Philosophers, psychologists, and educators all acknowledge the need to support individuals to develop argument skills. Less clear is how to do so. Here, we examine a particular program, the “Argue with Me” dialogue-based pedagogical approach, having this objective. Reviewing approximately 30 studies that have used the “Argue with Me” method with students of different backgrounds and educational levels—primary, middle, high school, and university—across five different countries, we examine its strengths and limitations in terms of what develops and how this development (...) occurs. Dense engagement in goal-based activities involving extended dialogic practice and reflection is shown to be effective in fostering argument skills and dispositions. Studies examining the mechanisms of such development identify the role of meta-level understanding regarding the purpose of argument. This understanding is epistemological in nature and supports the development of dialogic skills at the strategic level. In addition to examining the AWM method as a means for supporting the development of argument skills, this review examines how empirical research employing the method in varying contexts provides insights into the nature of argument skills and their development, as well as the relations between argument skills and other skills or forms of understanding. For instance, we examine how studies employing the AWM method answer questions such as “How general or content-specific are argument skills?” or “How do dialogic argument and individual written or spoken argument connect as they develop?” We address these questions by examining evidence regarding the transfer of gains across topics, domains, and individual vs. dialogic modes of expression. Finally, the pedagogical implications of the “Argue with Me” approach are discussed, especially with regard to its potential both as a stand-alone method for developing argument skills and integrated into traditional literacy and social studies curricula. (shrink)

How should we assess the project for a Constitution presented by the Convention on the Future of Europe? This paper argues that in order to succeed, an EU Constitution would need to present a positive vision of what democracy in Europe is about. While the draft Constitution fails in finding the right language in this regard, it does nevertheless contain an all too implicit manifesto: that ours is a European ?demoi?cracy? founded on the recognition of the persistent plurality of its (...) component peoples but not reducible to a set of complex bargains between sovereign states. The paper analyses the main feature of the project against this benchmark and argues that it is closer to the spirit of demoi?cracy when dealing with the vertical relationship between the Union and its member?states than when dealing with the horizontal relationship among the member?states themselves. (shrink)

Scholars of epistemology have identified two conceptions of epistemic injustice: discriminatory epistemic injustice and distributive epistemic injustice. The former refers to wrongs to one’s capacity as a knower that are the result of identity prejudice. The latter refers to violations of one’s right to know what one is entitled to know. This essay advances a third conception, formative epistemic injustice, which refers to wrongs to one’s capacity as a knower that are the result of or result in malformation—the undue restriction (...) of one’s formative capacities. The author argues that formative epistemic injustice is a distinctly educational wrong and that it brings to light important epistemic injustices that standard accounts of epistemic injustice either downplay or are unable to capture. This third conception of epistemic injustice is an important analytic tool for theorizing both epistemic injustice and educational justice. (shrink)

In her groundbreaking book, Epistemic Injustice, renowned moral philosopher and social epistemologist Miranda Fricker coined the term epistemic injustice to draw attention to the pervasive impact of epistemic oppression on marginalized social groups. Fricker’s account spurred a flurry of scholarship regarding the discriminatory impact of epistemic injustice and gave birth to a domain of philosophical inquiry that has extended far beyond the disciplinary boundaries of philosophy. In this interview, Fricker responds to questions posed by A. C. Nikolaidis and Winston C. (...) Thompson that address the ways in which epistemic injustice intersects with education as a human endeavour and social institution. In doing so, Fricker reflects on her motivations in writing her book more than fifteen years ago and explicitly addresses some of the most significant contributions of the concept of epistemic injustice as a tool for analysing issues in education. She also offers insights on the purpose of education, outlines educational manifestations of epistemic injustice, and discusses the virtues that educators must exhibit and inculcate in their students in order for epistemic justice to obtain. (shrink)

The Eurozone crisis has brought the imperative of democratic autonomy within the EU to the forefront, a concern at the core of demoicratic theory. The article seeks to move the scholarship on demoicratic theory a step further by exploring what we call the social construction of demoicratic reality. While the EU’s legal-institutional infrastructure may imperfectly approximate a demoicratic structure, we need ask to what extent the ‘bare bones’ demoicratic character of a polity can actually be grounded in a full-flesh social (...) construct that is or could be acted out in the democratic experience and the self-awareness of its peoples. Ultimately, such an enquiry should help us understand whether a polity like the EU is actually and potentially a stable or unstable political form. We develop a consistent theory of popular sovereignty drawing on John Searle and HLA Hart to conceive the constitutionalised people as a social fact and the sovereignty of the people as a status ascribed to the people. We use this construction of demoicratic reality as a conceptual framework to understand the possibility of popular sovereignty being exercised concurrently by several rather than just one dêmos. (shrink)

