This volume explores the distinctiveness of teaching and learning as a human undertaking and the nature and scope of the philosophy of education. An investigation of the distinctiveness of teaching and learning as a human undertaking. Provides fresh thinking on the nature and scope of the philosophy of education. Draws on the original insights of an international group of experts in philosophy and education. Includes an interview on education with Alasdair MacIntyre, together with searching investigations of (...) his views by other contributors. (shrink)

Ever-increasing numbers of teachers are expressing commitments to social justice education today, but few experienced critical or democratic education in their own schooling or in their teaching practicum. Thus, teachers’ critical democratic commitments can be difficult to put into practice, especially in classrooms where students with diverse and unequal positionalities are engaged in learning together – what I call “heterogeneous” classrooms. Education that is “democratic” (that includes a range of warranted perspectives) can seem to come into (...) conflict with education that is “critical” (that elevates and centers marginalized perspectives). We have little research depicting how educators meet such challenges. This paper depicts an experienced and committed social justice educator wrestling with difficult problems in the enactment of critical democratic education. Mr. Crane regularly engaged his racially and linguistically heterogeneous students in discussions of social issues, and during these discussions regularly encountered practical facilitation challenges posed by inequality among students. He wrestled with how to elevate students of color's views without spotlighting them, and how to challenge dominant perspectives without shaming the students who voiced them. Drawing on qualitative data from classroom observations and interviews, I depict Mr. Crane making sense of and mobilizing emergent instructional responses to these challenges – with, by his own reckoning, mixed results. One instructional routine, an impromptu version of a critical inquiry, was flagged by Mr. Crane as a promising method for navigating some of the trickiest problems of critical democratic education practice. This paper's findings demonstrate that enacting critical democratic education is not easy. Even experienced and committed social justice educators struggle with how to put their critical values into practice. By making visible one experienced critical democratic educator's recurring problems of practice, my research acknowledges the difficulties of this work and contributes to problem-framing. Furthermore, by deconstructing a promising routine for impromptu critical inquiry during classroom discussions of social issues, this research contributes a model of effective critical democratic education in practice. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Pictures of Music Education by Estelle R. JorgensenPaul WoodfordEstelle R. Jorgensen, Pictures of Music Education. Indiana University Press, 2011Estelle Jorgensen has long been a mainstay of the philosophy of the music education community, having served as founding chair of the Philosophy of Music Education Special Research Interest Group of the National Association of Music Educators (formerly the Music Educators National Conference) and founding co-chair (...) of the International Society for the Philosophy of Music Education along with Frede V. Nielsen whose work is the focus of this special issue. She remains editor of the Philosophy of Music Education Review, one of the premiere professional journals in the field of music education, and general editor of the Indiana University Press book series Counterpoints: Music and Education, which has published several of her books, including the current one, Pictures of Music Education (2011), that is the subject of this review. Over the course of her career, she has also contributed many chapters to other leading professional books and to the success of international symposia as host and frequent keynote speaker. One could easily continue to enumerate Jorgensen’s many contributions to the profession, but owing to lack of space it will suffice to simply observe that the field of music education would not be what it is today had it not been for her leadership, mentorship, and commitment to building a community of scholars. It is thus a pleasure to have been invited to review the aforementioned book, which [End Page 209] ventures into “the ground between metaphor and model,” the tension between the figurative and literal, to define music education as fundamentally imaginative and open-ended.1Among the advantages of conceiving of the nature of music education as involving a dialectical tension between various metaphors and derived models, Jorgensen recounts, is that the former, because figurative, evocative, and overlapping, allow for the kinds and degrees of ambiguity and slippage that are necessary for the exercise of imagination leading to more open and productive conversation about ideas. Models, on the other hand, are by definition more literal and thus more subject to direct criticism because intended to represent reality in ways that can be empirically tested through application to practice. Indeed, models make systematic assessment and critique of ideas possible. As Jorgensen continues, models serve to simplify “difficult ideas in terms that can be readily grasped, studied, and tested,” which is particularly important to the credibility of the music teaching profession in the eyes of today’s politicians and the public.2 Nevertheless, and for the obvious reason that what Jorgensen refers to as metaphoric models are derived from metaphors and thus bear some similarity, their boundaries can be “fuzzy.”3 As already suggested, it is here, in the fertile ground between metaphor and model, that Jorgensen thinks the most creative and productive thinking about music education philosophy and practice can occur as scholars and teachers recognize and grapple with, and perhaps celebrate, the various tensions and paradoxes found therein. This approach is intended by her as an alternative to the either/or grand narratives that have in the past stifled conversation by reducing philosophy, research, and pedagogy to a search for “the ‘one’ … true or best way, or ‘high road’ to music education.”4 Jorgensen’s own purpose is more modest, and potentially more liberating, which is to open “other fruitful avenues for understanding the ways in which people come to know music.”5The book consists of fourteen chapters in all, each one, with the exception of the introductory and concluding ones, dedicated to a specific metaphor and its chosen derived model that has been “systematically teased out” before being analyzed for its potential strengths and weaknesses when applied to music education.6 Owing to limited space, it is not practical here to address all of the metaphors and models that Jorgensen presents for the reader’s consideration, but it behooves me to provide a short list in order to facilitate discussion of the overall aims of the book. They are: boutique and consumption; village and community; artist and apprenticeship; revolutionary and transgression; factory and production; garden and growth; therapist and healing; court and... (shrink)

