved through the ages. The current study (...)
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  15. Stimuli-Based Control of Negative Emotions in a Digital Learning Environment.Rossitza Kaltenborn, Mincho Hadjiski & Stefan Koynov - 2022 - In V. Sgurev, V. Jotsov & J. Kacprzyk (eds.), Advances in Intelligent Systems Research and Innovation. Cambridge, Vereinigtes Königreich:
    The proposed system for coping negative emotions arising during the learning process is considered as an embedded part of the complex intelligent learning system realized in a digital environment. By applying data-driven procedures on the current and retrospective data the main didactic-based stimuli provoking emotion generation are identified. They are examined as dominant negative emotions in the context of learning. Due to the presence of strong internal and output interconnections between teaching and emotional states, an intelligent decoupling multidimensional control scheme (...)
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  16. Big Data and Artificial Intelligence Based on Personalized Learning – Conformity with Whitehead’s Organismic Theory.Rossitza Kaltenborn & Mintcho Hadjiski - 2022 - In F. Riffert & V. Petrov (eds.), Education and Learning in a World of Accelerated Knowledge Growth: Current Trends in Process Thought. Cambridge, Vereinigtes Königreich:
    The study shows the existence of a broad conformity between Whitehead’s organismic cosmology and the contemporary theory of complex systems at a relevant level of abstraction. One of the most promising directions of educational transformation in the age of big data and artificial intelligence – personalized learning – is conceived as a system of systems and reveals its close congruence with a number of basic Whiteheadian concepts. A new functional structure of personalized learning systems is proposed, including all the core (...)
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  17. The Philosothon: Philosophy as performance.Simon Kidd - 2022 - Journal of Philosophy in Schools 9 (2):41-77.
    This paper addresses the question of the place for competition in philosophy by considering the example of the Philosothon, a popular school-based philosophy competition originating in Western Australia. Criticisms of this competition typically focus either on specific procedural problems, or else on the claim that the competitive spirit is inimical to collaborative philosophical inquiry. The former type of criticism is extrinsic to competitive philosophy per se, while the latter is intrinsic to it. Defenders of the Philosothon dismiss both types of (...)
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  18. Do processo formativo-educacional no filme Instituto Benjamenta e a superação da imagem ortodoxa, dogmática, pré-filosófica, natural e moral do pensamento em Deleuze e Guattari.Luiz Carlos Mariano da Rosa - 2022 - DEVIR EDUCAÇÃO 6 (1):1-28.
    Baseado na perspectiva da geofilosofia de Deleuze e Guattari em um processo que se sobrepõe à relação envolvendo sujeito e objeto enquanto fronteira do pensamento e que implica o pensamento como desdobramento de uma violência e as formações genealógicas do saber, o artigo se detém na análise do paradoxal mundo do Instituto Benjamenta em uma construção fílmica adaptada do romance Jakob von Gunten, de Robert Walser, que encerra um movimento que traz como conteúdo a matéria que se impõe ao caos (...)
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  19. What does character education mean to character education experts? A prototype analysis of expert opinions.Robert E. McGrath, Hyemin Han, Mitch Brown & Peter Meindl - 2022 - Journal of Moral Education 51 (2):219-237.
    Having an agreed-upon definition of character education would be useful for both researchers and practitioners in the field. However, even experts in character education disagree on how they would define it. We attempted to achieve greater conceptual clarity on this issue through a prototype analysis in which the features perceived as most central to character education were identified. In Study 1 (N = 77), we asked character education experts to enumerate features of character education. Based on these lists, we identified (...)
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  20. Is burgerschapsvorming een legitieme taak van de school?Michael Merry - 2022 - Knack.
    Het idee dat burgerschapsonderwijs noodzakelijkerwijs democratisch is omdat ze door een democratische staat wordt georganiseerd, is een bedenkelijke assumptie. Veronderstellen dat goed burgerschap overigens beperkt kan blijven tot een reeks van ‘meetbare’ kenniscomponenten (bv. kennis van presidenten, koningen), overtuigingen (bv., ‘er zijn mensenrechten’) en ‘competenties’ (bv. ‘kunnen omgaan met meningsverschillen’) is niet enkel een karikatuur maken van de democratie zelf, maar getuigt evenzeer van een democratisch paternalisme.