Klara and the Sun, the latest novel by Nobel-prize winner Kazuo Ishiguro, forces one to reckon with one's own anxieties about the future of emerging technologies and confront deep questions about the nature of dignity, existence, and humanity. The novel also provides one with complex characters and a speculative future through which to live new lives, experience novel worlds, and see through different eyes. At the same time, the novel’s world offers us an uncanny distance from our own, making us (...) prone to pass judgments on the characters’ moral faults that we later come to recognize are also our own. (shrink)

The authors focus on the European Union both as a regional organization with distinctive norms and practices, and as a grouping of states that reflect specific individual traditions and views. The chapter describes two core paradigms: the national and the post‐national. The national paradigm is recognizably realist and state‐centric in approach. It suggests that the focus of external behaviour should be the promotion of order via traditional power‐political means and for traditional state‐based normative ends. The post‐national paradigm, however, reflects a (...) more cosmopolitan understanding of global society in which Europe's institutional and substantive understanding of justice questions can be reflected in its policies beyond EU borders. These propositions are tested in three issue areas. The authors conclude that while the EU may have the capacity to shape an order/justice agenda beyond its borders, its members have not yet agreed what that agenda should be. (shrink)

The 2007 publication of Miranda Fricker’s celebrated book Epistemic Injustice: Power and the Ethics of Knowing gave way to a burgeoning area of study in philosophy of education. The book’s arguments create a context for expanding the scope of work on epistemic issues in education by moving beyond direct explorations of the distribution of epistemic goods and the role of power in curriculum development. Since that time, the rich scholarship on epistemic injustice in philosophy of education examines a variety of (...) topics, including the impact of epistemic injustice on the experiences of teachers and learners more broadly (focussing mostly on students who are marginalized along lines of race, gender, class, and ability, amongst others) and the implications of epistemic injustice for educational research, policy, and practice. This special issue extends this line of work by compiling a set of articles that address a broad range of topics, some of which are well established in the literature and some of which open new lines of inquiry in the field. In doing so, the issue aims to establish the intersection of epistemic injustice and education as a distinct area of study that holds great significance and potential. In this paper, A. C. Nikolaidis and Winston C. Thompson introduce the issue by discussing these contributions, explaining why education is central to the study of epistemic injustice (and vice versa), and exploring the complex nature of epistemic injustice and education as revealed in the articles that comprise this collection—namely, education’s simultaneous complicity as a perpetrator and promise as a disruptor of epistemic injustice. (shrink)

Since the publication of Miranda Fricker’s seminal book Epistemic Injustice, philosophy of education scholarship has been mostly limited to analyses of culprit-based epistemic injustice in education. This has left structural manifestations relatively underexplored with great detriment to those who are most vulnerable to experience such injustice. This paper aims to address this oversight and open avenues for further research by exploring approaches to theorizing structural epistemic injustice in education and envisioning efficacious remedies. The author identifies three approaches: one that focusses (...) on educational institutions; one that focusses on institutional processes that impact educational outcomes; and one that focusses on epistemological processes that are internal to education. Whilst the approaches differ as to their explanatory power and ease of implementation, it is argued that all three demonstrate that epistemic injustice in education is often the result of structural factors which cannot be attributed to individual epistemic agents. The author concludes by suggesting that educational philosophers must examine each of these approaches in greater depth to make significant progress in disrupting the impact of epistemic injustice in education. (shrink)

The Eurozone crisis has brought the imperative of democratic autonomy within the EU to the forefront, a concern at the core of demoicratic theory. The article seeks to move the scholarship on demoicratic theory a step further by exploring what we call the social construction of demoicratic reality. While the EU’s legal-institutional infrastructure may imperfectly approximate a demoicratic structure, we need ask to what extent the ‘bare bones’ demoicratic character of a polity can actually be grounded in a full-flesh social (...) construct that is or could be acted out in the democratic experience and the self-awareness of its peoples. Ultimately, such an enquiry should help us understand whether a polity like the EU is actually and potentially a stable or unstable political form. We develop a consistent theory of popular sovereignty drawing on John Searle and HLA Hart to conceive the constitutionalised people (dêmos) as a social fact and the sovereignty of the people as a status ascribed to the people. We use this construction of demoicratic reality as a conceptual framework to understand the possibility of popular sovereignty being exercised concurrently by several rather than just one dêmos. (shrink)

Given Plutarch’s fragmentary piece on Aristophanes and Menander, a piece of Table Talk on almost the same topic and various attacks on comic poets scattered through the Lives, one might believe that Plutarch is a staid, conservative and humourless author. But several other instances in his writings reveal a playful, facetious, witty and humorous Plutarch. This paper will focus on the Quaestiones Convivales, which bear ample witness to this aspect of Plutarch’s personality and authorial technique. It will examine the ways (...) in which he introduces and describes the various interlocutors, discuss certain comments with which he tries to ridicule his philosophical opponents, notably the Stoics and the Epicureans, try to distinguish the various manifestations of Plutarch’s humour and finally suggest that Plutarch’s stance and attitude towards playfulness, comic situations and laughter may ultimately be affected, at least in part, by his allegiance to Plato. (shrink)