This article explores an approach to initial teacher education which emphasises the process of 'practical theorising' as the context in which educational theory can contribute to this professional education. The practical theorising approach is exemplified by reference to the Oxford Internship Scheme, and the article focusses especially on arguments against a practical theorising approach presented by Paul Hirst in a commentary on the Oxford scheme. These arguments are concerned with: the need for a public rationally defended consensual body (...) of professional knowledge; the unreasonable demands which a practical theorising approach makes of student-teachers; and the perceived failure of a practical theorising approach, at least in the Oxford context, to differentiate adequately among different kinds of theory and their place in initial teacher education. (shrink)

Some decisions can be made employing closed systems of practical reasoning. Other decisions require open systems of practical reasoning. These kinds of practical reasoning differ epistemically. Closed systems of practical reasoning can rely on thinking with a basis that is epistemically robust. Open systems of practical reasoning must also allow for thinking with a basis that is epistemically slight. In making moral and prudential decisions about what we are to make of our lives, we use open systems of practical reasoning (...) that proceed by precept. Precepts are generalizations for use as premises in practical reasoning that may only be indirectly tied to empirical evidence. Intelligent selection of precepts may come from education in the arts and sciences. The twin towers of a liberal education offer the best hope for judgment in the practical reasoning that may help us to make the moral and prudential decisions that are our concern. (shrink)

How medical education and practice can move beyond a narrow focus on biological intervention to recognize the lived experiences of illness, suffering, and death. In Afflicted, Nicole Piemonte examines the preoccupation in medicine with cure over care, arguing that the traditional focus on biological intervention keeps medicine from addressing the complex realities of patient suffering. Although many have pointed to the lack of compassion and empathy in medical practice, few have considered the deeper philosophical, psychological, and ontological (...) reasons for it. Piemonte fills that gap, examining why it is that clinicians and medical trainees largely evade issues of vulnerability and mortality and, doing so, offer patients compromised care. She argues that contemporary medical pedagogy and epistemology are not only shaped by the human tendency to flee from the reality of death and suffering but also perpetuate it. The root of the problem, she writes, is the educational and institutional culture that promotes reductionist understandings of care, illness, and suffering but avoids any authentic confrontation with human suffering and the fear and self-doubt that can come with that confrontation. Through a philosophical analysis of the patient-practitioner encounter, Piemonte argues that the doctor, in escaping from authentic engagement with a patient who is suffering, in fact “escapes from herself.” Piemonte explores the epistemology and pedagogy of medicine, examines its focus on calculative or technical thinking, and considers how “clinical detachment” diminishes physicians. She suggests ways that educators might cultivate the capacity for authentic patient care and proposes specific curricular changes to help students expand their moral imaginations. (shrink)

This edited collection examines the means to create, maintain, and enhance positive educational experiences at colleges and universities in the United States and abroad with personal accounts, case studies, models, programs, and other frameworks written by practitioners in higher education.

Problems of state-church relations in modern Ukraine were and remain in the center of the increased attention of both academics and state authorities, public and religious organizations. They have a high level of social updating. Their conception in practical, as well as in the theoretical sense, is, in our opinion, important and necessary. This is determined by the transformational processes that took place and / or happening in Ukraine, the quantitative and qualitative changes in the religious environment, the growing role (...) of the religious factor, and in this regard - and the need for serious corrections of the system of state-confessional relations, legal principles of ensuring freedom of religion, freedom of activity of religious organizations. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the (...) results of restructuring and democratization of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the (...) results of restructuring and democratization of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

ABSTRACTIn this article, we discuss the benefits of Bayesian statistics and how to utilize them in studies of moral education. To demonstrate concrete examples of the applications of Bayesian statistics to studies of moral education, we reanalyzed two data sets previously collected: one small data set collected from a moral educational intervention experiment, and one big data set from a large-scale Defining Issues Test-2 survey. The results suggest that Bayesian analysis of data sets collected from moral educational studies (...) can provide additional useful statistical information, particularly that associated with the strength of evidence supporting alternative hypotheses, which has not been provided by the classical frequentist approach focusing on P-values. Finally, we introduce several practical guidelines pertaining to how to utilize Bayesian statistics, including the utilization of newly developed free statistical software, Jeffrey’s Amazing Statistics Program, and thresholding based on Bayes Factors, to scholars in the field of moral education. (shrink)

On the one hand, according to Richard Rorty, Paulo Freire and others, education is the practice of freedom. On the other hand, according to Michael Foucault, Mary Midgley and others, ethics is the practice of freedom. How, then, are education and ethics related to one another and what do these authors mean by ‘the practice of freedom’? In this piece, I argue that education and ethics are two mutually constitutive aspects of the practice (...) of freedom. Individuals who are able to engage in this practice can most properly be said to be the authors of their lives, that is, individuals who, to borrow from Neil MacGregor, are able to find their ‘place in things’. To find our ‘place in things’ is to do the necessary educative work required for becoming the authors of our lives, that is, for self-actualization. To take on the authorial role is, moreover, to be able effectively to take control of our lives, to organize them into unities for which we are individually responsible. This, according to Midgley, is precisely what it is to be ethical. This work, moreover, requires ongoing development, that is, education, in Dewey’s sense. I further argue that professional education and skills training cannot be understood properly in isolation from these broader educational aims and I criticize mainstream educational practices for not paying sufficient attention to the intimate relationship between the vocational and non-vocational aspects of education. (shrink)

