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  1. The Unexpected Alignment of Progressive Ideals and the Commercialization of Education in Entrepreneurial Learning.Johan Dahlbeck & Peter Lilja - 2017 - Philosophy of Education 73:392-405.
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  • The Egoistic Teacher: Educational Implications of Spinoza’s Ethical Egoism.Johan Dahlbeck - 2017 - Ethics and Education 12 (3):304-319.
    In this paper I suggest that Spinoza’s understanding of virtue and collective flourishing, rooted in his psychological and ethical egoism, offers a fresh perspective on the question of egoism in education. To this end, I suggest an understanding of the teacher as egoist, where the self-seeking of the teacher is conditioned by – and runs parallel to – the flourishing of his or her students. The understanding of the egoistic teacher is offered as a productive counter-image to the altruistic ideal (...)
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  • The Hermeneutics of Religious Understanding in a Postsecular Age.David Lewin - 2017 - Ethics and Education 12 (1):73-83.
    The argument of this article assumes that religious literacy is urgently needed in the present geopolitical context. Its urgency increases the more religion is viewed in opposition to criticality, as though religion entails an irrational and inviolable commitment, or leap of faith. This narrow view of religion is reinforced by certain rather dogmatic secular framings of religion, which require any and all forms of religious expression to be excluded from public life. Excluding religion from the public has the unfortunate effect (...)
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  • Chasing Heideggerian Circles: Freedom, Call, and Our Educational Ground.Vasco D’Agnese - 2017 - Educational Philosophy and Theory 49 (10):946-956.
    Over the last couple of decades, Heideggerian philosophy has become an important resource for educationalists. A growing body of literature has demonstrated its educational potential, thus illumining pivotal educational features and phenomena. Whereas my research is situated in the critical space opened by this literature, I adopt a slightly different perspective: in this paper, I discuss what we may refer to as the thoroughly educational nature of Heideggerian philosophy. I contend that Heideggerian thought is not only anchored by questions and (...)
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