28 found
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  1.  57
    Hope and Patients’ Expectations in Deep Brain Stimulation: Healthcare Providers’ Perspectives and Approaches.Emily Bell, Bruce Maxwell, Mary Pat McAndrews, Abbas Sadikot & Eric Racine - 2010 - Journal of Clinical Ethics 21 (2):112-124.
    In this article we report relevant data that shed light on the topic of hope and patients’ expectations in the use of DBS, for standard, approved, and established indications, based on a broader qualitative study on the ethical and social challenges that healthcare providers face in the field of DBS.
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  2.  47
    The concept of the moral domain in moral foundations theory and cognitive developmental theory: Horses for courses?Bruce Maxwell & Guillaume Beaulac - 2013 - Journal of Moral Education 42 (3):360-382.
    Moral foundations theory chastises cognitive developmental theory for having foisted on moral psychology a restrictive conception of the moral domain which involves arbitrarily elevating the values of justice and caring. The account of this negative influence on moral psychology, referred to in the moral foundations theory literature as the ?great narrowing?, involves several interrelated claims concerning the scope of the moral domain construct in cognitive moral developmentalism, the procedure by which it was initially elaborated, its empirical grounds and the influence (...)
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  3.  64
    ‘Teacher as Professional’ as Metaphor: What it Highlights and What it Hides.Bruce Maxwell - 2015 - Journal of Philosophy of Education 49 (1):86-106.
    This article is concerned with the downsides of using the language of professionalism in educational discourse. It suggests that the language of professionalization can be a powerful rhetorical device for promoting welcome and necessary changes in the field of teaching but that, in doing so, it can unintentionally misrepresent the work that teachers do. Taking as a theoretical framework Lakoff and Johnson's metaphor theory, the article argues that ‘teacher as professional’ should be seen as a metaphor of teaching on par (...)
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  4.  71
    Codes of ethics and teachers’ professional autonomy.Marina Schwimmer & Bruce Maxwell - 2017 - Ethics and Education 12 (2):141-152.
    This article considers the value of adopting a code of professional ethics for teachers. After having underlined how a code of ethics stands to benefits a community of educators – namely, by providing a mechanism for regulating autonomy and promoting a shared professional ethic – the article examines the principal arguments against codes of ethics. Three arguments are presented and analyzed in light of the codes of teacher ethics in place elsewhere in Canada. We conclude that a code of ethics (...)
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  5.  7
    Grounding Social Justice Education in Deweyan Right to Education.Bruce Maxwell - 2021 - Philosophy of Education 77 (2):60-65.
  6.  43
    Does the Neuroscience Research on Early Stress Justify Responsive Childcare? Examining Interwoven Epistemological and Ethical Challenges.Bruce Maxwell & Eric Racine - 2011 - Neuroethics 5 (2):159-172.
    This paper examines interwoven ethical and epistemological issues raised by attempts to promote responsive childcare practices based on neuroscience evidence on the developmental effects of early stress. The first section presents this “neuroscience argument for responsive early childcare”. The second section introduces some evidential challenges posed by the use of evidence from developmental neuroscience as grounds for parental practice recommendations and then advances a set of observations about the limitations of the evidence typically cited. Section three highlights the ethical implications (...)
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  7.  61
    Should Empathic Development Be a Priority in Biomedical Ethics Teaching? A Critical Perspective.Bruce Maxwell & Eric Racine - 2010 - Cambridge Quarterly of Healthcare Ethics 19 (4):433-445.
    Biomedical ethics is an essential part of the medical curriculum because it is thought to enrich moral reflection and conduce to ethical decisionmaking and ethical behavior. In recent years, however, the received idea that competency in moral reasoning leads to moral responsibility “in the field” has been the subject of sustained attention. Today, moral education and development research widely recognize moral reasoning as being but one among at least four distinguishable dimensions of psychological moral functioning alongside moral motivation, moral character, (...)
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  8.  47
    Moral foundations theory and moral development and education.Bruce Maxwell & Darcia Narvaez - 2013 - Journal of Moral Education 42 (3):271-280.
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  9.  50
    Interculturalism, multiculturalism, and the state funding and regulation of conservative religious schools.Bruce Maxwell, David I. Waddington, Kevin McDonough, Andrée-Anne Cormier & Marina Schwimmer - 2012 - Educational Theory 62 (4):427-447.