Education, which is as old as humanity, has existed in various personal forms in non-western societies, where an osmotic exchange of wisdom, values and life skills within families, tribes and communities was instrumental in the formation and continuation of diverse wisdom traditions all over the world. A personal system of education, called Gurukula (Sanskrit guru, teacher; kula, family) education, thrived in pre-colonial South Asia for centuries before it was replaced by colonial education. This article discusses the (...) philosophy and science behind Gurukula education, where education was a personal process involving an osmotic exchange of essences between teacher and taught, giving wide scope for the celebration of the natural diversity and variability of human behaviour and personality leading to an education that provides equal opportunity in the real sense—as an equal fit between individuals and their environment(s), giving rise to a practical democracy. (shrink)

Ethics education in the professions has become close to compulsory with continuing education following suit. What is the de facto as opposed to the de jure function of an ethics education program? Have they increased compliance with laws and codes of conduct? Is that the goal? What would an ethics education program look like that was not primarily concerned with compliance with relevant laws or professional codes and not merely an exercise in good public relations? I (...) argue that, ultimately, ethics education is about happiness… not happiness as we generally think of it today, but in the Aristotelian sense of “fulfillment” and the collateral good that is generated for clients and the profession. As a result of this point of view I argue that ethics is not a subject in the normal sense of the term but a meta-subject which implies that teaching ethics as a class or stand alone module in a law, policy or practice management course is usually ineffective. Another implication is that the richest source for moral reflection within a profession are case studies generated by students in clinical assignments, despite the inherent risks associated with making these cases prominent. (shrink)

Academics using embodied approaches can be found across a wide variety of disciplines, fields and settings in the academy. Embodiment is however, a contested term and the literature is fragmented, particularly in the field of Higher Education. This has resulted in isolated silos of work that are not easily able to draw on previous or related knowledge in order to support and progress understanding. Embodiment in Higher Education brings a cohesive understanding to congruent approaches by drawing on discussions (...) between academic teachers, researchers and practitioners in order to explore how they have used embodiment in their work. Contributors to the volume hail from diverse subject areas, such as dance, drama, psychology, anthropology, physical education, philosophy and higher education research. Chapters question whether there is enough of a shared understanding of embodiment to inform Higher Education; whether an embodied approach can be accepted within the measured university; where difficulties and challenges lie in using embodied approaches for teaching, for research, in constructing an academic practice and identity; and how difficulties surrounding communication might be overcome. This book will appeal to academics, researchers and postgraduate students from a diverse range of disciplinary areas, as evidenced by the backgrounds of the contributors. It will be of particular interest to those in the fields of education, anthropology, dance and drama, well as other movement or body-orientated professionals who are interested in the ideas of embodiment. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Remixing the Classroom: Toward an Open Philosophy of Music Education by Randall Everett AllsupJuliet HessRandall Everett Allsup, Remixing the Classroom: Toward an Open Philosophy of Music Education (Bloomington, IN: Indiana University Press, 2016).As a leading voice in music education, Randall Allsup works continually to reconceptualize music education toward democratic and socially just praxis.1 He routinely challenges the field to become self-conscious of practices that (...) limit forward movement, providing powerful critiques2 and urging music education toward open possibilities.3 Remixing the Classroom: Toward an Open Philosophy of Music Education is work that will shift our field. His comprehensive philosophy of music education looks, longs, for moral openings4 through which twenty-first-century music education may become a space of possibility. His writing interweaves stories and theory toward what he calls an "open philosophy," drawing upon the ideas of John Dewey, Maxine Greene, and Roland Barthes. Allsup introduces stories of Dapper Dan, Jiro Ono, Kafka, Atul Gawande, and the Orpheus Orchestra in New York City to illustrate powerful points about current and possible paradigms of music education.Chapter 1, "Toward Open Encounters," discusses the making and breaking of the law (tradition) and explores how tradition and the Master-Apprentice model restrict what is possible in music education. Allsup explores the nature of music education and the limitations it places upon its participants. Chapter 2, "Music-Teacher Quality and Expertise," asks fundamental questions of our field and [End Page 100] explores and challenges the "place and purpose of public schooling in a democratic society."5 Allsup speaks to the function of education and critiques music education. Chapter 3, "learning in laboratories," puts forward a Deweyan laboratory model in which a museum is at the center of the school with learning laboratories situated around it. He explores what this structural fluidity might enable and develops notions of lawmaking and lawbreaking, extending possibilities of the open encounter. The final chapter, "looking, Longing, for Moral Openings," calls on music educators to embrace a more open music education paradigm. Allsup draws upon Greene to challenge music education to move "from the predictable to the possible."6 He puts forward the Orpheus Orchestra, a conductorless orchestra, as one possibility.I situate myself as an anti-racist, anti-colonial, feminist scholar rooted in anti-oppression scholarship.7 locating my review through this framework, I elaborate upon what I see as the major strengths and limitations of this work, drawing upon Judith Butler8 and postcolonial theory. significantly, Allsup's book calls upon music education to "give an account of [it]self" and promotes a self-consciousness crucial for our field in the age of high stakes accountability measures. I contend that he provides a music education philosophy for what stuart Hall terms the "postcolonial moment"9 and ultimately positions music education as a space of possibility. Alongside these strengths, I offer a challenge toward what I view as the open possibilities of closed forms and a critique of his "pedagogy of travel and surprise."Judith Butler points to the impossibility of giving an account of oneself. she notes,I speak as an 'I,' but do not make the mistake of thinking that I know precisely all that I am doing when I speak in that way. I find that my very formation implicates the other and me, that my own foreignness to myself is, paradoxically, the source of my ethical connection with others.10Butler notes the subject's "partial opacity to [her]self."11 In Remixing the Classroom, Allsup calls upon music educators to account for the practices and traditions continually reinscribed in the field. He poses challenging but fundamental questions in the work in music education, asking readers to consider what they do unconsciously. Butler asserts we can never fully account for ourselves. Allsup challenges the field to try, pushing music educators to face hard truths and limitations of what music education is and has been. In chapter 1, for example, he argues:To call a studying musician "unmusical" is to extinguish a light; it is to act as if the future is certain and that human potential is somehow fixed. It is to act [End Page 101... (shrink)

