Switch to: References

Add citations

You must login to add citations.
  1. Radical Democratic Communities Always-in-the-Making.Barbara J. Thayer-Bacon - 2001 - Studies in Philosophy and Education 20 (1):5-25.
    This article explores the centralpragmatist and feminist philosophical assumption thatknowers can not be separated from what is known, thatthere is a dialectical relationship between socialbeings and ideas that is dynamic, flexible, andreciprocal. The author seeks a closer examination ofconstructive thinking in relation to the practice ofthinking constructively within social communities. She discusses social communities that constructknowledge as radical democratic communitiesalways-in-the-making, and the skills of communicatingand relating which help knowers be able to activelyparticipate in the construction of knowledge. Giventhe fallibility of (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  • Democratic classroom communities.Barbara J. Thayer-Bacon - 1996 - Studies in Philosophy and Education 15 (4):333-351.
    I explore democractic communities using the classroom community as a metaphor. I suggest that democracies do justice to individuals as well as groups, because of the democratic focus on the interconnected, interdependent, interactive relationship that exists between selves and communities. However, the concept of ‘community’ has problems and contradictions as well. Through the examples of Summerhill and Montessori schools it is easier to see a necessary quality of democratic communities that needs highlighting. That quality is caring. Making the connection between (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  • Dialogue as a Site of Transformative Possibility.Shilpi Sinha - 2010 - Studies in Philosophy and Education 29 (5):459-475.
    This article examines how affect allows us to view the relational form of dialogue, as built upon the work of Derrida and Levinas, to be a site of transformative possibility for students as they encounter and address issues of social justice and difference in the classroom. The understanding of affect that attends this form of dialogue demands from educators a re-visioning of how their educational arrangements and pedagogies might facilitate the transformative capacities of their students. Accordingly, the relational conception of (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  • Epistemological Multilingualism: A Tool for Conviviality.Charles Scott - 2009 - Paideusis: Journal of the Canadian Philosophy of Education Society 18 (2):43-54.
    In a globalized world where the traditional, the modern, and the postmodern increasingly meet, there is a growing need for understanding, particularly of views different from our own. In this paper, I want to explore the concept of epistemological multilingualism and its value to scholarship, advancing the notion that epistemological multilingualism—the ability to respect and understand multiple epistemic standpoints—emerges out of a postmodern, integral perspective which sees the reality of several epistemological frameworks, as well as the ability to understand, learn (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
    		•
  • Promoting the role of the personal narrative in teaching controversial socio-scientific issues.Ralph Levinson - 2008 - Science & Education 17 (8-9):855-871.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   4 citations