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  21. Deliberating Across the Lifespan.Vazquez Michael - 2022 - In Roberta Israeloff & Karen Mizell (eds.), The Ethics Bowl Way: Answering Questions, Questioning Answers, and Creating Ethical Communities. Rowman & Littlefield. pp. 91-100.
    In this chapter I articulate philosophical and pedagogical motivations for introducing Ethics Bowl to adults, followed by practical strategies for implementation. Ethics Bowl is an opportunity for individuals to engage in ethical reflection for themselves, and to thereby have greater ownership over their habits, beliefs, values, and life projects. As a deliberative pedagogy, it is also an opportunity for individuals to cultivate democratic skills and dispositions that will in turn permeate the civic sphere, the workplace, and other domains of shared (...)
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  22. How Far Can Political Liberalism Support Reforms in Higher Education?David O'Brien - 2022 - Social Theory and Practice 48 (4):713-744.
    According to a standard picture in the educational policy and educational ethics literature, justice requires significant alterations to higher-education arrangements, in order to equalize opportunity and benefit badly-off social groups. I argue that, if political liberalism is correct, then a range of higher-education reforms favored by the standard picture lack support. After canvassing the standard picture (section 2), I explain why political liberalism entails that some institutions have a special status that prohibits certain kinds of interventions on them (section 3), (...)
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  23. ALTINCI SINIF FEN BİLİMLERİ DERS KİTABI ÖĞRENME ETKİNLİKLERİNİN ÖZGÜN SORGULAMA ÖZELLİKLERİ VE ÖĞRENCİLERİN BİLİMİN DOĞASI DÜZEYLERİNİN İNCELENMESİ.Sinem Öztürk - 2022 - Dissertation,
    Bu tez çalışmasının amacı altıncı sınıf Fen Bilimleri Ders kitabı öğrenme etkinliklerinin özgün sorgulama özellikleri ve öğrencilerin bilimin doğası hakkındaki görüşlerinin düzeylerini incelenmektir. Bu doğrultuda araştırmada karma yöntem ve verilerin toplanma sistematiğinden dolayı yakınsayan paralel desen kullanılmıştır. Çalışma grubunu uygun örnekleme yöntemi ile belirlenen ve 2017-2018 Eğitim-Öğretim yılında Muğla ili Milas ilçesine bağlı bir köy ortaokulunda altıncı sınıfta öğrenim gören 23 öğrenci oluşturmaktadır.
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  24. Closed-minded belief and Indoctrination.Christopher Ranalli - 2022 - American Philosophical Quarterly 59 (1):61-80.
    What is indoctrination? This paper clarifies and defends a structural epistemic account of indoctrination according to which indoctrination is the inculcation of closed-minded belief caused by “epistemically insulating content.” This is content which contains a proviso that serious critical consideration of the relevant alternatives to one's belief is reprehensible, whether morally or epistemically. As such, it does not demand that indoctrination be a type of unethical instruction, ideological instruction, unveridical instruction, or instruction which bypasses the agent's rational evaluation. In this (...)
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  25. Epistemic Injustice in the Education of People with Mental Disabilities.José Álvarez Sanchez & Ana María Rosas Rodríguez - 2022 - Educação and Realidade 2 (47).
    Epistemic Injustice in the Education of People with Mental Disabilities. This article offers a perspective on inclusive education based on Fricker's conception of epistemic injustice. What is the relationship between inclusive education and epistemic injustice in the case of students with mental deficiencies? By adapting Fricker's thesis to this extreme case, epistemic injustice can be explored via the social model of disability (SMD). Accordingly, we propose that epistemic injustice harms the entire educational community and society. -/- Mental Disability. Epistemic Injustice. (...)
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  26. Norms of Inquiry, Student-Led Learning, and Epistemic Paternalism.Robert Mark Simpson - 2022 - In Jonathan Matheson & Kirk Lougheed (eds.), Epistemic Autonomy. New York, NY, USA: pp. 95-112.
    Should we implement epistemically paternalistic measures outside of the narrow range of cases, like legal trials, in which their benefits and justifiability seem clear-cut? In this chapter I draw on theories of student-led pedagogy, and Jane Friedman’s work on norms of inquiry, to argue against this prospect. The key contention in the chapter is that facts about an inquirer’s interests and temperament have a bearing on whether it is better for her to, at any given moment, pursue epistemic goods via (...)
