We argue that philosophers are competent to facilitate public discussion concerning restrictions on human migration across political borders. We also argue that presenting public audiences with a prima facie case for open borders offers a unique opportunity to elucidate important aspects of philosophical reasoning. Finally, we share resources and a lesson plan for those keen to examine the case for open borders with students, or to facilitate public discussion on these issues.

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

This article utilises Gadamerian hermeneutics method and Freirean theory of the purpose of Religious Education to explore how Religious Education can contribute to achieving United Nations Sustainable Development Goal (SDG) 4, emphasising education for sustainable development. The study contends that Religious Education in Lesotho occupies a distinctive position in the education system, surpassing other countries in its extensive integration. Due to historical factors, Religious Education is taught in nearly all religiously affiliated schools, comprising about 90% of all educational institutions in (...) Lesotho, and even in certain public schools. The curriculum of Religious Education in Lesotho aligns directly with the educational objectives of SDG 4. Additionally, Lesotho’s Religious Education corresponds to three levels of school education for sustainable development: whole school approach, classroom approach, and community approach. Nevertheless, the study asserts that for Religious Education in Lesotho to better align with education for sustainable development, various enhancements are required. Firstly, inclusivity across all religious traditions is essential, moving beyond a sole focus on Christianity. Secondly, there is a need for wider dissemination and implementation of Religious Education in all schools, irrespective of their affiliation. Lastly, a shift from traditional pedagogies to transformative approaches is recommended to boost the effectiveness of Religious Education in advancing sustainable development.Contribution: This article contributes by analysing Lesotho’s case and its implications for enhancing Religious Education teaching to effectively address SDGs. It broadens existing knowledge on Religious Education’s potential as a platform for sustainable development and provides recommendations for its improved implementation in a specific context. (shrink)

The theme of the philosopher as therapist dominates Nietzsche's entire opus, from his earliest writings to the Zarathustra period and beyond. Nietzsche wishes to hasten the coming and future sanctification of a new type of synthetic human being, and his entire teaching is shaped by his own struggles against illness.Yet few Nietzsche scholars have paid this crucial therapeutic element of his thought sufficient attention. This collection of essays by leading scholars in the field is composed around the Nietzschean insight, (...) which has its roots in the Hippocratic tradition of ancient medicine, that beliefs, behaviours, ideals and patterns of striving are not things for which individuals or even cultures are responsible. Rather, they are symptoms of what an individual or culture is, which symptoms require diagnostic interpretation and evaluation. The book identifies three principal approaches in Nietzsche's philosophy: diagnostic, prognostic and therapeutic. Each essay takes up this essential insight into Nietzsche's therapeutic philosophy from a different perspective and collectively they reveal an array of insightful approaches to self-induced enhancement, for both individuals and cultures. (shrink)

With democracy in mind, promoting students’ cognitive, personal, and social development can inform and shape the mathematics curriculum and classroom practice with the goal of their becoming more capable, self-reflective, and socially aware human beings. Toward that realization, their mathematics experience could include: heuristics, as it provides a natural language for problem solving; habits of mind, so students can think and act with a more developed “reflective intelligence”; and multiple-centers investigations, where collaborations based on shared mathematical interest can be pursued. (...) In this way, their education would be “a fostering, a nurturing, a cultivating process” that supports the development of democratic society. (shrink)

The idea of the ‘executive technician’ or the teacher who follows theoretically prescribed rules is outlined. Through a discussion of the ideas of Oakeshott the idea of a rule‐following rigid practitioner of prescribed protocols is developed. The advantages of this conception of teaching as well as its disadvantages are outlined. Some practical applications of the executive technician conception of the teacher in both developed and developing countries are presented.

_Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally David Carr gives a detailed analysis of a range of issues concerning the role of the teacher (...) and the managements of educational issues. _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. (shrink)

This essay takes issue with Alasdair MacIntyre’s denial that teaching is a practice. It does so less by appeal to MacIntyre’s concept of practice than by criticism of his conception of teaching. It argues that this conception, as reconstructed from adversions to teaching in a range of his writings, does less than justice to what good teachers accomplish; and that, if this inadequacy is rectified—as much else in his writings suggests that it ought to be—there are clearer (...) grounds for acknowledging teaching as a practice. (shrink)

This essay discusses five main topoi in the Divine Comedy through which teachers might encourage students to explore the question of the Divine Comedy’s treatment of philosophy. These topoi are: (1) The Divine Comedy’s representations in Inferno of noble pagans who are allegorically or historically associated with philosophy or natural reason; (2) its treatment of the relationship between faith and reason and that relationship’s consequences for the text’s understanding of the respective authoritativeness of theology and philosophy; (3) representations in the (...) Divine Comedy that relate to the question of the practical value of philosophical (not to mention theological) speculation; (4) the text’s treatment of the respective merits of practical and contemplative activities; and (5) its implicit defense of philosophy’s authority with respect to ethical and political questions. (shrink)

_Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally David Carr gives a detailed analysis of a range of issues concerning the role of the teacher (...) and the managements of educational issues. _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. (shrink)

In order to fulfill ABET requirements, Northern Arizona University’s Civil and Environmental engineering programs incorporate professional ethics in several of its engineering courses. This paper discusses an ethics module in a 3rd year engineering design course that focuses on the design process and technical writing. Engineering students early in their student careers generally possess good black/white critical thinking skills on technical issues. Engineering design is the first time students are exposed to “grey” or multiple possible solution technical problems. To identify (...) and solve these problems, the engineering design process is used. Ethical problems are also “grey” problems and present similar challenges to students. Students need a practical tool for solving these ethical problems. The step-wise engineering design process was used as a model to demonstrate a similar process for ethical situations. The ethical decision making process of Martin and Schinzinger was adapted for parallelism to the design process and presented to students as a step-wise technique for identification of the pertinent ethical issues, relevant moral theories, possible outcomes and a final decision. Students had greatest difficulty identifying the broader, global issues presented in an ethical situation, but by the end of the module, were better able to not only identify the broader issues, but also to more comprehensively assess specific issues, generate solutions and a desired response to the issue. (shrink)

In early 2020, many instructors and students in a university setting experienced an abrupt shift to digitally-mediated teaching and learning replacing in-person seminars due to the COVID-19 pandemi...

Resumen: como la moral más importante del pueblo chino, la piedad filial es una parte importante de la cultura tradicional china y ocupa una posición importante en la historia china. El concepto de piedad filial se originó en la dinastía pre - qin, se desarrolló en las dinastías Xia y Shang y prevaleció en la dinastía Zhou Occidental. Confucio primero propuso el concepto de “piedad filial” en el confucianismo. Combinó la “piedad filial” con la “benevolencia” y enumeró el contenido específico (...) de la “piedad filial”. El pensamiento de piedad filial de Mencio también es una herencia del pensamiento de sus predecesores, que combina la piedad filial con ideas como la “teoría de la bondad sexual” y la “política del rey”. También propuso el estándar de “piedad filial”, que es un mayor desarrollo de la “piedad filial” en la dinastía pre - qin. Este artículo intenta comenzar con el pensamiento de piedad filial de algunos representantes del confucianismo pre - qin, analizar el contenido, el desarrollo y la influencia del pensamiento de piedad filial, y analizar el papel y la importancia de la “piedad filial” en la sociedad actual. (shrink)

John Wilson; Relativism and Teaching, Journal of Philosophy of Education, Volume 20, Issue 1, 30 May 2006, Pages 89–96, https://doi.org/10.1111/j.1467-9752.1986.

Gilbert Ryle; Thinking and Self-Teaching, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 216–228, https://doi.org/10.1111/j.1467-9752.

