This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

Extending the dialogue on corporate social performance as descriptive stakeholder management, we examine differences in CSP activity between family and nonfamily firms. We argue that CSP activity can be explained by the firm’s identity orientation toward stakeholders. Specifically, individualistic, relational, or collectivistic identity orientations can describe a firm’s level of CSP activity toward certain stakeholders. Family firms, we suggest, adopt a more relational orientation toward their stakeholders than nonfamily firms, and thus engage in higher levels of CSP. Further, we invoke (...) collectivistic identity orientation to argue that the higher the level of family or founder involvement within a family firm, the greater the level of CSP toward specific stakeholders. Using social performance rating data from 1991 to 2005, we find that family and nonfamily firms demonstrate notable differences in terms of social initiatives and social concerns. We also find that the level of family and founder involvement is related to the type and frequency of a family firm’s social initiatives and social concerns. (shrink)

Extensive and diverse conceptual work towards developing a definition of ‘mental disorder’ was motivated by the declassification of homosexuality from the Diagnostic and Statistical Manual in 1973. This highly politicised event was understood as a call for psychiatry to provide assurances against further misclassification on the basis of discrimination or socio-political deviance. Today, if a definition of mental disorder fails to exclude homosexuality, then it fails to provide this safeguard against potential abuses and therefore fails to do an important part (...) of the work it was intended to do. We argue that fact-based definitions of mental disorder, relying on scientific theory, fail to offer a robust definition of mental disorder that excludes homosexuality. Definitions of mental disorder based on values do not fare better: these definitions are silent on questions about the diagnostic status of individuals in oppressive societies and over-inclusive of mental or behavioural states that happen to be negatively valued in the individual's social context. We consider the latest definition proposed for the Diagnostic and Statistical Manual-5 in light of these observations. We argue that definition fails to improve on these earlier deficiencies. Its inclusion in the manual may offer false reassurance against repetition of past misclassifications. We conclude with a provocation that if candidate definitions of mental disorder are unable to exclude homosexuality, it might perhaps be preferable not to attempt a definition at all. (shrink)

In this contribution, we will discuss the opportunities and challenges arising from memory institutions' need to redefine their archival strategies for contemporary collecting in a world of big data. We will reflect on this topic by critically examining the case study of the UK Web Archive, which is made up of the six UK Legal Deposit Libraries: the British Library, National Library of Scotland, National Library of Wales, Bodleian Libraries Oxford, Cambridge University Library and Trinity College Dublin. The UK Web (...) Archive aims to archive, preserve and give access to the UK web space. This is achieved through an annual domain crawl, first undertaken in 2013, in addition to more frequent crawls of key websites and specially curated collections which date back as far as 2005. These collections reflect important aspects of British culture and events that shape society. This commentary will explore a number of questions including: what heritage is captured and what heritage is instead neglected by the UK Web archive? What heritage is created in the form of new data and what are its properties? What are the ethical issues that memory institutions face when developing these web archiving practices? What transformations are required to overcome such challenges and what institutional futures can we envisage? (shrink)

This paper investigates the philosophical method of Jacques Rancière, with special attention to use of the 'presumptive tautology'. It distinguishes between the Enlightenment conception of method as universally applicable technique, and the philosophical conception of method as a certain style that has been invented by a certain person. Ultimately, the paper puts the methodology of Rancière's The Ignorant Schoolmaster under scrutiny.

In this essay, I investigate the human act of spectatorship as found in the work of John Dewey and Paulo Freire. I will show that each is thoroughly anti-watching when it comes to educational practices. I then problematize their positions by looking at their spectatorial commitments in the realm of aesthetics. Both Dewey and Freire have a different opinion about spectatorship when it is a matter of watching art. I claim that this different in opinion derives from the practice of (...) ‘educational humanism’. By educational humanism, I mean the tendency to posit stock human traits that derive from pedagogical practices. Ultimately, I will take a stand against educational humanism, against the process of back-forming, from educational circumstances, the desirability, or the undesirability, of human traits. (shrink)

This article looks at the practice of educational questioning using the philosophical hermeneutics of Hans‐Georg Gadamer. It first looks at questions and statements from a hermeneutic perspective, demonstrating some of the differences and similarities between the two. It then details Gadamer's notion of the ‘true question’, asking whether it is possible for teachers to ask ‘true questions’. Then, it turns to some concrete ways to rethink educational questioning. Three themes are proposed, themes to keep in mind when educational questions are (...) used: non‐superficiality, humility, and circuitry. (shrink)