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  27. Social Connectedness in Physical Isolation: Online Teaching Practices That Support Under-Represented Undergraduate Students’ Feelings of Belonging and Engagement in STEM.Ian Thacker, Viviane Seyranian, Alex Madva, Nicole T. Duong & Paul Beardsley - 2022 - Education Sciences 12 (2):61-82.
    The COVID-19 outbreak spurred unplanned closures and transitions to online classes. Physical environments that once fostered social interaction and community were rendered inactive. We conducted interviews and administered surveys to examine undergraduate STEM students’ feelings of belonging and engagement while in physical isolation, and identified online teaching modes associated with these feelings. Surveys from a racially diverse group of 43 undergraduate students at a Hispanic Serving Institution (HSI) revealed that interactive synchronous instruction was positively associated with feelings of interest and (...)
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  28. Philosophy, Academic and Public.Jacqueline Mae Wallis & Karen Detlefsen - 2022 - Precollege Philosophy and Public Practice 4:91-109.
    In 2020, the University of Pennsylvania instituted a graduate certificate in public philosophy. In many ways, this certificate formalized and recognized the public engagement work that graduate students in the philosophy department and beyond had been involved with for some years. One element of the certificate, however, was pivotal in moving our work in public philosophy forward in important ways. This element is the research seminar in public philosophy. In this paper, we recount the motivation for the creation of the (...)
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  29. Thomas Kuhn ve Bilimin Doğası: Fen Eğitimi ve Bilim Felsefesi Açısından Bir İnceleme.Alper Bilgehan Yardımcı - 2022 - Tabula Rasa: Felsefe Ve Teoloji 1 (39):30-42.
    Fen eğitimi ve öğretiminin anahtar unsurlarından bir tanesi bilimin doğasının ve özelliklerinin doğru bir şekilde tespit edilmesidir. Bilimin doğasına yönelik tespitler fen eğitimi yöntemlerini birçok açıdan etkilemektedir. Fen eğitimi ve fen öğretimi ile ilgili olan kişiler bilimin doğasının açık bir şekilde öğretilmesi gerektiğini kabul etmektedir. Thomas Kuhn’un bilim tarihi, bilim felsefesi ve bilim sosyolojisi alanlarını içeren incelemeleri neticesinde ileri sürdüğü bilimin yapısına, işleyişine ve doğasına yönelik tezleri (paradigma, olağan bilim, bilimsel devrimler, eşölçülemezlik, bulmaca çözme, kuram seçimi, keşif ve gerekçelendirme ayrımı) (...)
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  30. Thomas Kuhn'un Fen Eğitimine Yönelik Görüşlerinin İncelenmesi: Endoktrinasyon Çerçevesinde Gelen Tepkiler.Alper Bilgehan Yardımcı & Mehmet Ali Sarı - 2022 - Temaşa Erciyes Üniversitesi Felsefe Bölümü Dergisi 1 (18):173-185.
    Bu makalede, bilim felsefecisi kimliğiyle tanınan Thomas Kuhn’un eğitim ve özellikle fen eğitimi alanındaki görüşlerine değinilmektedir. Fen eğitimi, bilim, bilimin doğası ve bilim uygulamaları hakkında düşünceler geliştirmeye odaklanarak fen öğrenimi için gerekli olan beceri ve anlayışın geliştirilmesini amaçlamaktadır. Fen eğitiminin temel amaçlarından biri bilimin gerçek doğasının tespit edilmesi ve bu doğrultuda bir eğitim modelinin belirlenmesidir. Bu çerçevede Kuhn’un bilim tarihine yönelik incelemeleri neticesinde ileri sürdüğü paradigma kavramı bilimin doğası ve fen eğitimi konusundaki görüşlerin değişimine yol açmıştır. Kuhn açısından fen eğitimi (...)
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  31. "The Master's Student Learning Outcomes and Assessment Methods: An Alternative Perspective on Pedagogy".Mark J. Boone - 2021 - In Benedict S. B. Chan & Victor C. M. Chan (eds.), Whole Person Education in East Asian Universities: Perspectives from Philosophy and Beyond. London: Routledge.
    Although current educational priorities tend to avoid strong moral positions, one of the world's most venerable yet persistently influential moral traditions not only lays out a number of major moral principles but also incorporates them into its pedagogy. Confucius teaches us about the importance of seeking knowledge, learning how to learn, applying ancient wisdom to contemporary situations, valuing virtue over material gain, following the Golden Rule, and living by our principles. He also has ways of assessing his own students' progress (...)