    In this essay, Bruce Maxwell, David Waddington, Kevin McDonough, Andrée-Anne Cormier, and Marina Schwimmer compare two competing approaches to social integration policy, Multiculturalism and Interculturalism, from the perspective of the issue of the state funding and regulation of conservative religious schools. After identifying the key differences between Interculturalism and Multiculturalism, as well as their many similarities, the authors present an explanatory analysis of this intractable policy challenge. Conservative religious schooling, they argue, tests a conceptual tension inherent in Multiculturalism between respect (...)
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  10. Rethinking Cognitive Mediation: Cognitive Behavioral Therapy and the Perceptual Theory of Emotion.Christine Tappolet & Bruce Maxwell - 2012 - Philosophy, Psychiatry, and Psychology 19 (1):1-12.
    Empirical assessments of Cognitive Behavioral Theory and theoretical considerations raise questions about the fundamental theoretical tenet that psychological disturbances are mediated by consciously accessible cognitive structures. This paper considers this situation in light of emotion theory in philosophy. We argue that the “perceptual theory” of emotions, which underlines the parallels between emotions and sensory perceptions, suggests a conception of cognitive mediation that can accommodate the observed empirical anomalies and one that is consistent with the dual-processing models dominant in cognitive psychology.
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  11. Gloomy duck or cheerful rabbit?Christine Tappolet & Bruce Maxwell - 2012 - Philosophy, Psychiatry, and Psychology 19 (1):21-23.
  12. L’État doit-il mettre fin au financement des écoles ethnoreligieuses ?Marina Schwimmer, Andrée-Anne Cormier, Bruce Maxwell, David Waddington & Kevin McDonough - 2012 - Les ateliers de l'éthique/The Ethics Forum 7 (1):24-44.
    Cet article considère la question de la légitimité du financement public des écoles dites ethnoreligieuses à la lumière du modèle interculturaliste de citoyenneté. La première section dresse un bref portrait historique du débat autour de cette question tel qu’il s’est présenté au Québec. Ensuite, elle explique en quoi cette problématique révèle une tension inhérente aux principes clés de l’interculturalisme. La seconde partie propose une critique de l’approche standard pour aborder l’enjeu du financement public des écoles ethnoreligieuses et défend une approche (...)
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  13. by Maria del Pilar Zeledén and Maria Rosa Buxarrais) rflvlfiwfid by.Robin Barrow, Barbara Applebaum, Bruce Maxwell & Roland Reicltenbach - 2005 - Journal of Moral Education 34 (3).
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  14.  13
    The importance of philosophy in teacher education: mapping the decline and its consequences.Andrew D. Colgan & Bruce Maxwell (eds.) - 2020 - New York, NY: Routledge/Taylor & Francis Group.
    The Importance of Philosophy in Teacher Education maps the gradual decline of philosophy as a central, integrated part of educational studies. Chapters consider how this decline has impacted teacher education and practice, offering new directions for the reintegration of philosophical thinking in teacher preparation and development. Touching on key points in history, this valuable collection of chapters accurately appraises the global decline of philosophy of education in teacher education programs and seeks to understand the external and endemic causes of changed (...)
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  15.  18
    Beyond Virtue: The Politics of Educating Emotions, Liz Jackson, Cambridge University Press, 2021, Pp. 250.Bruce Maxwell - 2021 - Educational Theory 71 (5):673-676.
  16.  10
    Does State Secularism Require Teachers to Abstain from Wearing Religious Symbols at School?Bruce Maxwell, Kevin McDonough & David I. Waddington - 2014 - Philosophy of Education 70:422-430.
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  17.  30
    Irony in Moral Discourse: Abnegation or Iron Fate? Some Considerations on Genealogy, Plurality, and Truth.Bruce Maxwell - 1998 - Dialogue 37 (3):473-.
    RÉSUMÉ: Cet article présente une critique de la position dite de l’ «ironie morale», une position philosophique passablement répandue dans la culture intellectuelle con temporaine et dont la caractéristique centrale est de mettre en question de façon radicale le concept de vérité morale. En m’appuyant sur la lecture de Foucault pro posée par Robert Réal Fillion, je dégage les présuppositions qui sont au cœur de la position en question. Je souligne ensuite ses implications pragmatiques; en acceptant le gambit épistémologique, crucial (...)
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  18.  44
    Justifying educational acquaintance with the moral horrors of history on psycho-social grounds: 'Facing History and Ourselves' in critical perspective.Bruce Maxwell - 2008 - Ethics and Education 3 (1):75-85.
