17 found
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  1.  23
    Taming the Conflict over Educational Equality.Bryan R. Warnick - 2014 - Journal of Applied Philosophy 32 (1):50-66.
    This article proposes an approach to educational distribution that attempts to minimise enduring tensions among conflicting values. At the foundation of this approach is a threshold of educational adequacy based on what is needed for citizens to participate in a democratic society. This threshold is justified because it minimises conflict with parental rights and because it better manages ‘the bottomless pit’ problem of educational distribution. This threshold is then modified to stipulate that, after the threshold has been reached, public resources (...)
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  2.  16
    The Controversy Over Controversies: A Plea for Flexibility and for “Soft‐Directive” Teaching.Bryan R. Warnick & D. Spencer Smith - 2014 - Educational Theory 64 (3):227-244.
    A controversy rages over the question of how should controversial topics be taught. Recent work has advanced the “epistemic criterion” as the resolution to this controversy. According to the epistemic criterion, a matter should be taught as controversial when contrary views can be entertained on the matter without the views being contrary to reason. When an issue is noncontroversial, according to the epistemic criterion, the correct position can be taught “directively,” with the teacher endorsing that position. When there is a (...)
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  3.  26
    Rethinking education for autonomy in pluralistic societies.Bryan R. Warnick - 2012 - Educational Theory 62 (4):411-426.
    If we are to posit, as do many liberal theorists, that autonomy is an educational goal that the state should endorse across cultural difference, key questions remain: What type of autonomy should we strive for, exactly, and how should this goal be achieved? Many liberal philosophers of education have argued that autonomy should enable cultural choice and that the development of autonomy requires students to be exposed to different beliefs and traditions. Shelley Burtt has challenged this dominant position, however, insisting (...)
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  4. Slowness, Inclusion, and the Secular Sabbath.Bryan R. Warnick - 2019 - Philosophy of Education 75:639-644.
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  5.  5
    Adaptation, Activism, and the Looming Climate Disaster.Bryan R. Warnick - 2024 - Educational Theory 73 (6):801-821.
    It is likely that the process of global climate change will continue to accelerate. There is a lack of political will to confront the problem and the consequences for humanity — including widespread suffering and institutional destabilization — will be disastrous. How should educators respond to a catastrophic future? Here, Bryan Warnick argues that two criteria should guide the educational response. The response should not (1) undermine efforts to find an “unprecedented solution” to climate change, or (2) leave students unprepared (...)
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  6.  53
    Gun Violence and the Meaning of American Schools.Bryan R. Warnick, Sang Hyun Kim & Shannon Robinson - 2015 - Educational Theory 65 (4):371-386.
    In the United States, targeted school shootings have become a distinct genre of violence. In this essay, Bryan Warnick, Sang Hyun Kim, and Shannon Robinson examine the social meanings that exist in American society that might contribute to this phenomenon, focusing on the question: “Why are schools conceptualized as appropriate places to enact this form of gun violence?” The authors analyze the social meaning of American schooling by using empirical data, everyday observations, films, and poetry, and then connect these points (...)
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  7.  52
    Technological Metaphors and Moral Education: The Hacker Ethic and the Computational Experience.Bryan R. Warnick - 2004 - Studies in Philosophy and Education 23 (4):265-281.
    This essay is an attempt to understand how technological metaphors, particularly computer metaphors, are relevant to moral education. After discussing various types of technological metaphors, it is argued that technological metaphors enter moral thought through their functional descriptions. The computer metaphor is then explored by turning to the hacker ethic. Analysis of this ethic reveals parallels between the experience of computer programming and the moral standards of those who are enmeshed in computer technology. This parallel suggests that the hacker ethic (...)
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  8.  24
    Achilles and Hector: The Homeric Hero (review).Bryan R. Warnick - 2006 - Journal of Aesthetic Education 40 (3):115-119.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Achilles and Hector: The Homeric HeroBryan R. WarnickAchilles and Hector: The Homeric Hero, by Seth Benardete. South Bend, IN: St. Augustine's Press, 2005, 140 pp., $17.00 cloth, $10.00 paper.Seth Benardete (1930-2001) was one of the twentieth century's premiere scholars of the classical world. His prominence was largely due to his technical excellence in both ancient philosophy and classical philology, a rare combination that allowed him to become, as (...)
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  9.  22
    Cadaver Dissection and the Limits of Simulation.Bryan R. Warnick - 2004 - Journal of Clinical Ethics 15 (4):350-362.
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  10.  3
    Evolution, Creationism, and Fairness: Equal Time in the Biology Classroom?Bryan R. Warnick - 2009 - Philosophy of Education 65:305-313.
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  11.  1
    Educational Research and the Interests of the State: The Divisive Case of Generalizability.Bryan R. Warnick - 2004 - Philosophy of Education 60:271-279.
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  12.  2
    Philosophy: education.Bryan R. Warnick & Lynda Stone (eds.) - 2017 - Farmington Hills, Mich.: Macmillan Reference USA, a part of Gale, Cengage Learning.
    Covers such topics as epistemology and education, feminist philosophy of education, race and education, school dress codes, and sex education. The use of film, literature, art, case studies, and other disciplines or situations/events provide illustrations of human experiences which work as gateways to questions philosophers try to address.
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  13.  17
    Reformist Distractions and Educational Labor: Two Perspectives on Paying for Grades.Bryan R. Warnick - 2016 - Educational Theory 66 (5):581-598.
    In this essay Bryan Warnick examines two recent analyses of the practice of paying students for grades, with a focus on educational justice. Philosopher Derrick Darby argues against cash-for-grades programs on the grounds that such programs leave educational inequality intact. Warnick contends that Darby's arguments are incomplete. Increasing levels of educational “adequacy” is morally desirable, Warnick argues, even if inequality remains unchanged. There is also an obligation to engage in “localized practice reforms” that benefit small groups of disadvantaged students, even (...)
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  14.  1
    Ritual, Imitation and Education in R. S. Peters.Bryan R. Warnick - 2011 - In Stefaan E. Cuypers & Christopher Martin (eds.), Reading R. S. Peters Today. Oxford, UK: Wiley‐Blackwell. pp. 54–71.
    This chapter contains sections titled: Introduction I Peters on Ritual in Education II R. S. Peters on Ritual and Imitation: An Assessment Future Directions References.
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  15.  20
    Student Communities and Individualism in American Cinema.Bryan R. Warnick, Heather S. Dawson, D. Spencer Smith & Bethany Vosburg-Bluem - 2010 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 46 (2):168-191.
    Hollywood films partially construct how Americans think about education. Recent work on the representation of schools in American cinema has highlighted the role of class difference in shaping school film genres. It has also advanced the idea that a nuanced understanding of American individualism helps to explain why the different class genres are shaped as they are. This article attempts to refine this theoretical approach by focusing on the paradox of individualism, which suggests that individualism must always be dependent on (...)
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  16.  46
    Student rights to religious expression and the special characteristics of schools.Bryan R. Warnick - 2012 - Educational Theory 62 (1):59-74.
    In this essay Bryan Warnick explores how rights to religious expression should be understood for students in public schools. Warnick frames student religious rights as a debate between the conflicting values associated with the Free Exercise Clause and the values associated with the Establishment Clause of the United States Constitution. He then asks how the special characteristics of the school environment should guide us in prioritizing those values. The overall weight of the considerations, particularly concerns about civic education, leads to (...)
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  17. The Preconditions for Pandemic Pedagogy.Bryan R. Warnick - 2021 - Philosophy of Education 77 (2):137-142.
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