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  32. Trust, Power, and Transformation in the Prison Classroom.Fran Fairbairn - 2021 - Journal of Prison Education and Reentry 7 (2):160-182.
    This article does three things. First, it asks a new question about transformative education, namely ‘what is the role of power and trust in the decision of whether to transform one’s meaning scheme in the face of new information or whether to simply reject the new information?’ Secondly, it develops a five-stage model which elaborates on the role of this decision in transformative learning. Finally, it uses grounded-theory and the five-stage model to argue that power and trust play an important (...)
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  33. GAMIFICATION IN GENETICS: EFFECTS OF GAMIFIED INSTRUCTIONAL MATERIALS ON THE STEM STUDENTS’ INTRINSIC MOTIVATION.Aaron Funa, Renz Alvin Gabay & Jhonner D. Ricafort - 2021 - Jurnal Pendidikan IPA Indonesia 10 (4):462-473.
    Gamification in education offers an innovative way of learning. However, some studies claim that, while it helps raise students’ motivation, the kind of motivation is extrinsic and, so, intrinsic motivation declines with time. The researchers used the descriptive research design to describe the STEM students’ intrinsic motivation along with the utilization of game elements in teaching genetics through a learning management system. The researchers collected quantitative data using the Intrinsic Motivation Inventory, which were analyzed through descriptive statistics and complemented with (...)
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  34. Intrinsic value and educational value.Jane Gatley - 2021 - Journal of Philosophy of Education 55 (4-5):675-687.
    Journal of Philosophy of Education, EarlyView.
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  35. Education as a common good from the capability approach.Javier Gracia-Calandín & Isabel Tamarit-López - 2021 - Journal of Philosophy of Education 55 (4-5):817-828.
    Journal of Philosophy of Education, EarlyView.
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  36. Philosophy for Children and Children’s Philosophical Thinking.Maughn Gregory - 2021 - In Anna Pagès (ed.), A History of Western Philosophy of Education in the Contemporary Landscape. Bloomsbury. pp. 153-177.
    Since the late 1960s, philosophy for children has become a global, multi-disciplinary movement involving innovations in curriculum, pedagogy, educational theory, and teacher education; in moral, social and political philosophy; and in discourse and literary theory. And it has generated the new academic field of philosophy of childhood. Gareth B. Matthews (1929-2011) traced contemporary disrespect for children to Aristotle, for whom the child is essentially a pre-intellectual and pre-moral precursor to the fully realized human adult. Matthews Matthews dubbed this the “deficit (...)
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  37. Can the multitude be philosophic? – Myth, Reason, and Politics.Justin P. Holt - 2021 - Academia Letters 2846 (Article 2846.).
    In his Republic, Plato argues that self-rulership cannot be widespread enough in a populace due to structural failures of education. This means that rulership by the few with the use of manipulative mythological devices is inevitable. That is, if a populace cannot rule themselves through the use of their reason, then they will be ruled by others through the use of myth, at best, and at worst, violence. Even given this rather grim conclusion, if we closely examine what Plato has (...)
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  38. Sie sind Fake News! Ein analytischer Zugang für die Politische Bildung.Manuel S. Hubacher - 2021 - In Manuel S. Hubacher & Monika Waldis (eds.), Politische Bildung für die digitale Öffentlichkeit: Umgang mit politischer Information und Kommunikation in digitalen Räumen. Wiesbaden, Deutschland: Springer. pp. 153-173.
    Dieser Beitrag greift das Phänomen Fake News auf und plädiert für einen analytischen Zugang zur Thematik. Zunächst grenzt er den Begriff der Fake News von anderen Phänomenen ab. Er zeigt auf, dass der Begriff nicht nur keinen analytischen Mehrwert bietet, sondern dass er die eigentlichen Probleme verschleiert und als Propagandabegriff u.a. Verwendung findet, um Zensur zu rechtfertigen und die Gegenseite zu delegitimieren. Trotzdem sollte die Politische Bildung nicht vollkommen auf den Begriff verzichten. Versteht man Fake News als einen fließenden Signifikant (...)
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  39. Macht im digitalen Raum: Politische Bildung im digitalen Zeitalter.Manuel S. Hubacher - 2021 - In Lara Rebecca Möller & Dirk Lange (eds.), Augmented Democracy in der Politische Bildung. Wiesbaden, Deutschland: Springer VS. pp. 31–49.
