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  1.  10
    Chaos or Coherence? Future Directions for Moral Education.James C. Conroy - 2021 - Journal of Moral Education 50 (1):1-12.
    ABSTRACT This introduction attempts to draw together the various threads which comprise this special issue and place them in the context of recent disruptions to the political order occasioned by the rise of populist politics, the resurgence of widespread racial tensions in a number of polities and the emergence of a global pandemic. Central to the challenges thrown up by these ‘events’ and a motive force, has been the incremental advancement of libertarianism with its capacity to disorient and displace a (...)
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  2.  19
    The Ethics of Research Excellence.James C. Conroy & Richard Smith - 2017 - Journal of Philosophy of Education 51 (4):693-708.
    We here analyse the ethical dimensions of the UK's ‘Research Excellence Framework’, the latest version of an exercise which assesses the quality of university research in the UK every seven or so years. We find many of the common objections to this exercise unfounded, such as that it is excessively expensive by comparison with alternatives such as various metrics, or that it turns on the subjective judgement of the assessors. However there are grounds for concern about the crude language in (...)
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  3.  7
    The Enstranged Self: Recovering Some Grounds for Pluralism in Education.James C. Conroy - 2009 - Journal of Moral Education 38 (2):145-164.
    For something approaching 50 years, multicultural education has been accepted as an educational, social and moral good by liberal educators. Its instantiation in the practices of education has, in various ways, largely depended on a series of strategies for making the other familiar within the majority culture. This essay suggests that such a cultural and pedagogical focus on the other may be a mistake. Drawing on literary cultures that span both time and space it demonstrates how a more original, radical (...)
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  4.  19
    Philosophy as a Basis for Policy and Practice: What Confidence Can We Have in Philosophical Analysis and Argument?James C. Conroy, Robert A. Davis & Penny Enslin - 2008 - Journal of Philosophy of Education 42 (s1):165-182.
    The purpose of this article is to suggest how philosophy might play a key, if precisely delineated, role in the shaping of policy that leads educational development. The argument begins with a reflection on the nature of confidence in the relationship between philosophy and policy. We note the widespread resistance to abstract theorising in the policy community, disguising the enormous potential of a philosophical approach. Defending a philosophically equipped approach to policy, which is inevitably theoretically laden, we argue that philosophical (...)
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  5.  10
    Poetry and Human Growth.James C. Conroy - 1999 - Journal of Moral Education 28 (4):491-510.
    Relying on some of the insights of Jungian psychology, this paper analyses the confusion in the language of political economy in Britain which generates and sustains moral infantilism in the civil polity. It goes on to suggest that both politicians and educators are, or perceive themselves to be, powerless to arrest the progress of the transnational juggernaut which has displaced government as the sustainer of individual and collective aspiration. As an antidote to these movements, the paper offers a rehabilitated understanding (...)
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  6.  4
    Schools as Factories: The Limits of a Metaphor.Robert A. Davis, James C. Conroy & Julie Clague - 2020 - Journal of Philosophy of Education 54 (5):1471-1488.
  7.  6
    Reviews in Brief.James C. Conroy - 2005 - Journal of Moral Education 34 (1).
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  8.  29
    Transgression, Transformation and Enlightenment: The Trickster as Poet and Teacher.James C. Conroy & Robert A. Davis - 2002 - Educational Philosophy and Theory 34 (3):255–272.
  9.  1
    The Assessment of Academic Research in the UK: An Ethical Analysis.James C. Conroy & Richard Smith - 2018 - In Paul Smeyers & Marc Depaepe (eds.), Educational Research: Ethics, Social Justice, and Funding Dynamics. Springer Verlag. pp. 25-37.
    We here analyse the ethical dimensions of the UK’s ‘Research Excellent Framework’, the latest version of an exercise which assesses the quality of university research in the UK every seven or so years. We find many of the common objections to this exercise unfounded, such as that it is excessively expensive by comparison with alternatives such as various metrics, or that it turns on the subjective judgement of the assessors. However there are grounds for concern about the crude language in (...)
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