As a final project for a business and society course, students presented analyses of ethical dilemmas in business settings; each dilemma was different, chosen either from the student’s personal business experience or from a recent business news event. Students identified multiple decision criteria (financial, ethical, etc.) relevant to the dilemma and then recommended a decision, reflecting a prioritizing of the multiple decision criteria. The goal of this research was to learn whether personal experience led to different decision priorities. Analyses from (...) 121 students taken from six semesters of the course were sorted by choice of topic, as well as by which decision criterion was given top priority. Results showed significant differences (Chi-square value of 38.50562, significance level of 5.45963E-10) between the personal examples and the news examples. Students typically put ethical concerns first when analyzing news events. However, whenit came to personal events, more self-serving concerns often took priority. These disparate results suggest that even when knowledge is gained from study of theory and cases, it may not be applied to dilemmas that arise in students’ own experiences. (shrink)

With _Aristotle’s Teaching in the “Politics,” _Thomas L. Pangle offers a masterly new interpretation of this classic philosophical work. It is widely believed that the _Politics_ originated as a written record of a series of lectures given by Aristotle, and scholars have relied on that fact to explain seeming inconsistencies and instances of discontinuity throughout the text. Breaking from this tradition, Pangle makes the work’s origin his starting point, reconceiving the _Politics_ as the pedagogical tool of a master teacher. (...) With the _Politics_, Pangle argues, Aristotle seeks to lead his students down a deliberately difficult path of critical thinking about civic republican life. He adopts a Socratic approach, encouraging his students—and readers—to become active participants in a dialogue. Seen from this perspective, features of the work that have perplexed previous commentators become perfectly comprehensible as artful devices of a didactic approach. Ultimately, Pangle’s close and careful analysis shows that to understand the _Politics_, one must first appreciate how Aristotle’s rhetorical strategy is inextricably entwined with the subject of his work. (shrink)

A new framework-based approach to teaching and analyzing business ethics cases is set out. Using the framework, students are encouraged to adopt two different perspectives: business as usual and a more obviously moral point of view. Subsequently, they are prompted to craft a synthesis or compromise. Several pedagogical benefits flow from adopting the approach, including the cultivation of moral tolerance and improvements in the structure and scope of written action justifications. In addition, the framework enables students to relate ethical (...) theories to the cases in a systematic way, thereby addressing a long-standing concern of business ethics educators. (shrink)

In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related (...) to research? And what mechanisms are utilized to correct inappropriate behavior on the part of college and university teachers? The authors' work is based on survey results obtained from faculty members at research universities, liberal arts colleges, and two-year community, junior, and technical colleges. Braxton and Bayer's focus is on undergraduate teaching in four disciplines: biology, history, mathematics, and psychology. In their analyses, the authors examine how individual, disciplinary, and institutional differences influence professorial behavior. In contrast to the more explicitly understood and enforced rules of conduct in research, the authors find that teaching norms are informally defined and observed. They argue that a formal code of ethics for undergraduate teaching would serve the dual purpose of improving undergraduate education and elevating the status of college teaching. A groundbreaking study of contemporary academe, Faculty Misconduct in Collegiate Teaching is required reading for all university and college instructors and administrators. (shrink)

Gilbert Ryle; Thinking and Self-Teaching, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 216–228, https://doi.org/10.1111/j.1467-9752.

Ethical reasoning and decision-making may be thought of as 9professional skills9, and in this sense are as relevant to efficient clinical practice as the biomedical and clinical sciences are to the diagnosis of a patient9s problem. Despite this, however, undergraduate medical programmes in ethics tend to focus on the teaching of bioethical theories, concepts and/or prominent ethical issues such as IVF and euthanasia, rather than the use of such ethics knowledge (theories, principles, concepts, rules) to clinical practice. Not surprisingly, (...) many students and clinicians experience considerable difficulty in using what they know about ethics to help them make competent ethical decisions in their day-to-day clinical practice. This paper describes the development of a seminar programme for teaching senior medical students a more systematic approach to ethical reasoning and analysis and clinical decision-making. (shrink)

The distinction and relationship between teaching creatively and teaching for creativity identified in the report from the National Advisory Committee on Creative and Cultural Education , is examined by focusing on empirical research from an early years school, known for its creative approach. The examination uses four characteristics of creativity and pedagogy identified by Peter Woods : relevance, ownership, control and innovation, to show the interdependence of the NACCCE distinctions. We conclude that although the NACCCE distinction between (...) class='Hi'>teaching creatively and teaching for creativity has been useful as an analytical tool, it may, at the same time, have dichotomised an integrated practice and we suggest that a more useful distinction for the study of creative pedagogies would be the relationship between teaching creatively and creative learning. (shrink)

Vance Kasten; Manipulation and Teaching, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 53–62, https://doi.org/10.1111/j.1467-9752.1.

