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Joshua Forstenzer
University of Sheffield
  1.  18
    The Teaching Excellence Framework, Epistemic Insensibility and the Question of Purpose.Joshua Forstenzer - 2018 - Journal of Philosophy of Education 52 (3):548-574.
    This article argues that the Teaching Excellence Framework manifests the vice of epistemic insensibility. To this end, it explains that the TEF is a metrics‐driven evaluation mechanism which permits English higher education institutions to charge higher fees if the ‘quality’ of their teaching is deemed ‘excellent’. Through the TEF, the Government aims to improve the quality of teaching by using core metrics that reflect student satisfaction, retention and short‐term graduate employment. In response, some have criticised the TEF for failing to (...)
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  2. A Pragmatist Philosophy of Democracy.Joshua Forstenzer - 2011 - Journal of Moral Philosophy 8 (1):161-164.
    P In recent years there has been a renewed interest in American pragmatism. In political philosophy, the revival of pragmatism has led to a new appreciation for the democratic theory of John Dewey. /P P In this book, Robert B. Talisse advances a series of EM pragmatic /EM arguments against Deweyan democracy. Particularly, Talisse argues that Deweyan democracy cannot adequately recognize EM pluralism /EM , the fact that intelligent, sincere, and well-intentioned persons can disagree sharply and reasonably over moral ideals. (...)
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  3.  29
    Youth Philosophy Conferences and the Development of Adolescent Social Skills.Jane Gatley, Elliott Woodhouse & Joshua Forstenzer - 2020 - Precollege Philosophy and Public Practice 1 (2):107-125.
    In this paper we present an empirical case study into the effects of attending a philosophy conference on social skill development in 15- to 18-year-old students. We focus on the impact that the conference had on their communication skills, sociability, cooperation and teamwork skills, self-confidence, determination, social responsibility, and empathy. These are social skills previously studied in 2017 by Siddiqui et al. who found student development in these areas as a result of Philosophy for Children (P4C) sessions in primary schools. (...)
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  4.  28
    Deweyan Democracy, Robert Talisse, and the Fact of Reasonable Pluralism: A Rawlsian Response.Joshua Forstenzer - 2017 - Transactions of the Charles S. Peirce Society 53 (4):553.
    Over the last decade, Robert Talisse has developed a devastating argument against reviving John Dewey’s democratic ideal. In his book, A Pragmatist Philosophy of Democracy, and in other essays, Talisse has argued that Deweyan democracy fails to accommodate Rawls’ conception of “the fact of reasonable pluralism” because it is committed to a perfectionist conception of the good. In response, this article offers a Rawlsian rebuttal to Talisse by drawing on Rawls’ own characterisation of perfectionism to show that Dewey’s conception of (...)
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  5. Epistemic Corruption and the Research Impact Agenda.Ian James Kidd, Jennifer Chubb & Joshua Forstenzer - forthcoming - Theory and Research in Education.
    Contemporary epistemologists of education have raised concerns about the distorting effects of some of the processes and structures of contemporary academia on the epistemic practice and character of academic researchers. Such concerns have been articulated using the concept of epistemic corruption. In this paper, we lend credibility to these theoretically-motivated concerns using the example of the research impact agenda during the period 2012-2014. Interview data from UK and Australian academics confirms the impact agenda system, at its inception, facilitated the development (...)
     
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