In a controlled laboratory experiment, we found evidence for our predictions that participants who received fair distributive treatment were more likely to lie to give a supervisor a good performance evaluation than those treated unfairly, and those who received unfair distributive treatment were more likely to steal money from a supervisor than those treated fairly. We further proposed that the presence of an ethical code of conduct would moderate these relationships such that when the code was present these relationships would (...) be weaker than when the code was absent, but we failed to find support for these moderating effects. Our findings suggest that the relationship between distributive justice and unethical behavior is likely more complex than previously considered. Both researchers and managers may benefit from a broader understanding of the factors that motivate and inhibit unethical behaviors intended to benefit and harm supervisors and/or organizations. (shrink)

This article looks at the practice of educational questioning using the philosophical hermeneutics of Hans‐Georg Gadamer. It first looks at questions and statements from a hermeneutic perspective, demonstrating some of the differences and similarities between the two. It then details Gadamer's notion of the ‘true question’, asking whether it is possible for teachers to ask ‘true questions’. Then, it turns to some concrete ways to rethink educational questioning. Three themes are proposed, themes to keep in mind when educational questions are (...) used: non‐superficiality, humility, and circuitry. (shrink)

ABSTRACT:The link between firm corporate social performance (CSP) and executive compensation could be driven by a sorting effect (a firm’s CSP is related to the initial levels of compensation of newly hired executives), or by an incentive effect (incumbent executives are rewarded for past firm CSP). Existing empirical work focuses exclusively on the incentive effect. In contrast, in this paper we explore the sorting effect of firm CSP on the initial compensation of newly hired executives. In doing so, we develop (...) a novel theoretical approach based on an integration of stakeholder theory and human capital theory, suggesting a positive association between the initial compensation of executives and firm CSP strengths and concerns. It also suggests that the strength of this relationship varies between different executive roles (as a function of stakeholder-management responsibilities). We find support for this theoretical framework in a large sample of newly-hired executives employed by Standard & Poor 1500 firms. (shrink)

In 2012, and 2014 Libraries and Learning Services from the University of Auckland created two online courses to introduce students to the concept of academic integrity and its associated values and expectations. The challenge was to introduce the somewhat dry subject matter to a diverse group of students in an engaging way and to avoid large tracts of text that were difficult to comprehend. Initial research undertaken by the development team suggested that visually representing bodies of text was an effective (...) way of communicating with the target audience. Dual coding theory, multimodal instructional design and cognitive load theories provided a framework for the learning design approach taken by the design team who ultimately selected Richard Mayer’s (2001) Cognitive Theory of Multimedia Learning as a basis for designing the two courses. This paper outlines how the two courses were designed in accordance principles outlined in Mayer’s theory and how the design team integrated seven of Mayer’s twelve principles to create dynamic, visual and aural elements such as animations, narrations and text to engage learners in a more meaningful learning process. (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 paper establishes the principle of ‘back-formation’ of artistic creation, the process by which artists realise in their work a theme or motif that had not been previously intended but is brought into being as the work comes to fruition. The authors suggest that teaching also should be guided by this principle. To solve the inherent problem of power imbalance in teaching, they appeal to Bakhtin's recourse to aesthetical judgment in addressing relational issues. Gadamer's rehabilitation of prejudices shows that not (...) only is an ethics of relation worked out as an aesthetic practice, but also that aesthetic practices are worked out within an ethics of relation. (shrink)

This essay explores the educational implications of the thought of Michel de Montaigne and Friedrich Nietzsche on the subject of memory. It explores the sorts of cultural memory practices that Nietzsche has called ‘mnemotechnics’, that is, the aspects of memory use that allow human beings to live life more fully. Nietzsche and Montaigne's work is explored because their work offers a different, and much more philosophically oriented, perspective on memory than is commonly discussed when educators speak of memory. Nietzsche and (...) Montaigne show how remembering and forgetting might be understood more thoroughly and deployed with more finesse. The case is made that such deployments, such mnemotechnics, have great relevance for enhancing the agency of students. (shrink)