Berger and Miller argue that contemporary medical education directed toward “cultural competency” fails to address the structural inequities and systemic racism underpinning health dispariti...

This article reintroduces notions of the experiential, lived body as crucial for teaching. It critiques some recent moves within women’s studies, and cultural studies more generally, to use ‘theory’ as a way of abstracting bodies from the classroom. Using the work of Silvan Tomkins on affects, and Deleuzian notions of the body, it argues for a more comprehensive account of the affects, politics and practices of pedagogy.

Buddhist teaching about illusion is, I think, generally considered difficult to understand. What I wish to do is to try to indicate some of its more general and prevalent features with the further aim of using them to throw some light on typical Buddhist method and procedure. I shall be concerned mainly with some of the teachings to be found in the Mahayana and will try to be as untechnical as possible. This latter is sure to be displeasing to (...) some, but I have no wish to induce intellectual paralysis either in the reader or myself by a parade of technicalities most of which are not properly translatable into English. A great deal of scholarly and technical work has already been done and now it seems to me important to try as much as possible to express the general sense or pattern or at least some of its features in terms of our own more natural modes of thought and speech. This is what I have tried to do. I should point out that when dealing with the teaching about illusion we are concerned with only the more austere intellectual side of Buddhism. Nevertheless the religious philosophising which we encounter is as much a part of religious practice as meditation and expressing reverence and respect for the Buddha. I have confined myself throughout to exposition and have not attempted discussion and evaluation. References given are to books which are for the most part easily available in English. I will begin with three quotations. (shrink)

The changing context of medical practice—bureaucratic, political, or economic—demands that doctors have the knowledge and skills to face these new realities. Such changes impose obstacles on doctors delivering ethical care to vulnerable patient populations. Modern medical ethics education requires a focus upon the knowledge and skills necessary to close the gap between the theory and practice of ethical care. Physicians and doctors-in-training must learn to be morally sensitive to ethical dilemmas on the wards, learn how to make professionally grounded decisions (...) with their patients and other medical providers, and develop the leadership, dedication, and courage to fulfill ethical values in the face of disincentives and bureaucratic challenges. A new core focus of medical ethics education must turn to learning how to put ethics into practice by teaching physicians to realistically negotiate the new institutional maze of 21st-century medicine. (shrink)

Contrary to the claim made by Hutchinson and Waters that designing teaching materials should be the last option considered, Basturkmen and Bocanegra-Valle remind that many ESP teachers are very frequently directly involved in designing teaching materials as commercially published coursebooks and other materials tend not to be relevant to the needs of their specialized groups of learners. This paper offers an insight into the key aspects as well as the sequence of ESP materials design. It outlines the main (...) beliefs and principles which constitute the general framework for teaching materials development and summarizes the major explicit and implicit teachers’ beliefs which inevitably reflect on the process of materials design. This paper also tackles the issues of assumed abilities and training for developing and/or adapting teaching materials offered to ESP teachers in the attempt to answer the everlasting question whether being a good ESP teacher automatically implies being a good materials designer. (shrink)

This article explores Derrida's claim that teaching is a deconstructive process. In order to explore this claim, the Derridean concept of "erasure" is explored. Using the concept of erasure, this article examines two important aspects of teaching: the name that teachers establish for themselves, and, teaching against social power from a Derridean perspective. Ultimately, the paper confirms Derrida's claim that teaching is indeed a deconstructive practice.

The articles in the symposium “Teaching Early Modern Philosophy: New Approaches” provide theoretical reflections and practical advice on new ways of teaching undergraduate survey courses in early modern philosophy. This introduction lays out the rationale for the symposium and summarizes the articles that compose it.