Artificial Intelligence (AI) has an increasing role to play in medical education and has great potential to revolutionize health professional education systems overall. However, this is accompanied by substantial questions concerning technical and ethical risks which are of particular importance because the quality of medical education has a direct effect on physical and psychological health and wellbeing. This article establishes an overarching distinction of AI across two typological dimensions, functional and humanistic. As indispensable foundations, these are then (...) related to medical practice overall, and forms of implementation with examples are described in both general and medical education. Increasingly, the conditions for successful medical education will depend on an understanding of AI and the ethical issues surrounding its implementation, as well as the formulation of appropriate guidelines by regulatory and other authorities. Within that discussion, the limits of both narrow or Routine AI (RAI) and artificial general intelligence or Decision AI (DAI) are examined particularly in view of the ethical need for Trustworthy AI (TAI) as part of the humanistic dimension. All stakeholders, from patients to medical practitioners, managers, and institutions, need to be able to trust AI, and loss of confidence could be catastrophic in some cases. (shrink)

The relation between music pedagogy as a field of research and the practice of music education is characterized as a continuum ranging from remoteness through cooperation to full integration. A typology is drawn up (the where the relation is separate, co-operative, integrated,or parallel). All these types of relationship are considered necessary. The distinctive task of music pedagogical research is to question, explore, and develop issues, conditions, and potentialities within the practice of music education by rendering them (...) accessible to consciousness and conceptual thought in verbal terms. Consequently, it has to do its utmost not to degenerate into ideology. The role of teacher education is discussed. Examples show how research may matter to practical music teaching and learning. An overall conclusion is that the relationship in question should be marked by closeness and distance at the same time in order to ensure relevance as well as quality and integrity. (shrink)

Many P4/WC practitioners and theorists privilege the school as a space for thinking and practicing philosophy for/with children. Despite its coercive nature, thinkers such as Jana Mohr Lone, David Kennedy, and Nancy Vansieleghem argue that P4C is a Trojan horse intended to reform the education system from within. I argue, however, that the Trojan horse argument requires us to internalize an incomplete and historically decontextualized understanding of public schools that in turn can reify histories of white supremacy within our (...) CPIs – a consequence that can be particularly harmful when practicing P4C with minority youth. To accurately adjudicate the value of public school classrooms for P4C – especially for those CPIs whose members are primarily Black, Latinx, Indigenous, or other youth of color — I contextualize the Trojan horse argument in the history of race and education in the United States. Through this historical analysis, I conclude that the reformist position becomes increasingly more untenable and that the material history of race and education in fact supports a pessimistic understanding of P4C in education. I end by reflecting on P4C’s need to rethink its privileging of schools as a primary site for philosophical inquiry and caution practitioners against using “social progress” as a justification for how and where they practice their craft. Instead, I encourage them to rethink how and where they practice P4C, based on the local historical and material conditions of the participants. (shrink)

Educational gatekeeping functions in psychology serve to assess, remediate, and/or dismiss students and trainees with problematic professional competencies (STPPC). Recently, professional psychology graduate programs have increasingly focused on problems with professional competency, and they have begun to implement formal procedures to intervene with STPPC (Rubin et al., 2007). However, there has been considerably less literature addressing the ethics and ethical considerations of instituting these gatekeeping functions, especially in different stages of education and training in psychology. The American Psychological Association (...) (APA; 2002) Ethical Principles of Psychologists and Code of Conduct (Ethics Code) offers faculty and supervisors ethical principles and obligatory standards that provide guidance about how to implement highly ethical gatekeeping practices. The purpose of this article is to highlight the major ethical issues and dilemmas that faculty and supervisors may face when intervening with STPPC and provide recommendations for ethical gatekeeping practices that are inspired by the APA Ethics Code. (shrink)

This paper aims to review the empirical and theoretical research on engineering ethics education, by focusing on the challenges reported in the literature. The analysis is conducted at four levels of the engineering education system. First, the individual level is dedicated to findings about teaching practices reported by instructors. Second, the institutional level brings together findings about the implementation and presence of ethics within engineering programmes. Third, the level of policy situates findings about engineering ethics education in (...) the context of accreditation. Finally, there is the level of the culture of engineering education. The multi-level analysis allows us to address some of the limitations of higher education research which tends to focus on individual actors such as instructors or remains focused on the levels of policy and practice without examining the deeper levels of paradigm and purpose guiding them. Our approach links some of the challenges of engineering ethics education with wider debates about its guiding paradigms. The main contribution of the paper is to situate the analysis of the theoretical and empirical findings reported in the literature on engineering ethics education in the context of broader discussions about the purpose of engineering education and the aims of reform programmes. We conclude by putting forward a series of recommendations for a socio-technical oriented reform of engineering education for ethics. (shrink)