    Unser aller Alltag ist in der Zwischenzeit stark von den Dienstleistungen und Plattformen der Technologiekonzerne durchdrungen. In der politischen Kommunikation sind Twitter, Facebook, Instagram und Konsorten nicht mehr wegzudenken. Die veränderten Bedingungen, unter denen politische Kommunikation stattfindet, haben nicht zu einer Machtnivellierung, sondern vielmehr zu einer verschiebung geführt. Politische Kommunikation ist für uns unentbehrlich, um unsere politischen Meinungen zu bilden, unsere Positionen zu artikulieren und politische Fragen zu diskutieren. Daraus ergeben sich zwei zentrale Fragen für die Politische Bildung: Welche Fähigkeiten (...)
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  40. Einleitende Überlegungen zu einer Politischen Bildung für die digitale Öffentlichkeit.Manuel S. Hubacher & Monika Waldis - 2021 - In Manuel S. Hubacher & Monika Waldis (eds.), Politische Bildung für die digitale Öffentlichkeit. Wiesbaden, Deutschland: pp. 1-23.
    Das Ziel, die Lernenden zu befähigen, als selbstbestimmte und -ermächtigte Bürger*innen am Politischen teilzuhaben, verlangt in einer Mediengesellschaft unter anderem danach, jene Systeme verstehen, kritisieren und gestalten zu können, die politische Information kreieren und verbreiten. Um der Komplexität und den Interdependenzen dieser Systeme gerecht zu werden, ist auf verschiedenste Fachbereiche und deren Zugänge zurückzugreifen. Diese bilden die Grundlage, um Lernende zu befähigen, sich selbstbestimmt und emanzipiert mit den gesellschaftspolitischen Fragen des 21. Jahrhunderts auseinanderzusetzen. Basierend auf den Beiträgen dieses Sammelbandes skizzieren (...)
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  41. Paradoxical Education: Learning to Unlearn What We Think We Have Learned.Zachary Isrow - 2021 - World Journal of Education and Humanities 3 (3):57-65.
    There is no shortage of pedagogical theories from the tradition formal methods of instruction to the free-play methods of unschooling. A sharp shift in education and instruction models took place with the introduction of critical pedagogy. The focus was no longer on the authority of the teacher and the submissive, passive approach taken by the learner, but rather on the engagement between the two. Still, even when critical pedagogy is utilized in a formal model of education something is missing from (...)
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  42. Sınıf Öğretmeni Adaylarının Tartışmaya Yönelik Öz-Yeterlikleri, Bilimin Doğasına Yönelik İnanışları ve Eleştirel Düşünmeleri Arasındaki İlişkinin İncelenmesi.Rabiya Kıran - 2021 - Dissertation, Aydin Adnan Menderes Üni̇versi̇tesi̇
    Bu araştırmanın ilk amacı, sınıf öğretmeni adaylarının tartışmaya yönelik özyeterlikleri, bilimin doğası inanışları ve eleştirel düşünmeleri arasında sınıf düzeyine göre anlamlı bir fark olup olmadığını incelemektir. İkinci amacı ise, sınıf öğretmeni adaylarının tartışmaya yönelik öz-yeterlikleri, bilimin doğası inanışları ve eleştirel düşünmeleri arasındaki ilişkilerin yapısal eşitlik modeli ile incelenmesidir. Araştırmanın modeli ilişkisel tarama çalışmasıdır. Araştırmanın örneklemini Aydın Adnan Menderes Üniversitesi, Dokuz Eylül Üniversitesi, Pamukkale Üniversitesi, Muğla Sıtkı Koçman Üniversitesi ve Afyon Kocatepe Üniversitesi Temel Eğitim Bölümü Sınıf Öğretmenliği programının birinci, ikinci, üçüncü (...)
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  43. The unproductiveness of political conflict in education: A Nussbaumian alternative to agonistic citizenship education.Anniina Leiviskä & Iida Pyy - 2021 - Journal of Philosophy of Education 55 (4-5):577-588.
    Journal of Philosophy of Education, EarlyView.
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  44. How Universities Can Best Respond to the Climate Crisis and Other Global Problems.Nicholas Maxwell - 2021 - Philosophies 1 (1):1.