The paper examines the education and training of adults in ethics. It applies to courses at universities and colleges as well as in the work place. The paper explores the evidence on our ability to strengthen moral behaviour through courses on ethics, finds it to be weak, so starts with the assumption that we cannot teach people to be ethical. The paper asks therefore what the objectives of a course could be and how best to achieve them. It examines the (...) different theories in the literature, eventually settling on four objectives: increasing moral cognition; teaching a widening and strengthening of ethical practices; adopting teaching approaches that maximise learning impact, and developing the personal skills of individuals in negotiation and persuasion. All four objectives are of value to people who seek an ethical work environment. The paper then explores the theories and differing approaches used for achieving each objective, including among others, public interest disclosures, structuring and using codes of ethics, case problems and other experiential learning techniques, organisational and institutional approaches to ensuring ethical behaviour, classroom interaction, the role of theory, team teaching and tailoring the courses to meet an ethical needs analysis for that discipline, profession or organisation. (shrink)

Formal training in clinical ethics must become a central part of residency curricula to prepare practitioners to manage the ethical dimensions of patient care. Residency educators must ground their teaching in an understanding of the conceptual, biomedical, and psychosocial aspects of the important ethical issues that arise in that field of practice. Four aspects of professional competence in clinical ethics provide a useful framework for curricular planning. The physician should learn to: (1) recognize ethical issues as they arise in (...) clinical care and identify hidden values and unacknowledged conflicts; (2) think clearly and critically about these issues in ways that lead to ethically justifiable courses of action; (3) apply those practical skills needed to implement an ethically justifiably course of action; and (4) judge when the management of a clinical situation requires consultation with individuals or institutional bodies with additional expertise or authority. We argue that these practical goals can be accomplished with a relatively modest emphasis on the theoretical aspects of medical ethics. (shrink)

Abstract Adapted from the six 2010 Star Island Chapel Talks, the paper introduces the readers to contemporary Catholic Social Teaching and its application and implementation, particularly in the fields of environmental justice and human rights. An opening vignette explains how ideas about the common good contributed to the defeat of “Takings” legislation aimed at undoing environmental regulation in the 104th Congress (1995–1996). The teaching is presented as a vision of society centered on the communion of persons and creation (...) rather than a discrete set of principles, with human rights and charity being the twin pillars of an evolving tradition. The interaction among ideas, historic events, and social movements is stressed throughout. (shrink)

I analyse the 2014 policy to promote 'British values' in schools from the perspective of the two main positions in contemporary liberal theory, comprehensive liberalism and political liberalism. I highlight in what ways comprehensive and political liberal defences of the policy are unsatisfactory, before briefly sketching a possible alternative position – ‘thin comprehensive liberalism’ – and discussing its potential for justifying a substantive education in liberal values. In light of this theoretical perspective, I suggest some ways that the existing British (...) values policy might be amended in practice so as to bring it more in line with the liberal ideal. (shrink)

접촉 가설은 집단 간 편견을 감소시키기 위해 가장 포괄적으로 연구되어 온 대표적인 이론적 틀 가운데 하나다. 접촉 가설에 의하면, 접촉은 외집단에 대한 지식을 고양시켜 주고, 외집단 접촉에 대한 불안감을 감소시키며, 공감과 역할채택 능력을 제고하여 줌으로써 편견 감소에 기여한다. 그럼에도 불구하고, 접촉 가설 자체에 대한 국내의 연구는 매우 미진하다. 이에 이 글에서는 접촉 가설의 개념과 발전 과정을 살펴보고, 접촉 가설에 근거한 도덕 교과에서의 반편견 교수 방법을 탐색하였다. 이 글에서는 접촉 가설에 근거한 도덕 교과에서의 반편견 교수 방법으로서 협동학습의 활용, 문화 동화물의 활용, (...) 대리 경험의 확대, 다문화 봉사학습 기회 제공, 다양한 사회적 기능 훈련 실시 등 다섯 가지 방안을 제시하고 그것을 정당화하였다. 다문화 사회에서 도덕 교사는 수업을 통해 학생들에게 다양한 직접적 혹은 간접적 접촉의 기회를 제공하거나 혹은 접촉에 필요한 사회적 기능들을 체계적ㆍ지속적으로 훈련시킴으로써 학생들의 편견 감소 및 집단 간 관계 개선을 위한 다문화 역량 제고에 기여해야 한다. (shrink)