This essay offers an educational understanding of truth deriving from the work of Jacques Rancière. Unlike other educational accounts—the traditional, progressive, and critical accounts—of truth that take education as a way of approaching pre‐existing truths (or lack of pre‐existing truths), this essay establishes an account of truth that is intrinsic to education. It uses Rancière's language theory to do so, showing that Rancière's own perspective on truth is in fact opposed to the one so often promoted in and through education. (...) To conclude, the essay explores what Rancière's perspective on truth means to the educational researcher who would write on Rancière's work. (shrink)

This essay explores the educational implications of the thought of Michel de Montaigne and Friedrich Nietzsche on the subject of memory. It explores the sorts of cultural memory practices that Nietzsche has called ‘mnemotechnics’, that is, the aspects of memory use that allow human beings to live life more fully. Nietzsche and Montaigne's work is explored because their work offers a different, and much more philosophically oriented, perspective on memory than is commonly discussed when educators speak of memory. Nietzsche and (...) Montaigne show how remembering and forgetting might be understood more thoroughly and deployed with more finesse. The case is made that such deployments, such mnemotechnics, have great relevance for enhancing the agency of students. (shrink)

This paper presents the case of a young man with a diagnosis of schizophrenia, who agreed to inpatient treatment primarily to avoid being formally detained. I draw on Peter Breggin's early critique of coercion of informal patients to supply an updated discussion of the ethical issues raised. Central questions are whether the admission was coercive, and if so, whether unethical. Whether or not involuntary admission would be justified, moral discomfort surrounds its appearance as a threat. This arises in part from (...) ambivalence about autonomy: although a ‘choice’ is made, the threat of detention impinges on the patient's choice. Recent legal developments provide some experience of safeguarding those whose consent is not obtained. This highlights the lack of safeguards in this ‘gap’ and suggests that we have the tools with which to begin to deal with the problem. (shrink)

This essay demonstrates that Athenagoras’ theology is primarily concerned, not with the creative activity of God, as L.W. Barnard has argued, but rather with the immateriality of the divine nature and the unity of the Father and the Son. It is this two-fold basis of distinction and unity that makes the apprehension of God possible only by mind and reason. Since the divine nature is heavenly and immaterial, such apprehension cannot occur in the physical realm as promoted in pagan worship, (...) but must take place in the mind through the Son, who is the Logos or Mind, the Reason and Wisdom of the Father. Athenagoras’ assertion that the immaterial God can only be apprehended by reason emphasizes the distinction between God and matter, while the unity of the Father and Son in God’s acts and teachings highlights the role of reason in the soul’s apprehension of the divine. One must be conformed to the Son, who is the Reason of God, in order to apprehend God the Father, and Athenagoras evokes the ethical dimension of reason in the soul’s apprehension of the divine. As the soul follows the Son in obeying his teachings, it is conformed to the Son, thereby becoming rational and engaging in rational worship, focusing on the heavenly rather than the earthly. Thus it is in ethical conduct that Christians are essentially pure in spirit and rational in worship, as they are directed by the Son, who is unified with the Father, to apprehend the immaterial God. (shrink)

Using the work of Maurice Merleau-Ponty and Jessica Benjamin, I here describe the role of language in achieving intersubjective relationships among persons.

This book provides a focus for future discussion in one of the most important debates within historical theology within the protestant tradition - the debate about the definition of a category of analysis that operates over five centuries of religious faith and practice and in a globalising religion. In March 2009, TIME magazine listed ‘the new Calvinism’ as being among the ‘ten ideas shaping the world.’ In response to this revitalisation of reformation thought, R. Scott Clark and D. G. Hart (...) have proposed a definition of ‘Reformed’ that excludes many of the theologians who have done most to promote this driver of global religious change. In this book, the Clark-Hart proposal becomes the focus of a debate. Matthew Bingham, Chris Caughey, and Crawford Gribben suggest a broader and more historically responsible definition for ‘Reformed,’ as Hart and Scott respond to their arguments. (shrink)

Paulo Freire's major work, Pedagogy of the Oppressed, owes adebt to psychoanalysis. In particular, as this paper argues,Freire's account of teacher authority needs to be understoodthrough psychoanalytic sensibilities. Paulo Freire maintains thatteacher authority can be ``on the side of freedom.'' This is ahighly charged claim given that liberalist traditions generallycast authority as the enemy of freedom. Breaking with liberalunderstandings of authority, Freire's ``authority on the sideof freedom'' is a matter of maintaining the delicate psychicbalance that leads neither to domination nor (...) to submission.This paper investigates how such an authoritative balance functions. (shrink)