The purpose of this research was to describe attitudes of nursing students (and paramedic officers) towards marginalized clients. Convenience quota sampling in a major health faculty was employed. Students participated on a voluntary basis. A 58-item Likert scale, developed by the authors, assessed the student nurses’ attitudes. In general, attitudes towards homeless clients were neutral; detailed analyses, however, revealed that student nurses would decline to care for homeless clients in various situations. Personal experience with homeless patients and positive attitudes of (...) nurses significantly contributed to increased quality of care and equality of treatment for homeless clients. Certain student nurse behaviors warrant immediate attention to prevent marginalized patients from being exposed to unfair, inaccessible and biased nursing care. Based on our results, we recommend that further research attention be paid to the role of ethics education and faculty behaviors, as faculty members serve as role models for professionalization. (shrink)

The philosophies of education serve as the guide of the teachers in handling the teaching-learning process. However, a belief will remain as a belief unless it is practiced. This study aimed to find the relationship between the philosophical beliefs and practices of the 30 teachers of the schools in San Roque, Mabini, Bohol - San Roque Elementary School and San Roque National High School, S.Y. 2019-2020. The study utilized a quantitative method descriptive survey research design. The research instrument used (...) was a self-constructed questionnaire in which the reliability was tested by a Cronbach’s Alpha using Statistical Package for the Social Science (SPSS) software. Simple percentage and weighted mean were some of the statistical treatments used. Kendall’s tau_b, a non-parametric test, was used to determine the correlation between philosophical beliefs and their equivalent pedagogical practices. All of the statistical treatments were also run using the SPSS software. Further, the researcher assured the proper observation of the research ethics protocol. Based on the results, the philosophies of Progressivism (3.63) and Perennialism (3.31) were the most and least prevailing philosophical beliefs, respectively. On the other hand, the most and least prevailing philosophies practiced are Progressivism (3.69) and Essentialism (3.19), respectively. Moreover, research findings revealed that there was a significant relationship between the philosophical beliefs of teachers and their pedagogical practices. In conclusion, this study claims that teachers’ pedagogical practices are dependent to their philosophical beliefs; and as the teachers believed on a particular philosophy of education, they practice it accordingly to the extent of their adherence to the belief. (shrink)

Spiritual pedagogy (SP) as a new educational theory aims to apply cultural and spiritual values in classroom practices. It has been the focus of research in different fields such as counselling, management, and science in the past decades. However, its application in second/foreign language research and practice has been widely overlooked by L2 researchers, to date. To fill this gap, the present study made an effort to provide a theoretical analysis of the conceptualizations, scientific background, benefits, and practical techniques (...) to implement SP in the context of L2 education. In so doing, this paper suggests a number of practices through which SP can be integrated into L2 education among which positive psychology (PP) was more highlighted. Additionally, some practical implications were provided for EFL teachers, teacher trainers, students, curriculum designers, and researchers to enhance their knowledge of spirituality and education. In the end, different suggestions for future research were presented to move this research domain forward. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Chances and Choices: Exploring the Impact of Music Education by Stephanie PittsLeonard TanStephanie Pitts, Chances and Choices: Exploring the Impact of Music Education (Oxford: Oxford University Press, 2012)In Chances and Choices: Exploring the Impact of Music Education, Stephanie Pitts investigates the lifelong effects of music education by examining the place of music in the lives of more than a hundred adults. Cast in seven (...) chapters, this qualitative study includes six pairs of interludes inserted between the chapters as well as a concluding postlude. Following a brief summary of the book, I will offer my critical response.In Chapter One, Pitts lists the six primary aims of the study: to examine the impact of musical learning during childhood on lifelong engagement with music; to assess the role that school music plays in lifelong involvement in music and attitudes to music; to investigate the influence of various locations for learning; to discuss particular strengths of music education; to probe into the problems of music education systems; and to proffer ways in which knowing more about the long-term implications of music education can help inform practice. She then presents the life history methodology she employs to accomplish these aims, detailing how she gathers retrospective accounts of formative musical experiences by British classical musicians, supplemented by accounts from British popular musicians and Italian respondents. These accounts constitute the data that are [End Page 102] analyzed from different perspectives later in the book. A brief survey of international approaches to music education and outline of the chapters to follow conclude the chapter.In Chapter Two, Pitts sketches a brief overview of twentieth century British music education before analyzing trends in the formative musical experience of British respondents from the 1930s to the 1990s. In an attempt to determine generational trends, Pitts groups the written responses according to six categories of musical influences: classroom music, music outside the classroom, teacher attitudes, music in the home, parent attitudes, and lifelong involvement. For each decade, Pitts presents a rank ordering of the six musical influences, revealing the increasing importance of music outside the classroom through the decades. Pitts then examines the various locations where musical learning takes place, such as the school, the home, and the church, in Chapter Three. Here, she surveys the characteristics of supportive musical environments, examines extracurricular music making, and discusses self-learning in music. Pitts concludes the chapter by analyzing findings from the Italian participants, drawing attention to the fact that in its emphasis on specialist training, the Italian music education system differs from the generalist approaches of its British counterpart.Pithily titled “Inspiring, Affirming, Challenging,” Chapter Four explores the characteristics of memorable and significant music teachers and role models. Among the many themes considered, Pitts notes that inspiring teachers are those who provide constant support to their students and possess advanced musical skills; teachers who were recollected negatively, on the other hand, were associated with being negligent, incompetent, dismissive, or fearsome. In addition, Pitts also explores the role of parents, siblings, extended family, and friends as musical mentors, role models, and sources of musical learning. With these foundations for musical learning established, Pitts analyzes the life history accounts of the respondents by musical outcome in Chapter Five. She discusses how adults make music in community settings, educational settings, worship settings, self-directed groups, and private homes, and describes how adults learn music and attend concerts as a form of lifelong musical involvement. From the data, Pitts surmises that even after leaving school, the participants often desire to improve musically; they frequently concentrate their efforts not only on participating in musical activities, but also on developing their musical skills further.In Chapter Six, “Rhetoric and Reality,” Pitts assesses the degree to which the participants’ experiences corroborate contemporary claims for the value and effects of musical learning. Drawing on the rich data of life history accounts, Pitts concludes that there is “compelling evidence for the lifelong impact of musical education” (p. 173), further arguing that the musical skills, attitudes, and values acquired during school years do have a long-term influence on musical engagement [End Page 103] in later years. Chapter Seven, aptly titled “Chances, Choices, and Conclusion... (shrink)