    The world is in a state of crisis. Global problems that threaten our future include: the climate crisis; the destruction of natural habitats, catastrophic loss of wild life, and mass extinction of species; lethal modern war; the spread of modern armaments; the menace of nuclear weapons; pollution of earth, sea and air; rapid rise in the human population; increasing antibiotic resistance; the degradation of democratic politics, brought about in part by the internet. It is not just that universities around the (...)
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  45. Teaching Dance and Philosophy to Non Majors: The Integration of Movement Practices and Thought Experiments to Articulate Big Ideas.Megan Brunsvold Mercedes & Kristopher G. Phillips - 2021 - In Rebecca Farinas & Julie Van Camp (eds.), The Bloomsbury Handbook of Dance and Philosophy. London, UK: pp. 20-35.
    Philosophers sometimes wonder whether academic work can ever be truly interdisciplinary. Whether true interdisciplinarity is possible is an open question, but given current trends in higher education, it seems that at least gesturing toward such work is increasingly important. This volume serves as a testament to the fact that such work can be done. Of course, while it is the case that high-level theoretical work can flourish at the intersection of dance and philosophy, it remains to be seen how we (...)
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  46. The German Logic of Emancipation and Biesta's Criticism of Emancipatory Pedagogy.Antti Moilanen & Rauno Huttunen - 2021 - Educational Theory 71 (6):717-741.
    Educational Theory, Volume 71, Issue 6, Page 717-741, December 2021. -/- Gert Biesta has criticized Anglo-American and German models of emancipatory education. According to Biesta, emancipation is understood in these models as liberation that results from a process in which a teacher transmits objective knowledge to his or her students and cultivates student capabilities. He claims that this so-called modern logic of emancipation does not lead to freedom because it installs inequality, dependency, and mistrust in the pedagogical relationship. In this (...)
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  47. Education, Consciousness and Negative Feedback: Towards the Renewal of Modern Philosophy of Education.Eetu Pikkarainen - 2021 - Philosophies 6 (25):25.
    Among the biggest challenges facing the contemporary human condition, and therefore also education, is responding to the climate crisis. One of the sources of the crisis is assumed to be _absent-mindedness_, presented by Leslie Dewart as a distortion of the development of human consciousness. Dewart’s poorly-known philosophical consciousness study is presented in this paper in broad outline. The problems in the study of consciousness, the most important of which are the qualitative representations—qualia—and the question of free will, are also briefly (...)
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  48. Ethical Narratives and Oppositional Consciousness.John Proios - 2021 - Apa Newsletter on Feminism and Philosophy 20 (3):11-15.
    The purpose of this paper is to consider the ethical, political, and epistemological dimensions of upward mobility, through higher education, from a personal perspective. I explore some of the contradictions exposed in my experience pursuing aphilosophy Ph.D., in light of scholarship highlighting challenges for low socio-economic status (SES) undergraduate students. I evaluate the proposal from the philosopher Jennifer M. Morton (2019) that low-SES students need ‘clear-eyed ethical narratives’ to navigate higher education. I argue that, in order to develop these narratives, (...)
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  49. Ghosting Inside the Machine: Student Cheating, Online Education and the Omertà of Institutional Liars.Shane J. Ralston - 2021 - In Alison MacKenzie, Jennifer Rose & Ibrar Bhatt (eds.), The Epistemology of Deceit in the Postdigital Era: Dupery by Design. Cham, Switzerland: Springer. pp. 251-264.
    'Ghosting' or the unethical practice of having someone other than the student registered in the course take the student's exams, complete their assignments and write their essays has become a common method of cheating in today's online higher education learning environment. Internet-based teaching technology and deceit go hand-in-hand because the technology establishes a set of perverse incentives for students to cheat and institutions to either tolerate or encourage this highly unethical form of behavior. For students, cheating becomes an increasingly attractive (...)
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  50. Defending Plurality. Four Reasons Why We Need to Rethink Academic Freedom in Europe.Karsten Schubert - 2021 - Verfassungsblog 2021/4/19.
    Academic freedom is under attack, both in authoritarian democracies, such as Hungary and Turkey, and in liberal Western democracies, such as the United States, the UK, France and Germany. For example, Gender Studies are being targeted by right-wing governments in Eastern Europe, and in France President Emmanuel Macron has attacked post-colonial and critical theories as “Islamo-gauchisme“, portraying them as a danger to the Republic. However, dominant discourses about academic freedom and free speech in the global north, lately especially in France (...)
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