    This paper challenges a pervasive curricular justification for educationally acquainting young people with stories of genocide and other moral horrors from history. According to this justification, doing so favours the development of psycho-social soft skills connected with interpersonal awareness and the establishment and maintenance of positive relationships. It is argued that this justification not only renders the specific historical content incidental to the development of these skills. The educational intention of promoting such psycho-social soft skills by way of studying moral (...)
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  19.  6
    Le cadre éthique et légal de l'enseignement: guide pour les professionnels de l'enseignement.Bruce Maxwell - 2024 - Québec (Québec): Presses de l'Université du Québec. Edited by Dianne Gereluk, Christopher Martin & Louis Courteau.
    « Ce guide offre aux étudiants en formation initiale à l'enseignement, au personnel enseignant en poste, à leurs formateurs et aux directions d'établissement scolaire les ressources nécessaires pour se frayer un chemin à travers les cadres éthiques et légaux complexes qui réglementent le quotidien de la pratique enseignante. ».
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  20.  5
    Le Québec en quête de laïcité [Quebec’s pursuit of secularism].Bruce Maxwell - 2012 - Paideusis: Journal of the Canadian Philosophy of Education Society 20 (1):33-35.
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  21.  66
    Personality, identity, and character: explorations in moral psychology.Bruce Maxwell - 2011 - Journal of Moral Education 40 (1):136-138.
  22. Two cases in neuroeducational knowledge transfer : behavioral ethics and responsive parenting.Bruce Maxwell & Eric Racine - 2016 - In Clarence W. Joldersma (ed.), Neuroscience and Education: A Philosophical Appraisal. New York: Routledge.
  23.  30
    The Debiasing Agenda in Ethics Teaching.Bruce Maxwell - 2016 - Teaching Ethics 16 (1):75-90.
    How should ethics educators respond to the picture of moral functioning that has emerged from the cognitive sciences of morality? A critical case study of an instance of knowledge transfer from social and cognitive psychology to the practice of teaching ethics, this paper assesses the answer that behavioral ethics gives to this question. The paper first summarizes the opposition that the notion of “teaching reasoning skills” meets in behavioral ethics and provides some examples of the research findings on which this (...)
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  24.  48
    The Debiasing Agenda in Ethics Teaching.Bruce Maxwell - 2016 - Teaching Ethics 16 (1):75-90.
    How should ethics educators respond to the picture of moral functioning that has emerged from the cognitive sciences of morality? A critical case study of an instance of knowledge transfer from social and cognitive psychology to the practice of teaching ethics, this paper assesses the answer that behavioral ethics gives to this question. The paper first summarizes the opposition that the notion of “teaching reasoning skills” meets in behavioral ethics and provides some examples of the research findings on which this (...)
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  25.  46
    Teaching right and wrong: A somewhat irritating expression.Bruce Maxwell - 2006 - Journal of Philosophy of Education 40 (3):405–412.
    This article critically reviews Colin Wringe's Moral Education: Beyond the Teaching of Right and Wrong. The book has three broad aims. The first is to illustrate the philosophical deficiencies of the conceptualisation of moral education underlying two recently published UK government documents on values education. The second is to develop a pluralistic prescriptive account of mature moral judgement, putatively as a point of reference for the educational promotion of moral development. Finally, Wringe presents his views on how certain perennially contested (...)
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  26. Educating moral emotions: a praxiological analysis. [REVIEW]Bruce Maxwell & Roland Reichenbach - 2007 - Studies in Philosophy and Education 26 (2):147-163.
    This paper presents a praxiological analysis of three everyday educational practices or strategies that can be considered as being directed at the moral formation of the emotions. The first consists in requests to imagine other's emotional reactions. The second comprises requests to imitate normative emotional reactions and the third to re-appraise the features of a situation that are relevant to an emotional response. The interest of these categories is not just that they help to organize and recognize the significance of (...)
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  27. A Review of Kristján Kristjánsson, 2006. Justice and Desert-Based Emotions. Aldershot: Ashgate. [REVIEW]Bruce Maxwell - 2009 - Studies in Philosophy and Education 28 (1):51-71.
  28.  46
    The Ethics of Neuroeducation: Research, Practice and Policy. [REVIEW]Bruce Maxwell & Eric Racine - 2012 - Neuroethics 5 (2):101-103.
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