This second companion volume on engineering studies considers engineering practice including contextual analyses of engineering identity, epistemologies and values. Key overlapping questions examine such issues as an engineering identity, engineering self-understandings enacted in the professional world, distinctive characters of engineering knowledge and how engineering science and engineering design interact in practice. -/- Authors bring with them perspectives from their institutional homes in Europe, North America, Australia\ and Asia. The volume includes 24 contributions by more than 30 authors from (...) engineering, the social sciences and the humanities. Additional issues the chapters scrutinize include prominent norms of engineering, how they interact with the values of efficiency or environmental sustainability. A concluding set of articles considers the meaning of context more generally by asking if engineers create their own contexts or are they created by contexts. -/- Taken as a whole, this collection of original scholarly work is unique in its broad, multidisciplinary consideration of the changing character of engineering practice. (shrink)

The aim of what follows is to explore how to raise the question of Being by way of Heidegger’s phenomenological ontology. Phenomenological ontology is a way of approaching and conducting philosophy exemplified in the work of German philosopher Martin Heidegger’s, and specifically in his magnum opus Being and Time. In preparation to raise the question of Being a more nuanced understanding of Heidegger’s phenomenological analyses on truth and language are summarized. Following, the manner in which Being is referenced is analyzed (...) before considering the way of Heidegger’s phenomenological ontology. In conclusion, existing attempts and continuing efforts into the question of Being in education through phenomenological ontology are shared. At a time when decontextualized and reductive ways of knowing and being are becoming the norm within education, phenomenological ontology offers new possibilities for scholarship and practice. The present inquiry does not offer solutions in the traditional sense but rather traces a path that opens and keeps in tension the question of Being in education in order to support further study. (shrink)

Prioritarianism is an ethical theory that gives extra weight to the well-being of the worse off. In contrast, dominant policy-evaluation methodologies, such as benefit-cost analysis, cost-effectiveness analysis, and utilitarianism, ignore or downplay issues of fair distribution. Based on a research group founded by the editors, this important book is the first to show how prioritarianism can be used to assess governmental policies and evaluate societal conditions. This book uses prioritarianism as a methodology to evaluate governmental policy across a variety of (...) policy domains: taxation, health policy, risk regulation, education, climate policy, and the COVID-19 pandemic. It is also the first to demonstrate how prioritarianism improves on GDP as an indicator of a society's progress over time. Edited by two senior figures in the field with contributions from some of the world's leading economists, this volume bridges the gap from the theory of prioritarianism to its practical application. (shrink)

This article offers a critique and reformulation of the concept of empathy as it is currently used in the context of medicine and medical care. My argument is three pronged. First, that the instrumentalised notion of empathy that has been common within medicine erases the term’s rich epistemological history as a special form of understanding, even a vehicle of social inquiry, and has instead substituted an account unsustainably structured according to the polarisations of modernity. I suggest that understanding empathy by (...) examining its origins within the phenomenological tradition, as a mode of intersubjective understanding, offers a different and profitable approach. Secondly, I argue that the appropriation of empathy in medicine means that, ironically, empathy can function as a technique of pastoral power, in which virtue, knowledge and authority remain with the doctor. And thirdly, empathy is in danger of being resourced as a substitute for equity and funding within health systems. I conclude however with hope for the productive possibilities for empathy. (shrink)

In this paper I present and defend a highly demanding principle of justice in education that has not been seriously discussed thus far. According to the suggested approach, “all the way equality”, justice in education requires nothing short of equal educational outcome between all individual students. This means not merely between equally able children, or between children from different groups and classes, but rather between all children, regardless of social background, race, sex and ability. This approach may seem (...) implausible at first, due to the far-reaching implications it entails, primarily its requirement to deny better-off children their advantage for the sake of equality. However the paper argues that all-the-way-equality, in fact, does a better job realizing the goals of justice in education than alternative conceptions of justice. It is further argued that at least some of the principle’s most radical consequences, those that make it seem counterintuitive, can be mitigated by balancing all-the-way-equality with competing interests. (shrink)

On 4 February 2021 a group of nurse scholar‐educators, nurses and other interested folks came together for the second of two virtual events to think together about the role of philosophy in the nursing world. The live streamed open access event provided an opportunity in the COVID‐19 pandemic for over 400 people to listen to five nursing scholars' presentations and to interact virtually through comments in chat and on the @IPONSociety Twitter social media platform. By reading the comments and questions (...) that were generated, and by looking at the social media comments related to the event, it is apparent that philosophy is an important thinking practice for nurses but many audience members critically expressed they felt excluded. Critical issues were raised by participants in chat and on Twitter—pointedly around the need for more representative voices—including the imperative to open nursing philosophy to diverse and disparate worldviews. This dialogue provides a summary of critical points raised during the live question and answer session for the panel entitled Addressing Current Debates in Nursing Theory, Education, Practice as well as examing comments selected from the @IPONSociety Twitter space in response to the panel. One commenter said it was great to see the discussion being lifted up from the influential roots of white supremacy, while other nurses expressed that they wished the panellists themselves were more diverse. In discussion of key takeaway, links are made to historical and ongoing structural oppressions in nursing where thinking practices like nursing philosophy and theory are still dominated by world views emanating from positionalities of able‐bodied cis‐gendered heterosexual western eurocentric whiteness. (shrink)

In the aftermath of the accounting scandals of the early 2000s, the accounting profession experienced increased legislation and rules regulating ethical behavior of professional accountants and accounting firms. This paper considers ethics education for professional accountants (particularly Certified Public Accountants (CPAs)) and concludes that there is a need for a broader, principles-based approach to continuing professional ethics (CPE) in the United States. This conclusion is supported by the recent trend toward principles-based global ethics standards and a review of the (...) current professional standards and CPE requirements for ethics education for CPAs. We present tools, such as listing core values, creation of a personal mission statement, and the utilization of a comprehensive ethical decision-making framework, that can be incorporated into ethics CPE courses for CPAs, ethics education in academic programs, and ethical decisions in practice. We also present results from a survey about ethical dilemmas distributed to a sample of CPAs taking CPE ethics courses. Consistent with our expectations, we find that for ethical dilemmas in which professional standards more clearly apply and the facts were less ambiguous, the CPAs in the sample responded with higher average levels of ethicality and more agreement than for ethical dilemmas when professional standards were not as applicable and facts were more ambiguous. Finally, the paper demonstrates how a comprehensive ethical decision-making framework may be applied to ethical dilemmas, particularly those that cannot be satisfactorily resolved using a rulesbased approach and makes recommendations for future research. (shrink)

This paper draws on data undertaken with very young children within the context of Norwegian kindergartens. Specifically, the paper focuses on non-human and human movements. Mine included, that are undertaken in time and space. Following I argue that as the researcher I am always already entangled in inquiry and that there is no beginning. As a consequence, I cannot offer an account concerning movements that are predicated on humanist notions of linearity. Moreover, by immersing myself in process ontology, my efforts (...) are not directed at using a presumed mastery where I both recognize and use a priori categories in order to render data intelligible and/or to reduce data to common sense. Rather, by paying careful attention to human and non-human bodies, and by being sensitive to and immersing myself within affect and movement, I draw attention to elements within the kindergarten which while, present are very often ignored by researchers and in so doing I disrupt traditional approaches to qualitative research. By effectively positioning myself in a post-human logic both the researcher and the research are open to different potentialities, potentialities where through thinking-feeling the peculiarities and differences of the empirical can be taken into account. (shrink)

This paper seeks to show how MacIntyre’s concept of a practice can survive a series of ‘scope problems’ which threaten to render the concept inapplicable to business ethics. I begin by outlining MacIntyre’s concept of a practice before arguing that, despite an asymmetry between productive and non-productive practices, the elasticity of the concept of a practice allows us to accommodate productive and profitable activities. This elasticity of practices allows us to sidestep the problem of adjudicating between practitioners (...) and non-practitioners as well as the problem of generic activities. I conclude by suggesting that the contemporary tendency to regard work as an object of consumption, rather than undermining MacIntyre’s account of practices, serves to demonstrate the potential breadth of its applicability. (shrink)

Introducing Dialogic Pedagogy presents some of the ideas of Russian philosopher Mikhail Bakhtin concerning dialogism in a way that will engage and inspire those studying early childhood education. By translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with alternative ways of examining, engaging and reflecting on practice in the early years to provoke new ways of understanding and enacting pedagogy. This text combines important (...) theoretical ideas with a practical application to support practitioners who are keen to promote creativity and agency through ethical self-other relations. It provides unique insights into the amazing world of the youngest child, and offers enriched understandings of the profound impact of adults in their journey of becoming (or bildung). Key points covered include: Investigating dialogic philosophy and its application to early childhood education, with an emphasis on notions of justice, democracy, ethics and answerability Considering the relationship between dialogism and pedagogical approaches Theorising a range of approaches to relevant early childhood practice, as pedagogy This accessible and readable guide offers sound theoretical principles with practical suggestions for early years' settings. The book is supplemented by an extensive online video resource website that will bring these revolutionary ideas to life.. (shrink)

This commentary responds to “Home Care in America: The Urgent Challenge of Putting Ethical Care into Practice,” by Coleman Solis and colleagues, in the May‐June 2023 issue of the Hastings Center Report. More specifically, we respond to the authors’ call for “inquiry into the nature, value, and practice” of home care. We argue that the most urgently needed normative reset for thinking about care work is the replacement of dominant individualistic thinking with systemic thinking. Deepening a focus on (...) the social, economic, and historical forces that shape the state of contemporary care work will help bioethicists to argue more effectively for improvements to working conditions. In turn, better working conditions will ease the oppositional stance between caregivers and receivers that has been set up by the current system, enabling all parties involved to better pursue the feminist ethical ideal of care. (shrink)

Practice Theory and Education challenges how we think about practice, examining what it means across different fields and sites. It is organised into four themes: discursive practices; practice, change and organisations; practising subjectivity; and professional practice, public policy and education. Contributors to the collection engage and extend practice theory by drawing on the legacies of diverse social and cultural theorists, including Bourdieu, de Certeau, Deleuze and Guattari, Dewey, Latour, Marx, and Vygotsky, and by (...) building on the theoretical trajectories of contemporary authors such as Karen Barad, Yrjo Engestrom, Andreas Reckwitz, Theodore Schatzki, Dorothy Smith, and Charles Taylor. The proximity of ideas from different fields and theoretical traditions in the book highlight key matters of concern in contemporary practice thinking, including the historicity of practice; the nature of change in professional practices; the place of discursive material in practice; the efficacy of refiguring conventional understandings of subjectivity and agency; and the capacity for theories of practice to disrupt conventional understandings of asymmetries of power and resources. Their juxtaposition also points to areas of contestation and raises important questions for future research. Practice Theory and Education will appeal to postgraduate students, academics and researchers in professional practice and education, and scholars working with social theory. It will be of particular interest to those who wish to move beyond the limiting configurations of practice found in contemporary neoliberal, new managerialist and narrow representationalist discourses. ". (shrink)

This symposium begins with a critique by Paul Hirst of Wilfred Carr’s ‘Philosophy and Education’(Journal of Philosophy of Education, 2004, 38.1), where Carr argues that philosophy of education should be concerned with ‘practical philosophy’ rather than ‘theoretical philosophy’. Hirst argues that the philosophy of education is best understood as a distinctive area of academic philosophy, in which the exercise of theoretical reason contributes critically to the development of rational educational practices and their discourse. While he acknowledges (...) that these practices and their discourse must of their nature be directly developed in the exercise of practical reason, or phronesis, the notion of ‘practical philosophy’ is rejected as ultimately incoherent and illusory. In his reply to Hirst’s critique, Carr identifies three central claims in Hirst’s argument and takes issue with each of these. He reaffirms the need to draw upon the resources afforded by the Aristotelian tradition of practical philosophy in order to identify inadequacies in our present understanding of how philosophy is related to education. He suggests that it is only through bringing their own ‘prejudices’ into critical confrontation with this tradition that philosophers of education will be able to assess whether practical philosophy is incoherent and illusory, as Hirst claims, or whether it is indispensable to the future development of their discipline. In a rejoinder to Carr, Hirst, defends the claim that philosophy of education is a social practice concerned with developing justifiable propositional accounts of the conceptual relations, justificatory procedures and presuppositions of educational practices. He rejects the argument that this ‘theoretical philosophy’ approach must be replaced by that of a new ‘practical philosophy’. (shrink)

The banking model manufactures human consciousness that is easy to control. It programs individuals to accept and believe in a false concept of reality so that they fail to perceive the connection between human action and their immediate and higher social reality. In this way, it creates submissive subjects for the order of oppression. The oppressed are conditioned and incapable of perceiving the truth. Their critical and creative thinking potential is systematically annulled. This paper aims to reinterpret Freire’s essay on (...) “the Banking Model of Education” using Tyler’s model of curriculum to uncover the practices of the educators at every level of the oppressor-controlled educational system. As Tyler’s model is often termed as a “Product model”, its framework can be useful in analyzing the banking model, which is purely productoriented, to achieve deeper understanding of the process which the banking model adopts to produce a certain type of psyche that can ensure the survival of oppression. (shrink)

_Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education_ reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny.

Since the publication of Alasdair MacIntyre’s After Virtue in 1981, tensions inherent to the relationship between morally educative practices and the institutions that house them have been widely noted. We propose a taxonomy of the ways in which the pursuit of external goods by institutions undermines the pursuit of the internal goods of practices. These comprise substitution, where the institution replaces the pursuit of one type of good by another; frustration, where opportunities for practitioners to discover goods or develop new (...) standards of excellence are frustrated by institutional priorities and resource allocation; and injustice, which undermines the integrity of relationships within the organization and/or with partners. These threats, though analytically distinct, are often mutually reinforcing. This conceptual contribution is illustrated both by the extant literature and by a novel context, the three-ring circus. (shrink)

This article was motivated by the need to academically frame and share the response of the North-West University to the perceived increase of academic dishonesty during Covid-19. Within the ambit of the online teaching and learning approach that became dominant during the Covid-19 pandemic, the NWU established a Community of Practice for Academic Integrity to enhance Academic Integrity in a holistic manner. By critically discussing the NWU’s response through their CoPAI, the lessons learned, and strategies developed in the process, (...) the NWU can hopefully assist other Higher Education institutes to progressively enhance AI in the future. This is important, because many contextual shifts in teaching and learning approaches, pedagogy, assessment, and the application of technology, that were enforced in an online mode of delivery during the pandemic, will prevail in future.In writing this article, we focused on contextualising the NWU CoPAI within current literature on community of practice and Academic integrity and emphasising the unique strategy and holistic nature of this CoPAI. The establishment of the CoPAI is discussed within the appreciative inquiry as methodological framework. This methodology is commonly used by CoPs, but it is particularly relevant to the CoPAI since CoPAI sought answers to all the AI questions that presented itself due to disruptions in the higher education landscape. The appreciative inquiry method allowed for the opportunity to find some answers in a holistic manner. Some of these answers or insights gained through the activities of CoPAI is further discussed in the latter part of the article. In conclusion, some of the outcomes and shortcomings of CoPAI at the NWU are highlighted.The main finding of this article concluded that the establishment of a CoPAI can enhance AI at HE institutions in a holistic manner. The applicability, relevance, and success of this CoPAI was realised through its holistic approach which included the valorisation of institutional aspects, the engagement and empowerment of lecturers, and the engagement and empowerment of students. This novel and unique approach to promote AI in HE could fill the existing knowledge gap in the South African context, where the establishment of a CoPAI, the application of appreciative inquiry as methodology, and the inclusion of a holistic approach are still absent. It might however also be an example for other HE institutions to follow globally. (shrink)