The Rashomon effect – a phenomenon studied in the arts and social sciences – occurs when the same event is given contradictory interpretations by different individuals involved. The effect was named after Akira Kurosawa's 1950 film Rashomon, in which a murder is described in four contradictory ways by four witnesses. In the film, a samurai has been killed under mysterious circumstances. Four people give contradictory reports about the crime. In particular, the samurai's wife claims that she was sexually abused by (...) a bandit, fainted, and then awoke to find her husband dead; the bandit claims that he seduced the wife and challenged the samurai in a battle to victory or at least to an honorable death; the woodcutter (who may have been an onlooker) claims that he witnessed the rape and murder but was not involved; and the dead samurai's spirit claims that he committed suicide. The Rashomon effect is not only about constructing different versions of the world based on differences in perspective; it occurs when such differences appear together with the absence of evidence to assess any version of the truth, plus “the social pressure for closure on the question.” In this commentary, we describe the relevance of the Rashomon effect beyond the arts and social sciences, namely in the field of biology. We use examples from redox biology, which is full of contradictions, thus making it fertile ground on which to apply reasoning derived from the Rashomon effect. (shrink)

Educational Theory, Volume 71, Issue 6, Page 787-807, December 2021.

Artificial intelligence ethics requires a united approach from policymakers, AI companies, and individuals, in the development, deployment, and use of these technologies. However, sometimes discussions can become fragmented because of the different levels of governance or because of different values, stakeholders, and actors involved. Recently, these conflicts became very visible, with such examples as the dismissal of AI ethics researcher Dr. Timnit Gebru from Google and the resignation of whistle-blower Frances Haugen from Facebook. Underpinning each debacle was a conflict between (...) the organisation’s economic and business interests and the morals of their employees. This paper will examine tensions between the ethics of AI organisations and the values of their employees, by providing an exploration of the AI ethics literature in this area, and a qualitative analysis of three workshops with AI developers and practitioners. Common ethical and social tensions will be discussed, along with proposals on how to avoid or reduce these conflicts in practice. Altogether, we suggest the following steps to help reduce ethical issues within AI organisations: improved and diverse ethics education and training within businesses; internal and external ethics auditing; the establishment of AI ethics ombudsmen, AI ethics review committees and an AI ethics watchdog; as well as access to trustworthy AI ethics whistle-blower organisations. (shrink)

Many urgent problems that societies currently face—from climate change to a global pandemic—require citizens to engage with scientific information as members of democratic societies as well as to solve problems in their personal lives. Most often, to solve their epistemic aims (aims directed at achieving knowledge and understanding) regarding such socio-scientific issues, individuals search for information online, where there exists a multitude of possibly relevant and highly interconnected sources of different perspectives, sometimes providing conflicting information. The paper provides a review (...) of the literature aimed at identifying (a) constraints and affordances that scientific knowledge and the online information environment entail and (b) individuals' cognitive and motivational processes that have been found to hinder, or conversely, support practices of engagement (such as critical information evaluation or two-sided dialogue). Doing this, a conceptual framework for understanding and fostering what we callonline engagement with scientific informationis introduced, which is conceived as consisting of individual engagement (engaging on one's own in the search, selection, evaluation, and integration of information) and dialogic engagement (engaging in discourse with others to interpret, articulate and critically examine scientific information). In turn, this paper identifies individual and contextual conditions for individuals' goal-directed and effortful online engagement with scientific information. (shrink)

The objective structured clinical examination is a method for assessment clinical competencies and skills. However, there is a need to improve its design in psychology programs. The aim of this study was to analyze the effect of the different scenario's presentation order with different complexity/difficulty on the autonomic stress response of undergraduate students undergoing a Psychology OSCE. A total of 32 students of Psychology Bachelor's Degree were randomly selected and assigned to two OSCE scenarios of different complexity. While undergoing the (...) scenarios, participants heart rate variability was analyzed as an indicator of participant's stress autonomic response. Results indicate that the order of presentation of different complexity/difficulty scenarios affects the autonomic stress response of undergraduate Psychology students undergoing an OSCE. Students who underwent the high-complexity scenario first, reported significantly higher autonomic stress response than students who began the OSCE with the low-complexity scenario. Highly complex or difficult scenarios require good executive functions or cognitive control, very sensitive to autonomic stress responses. Therefore, OSCE design will benefit from placing easy scenarios first. (shrink)

European Stories is the first book of its kind in any European language. Its authors explore the many different ways 'public intellectuals' have debated Europe - the EU and its periphery - within distinct epistemological, disciplinary, ideological and above all national traditions. The chapters focus on the post-1989 era but with a view to the long history of the 'European idea' and its variants across the continent. To what extent such ideas frame the attitude of European publics is left open. (...) But the authors assume that they matter to the European project as a whole. While the twelve national cases have been selected for the broad range they offer, from founding to non-EU member states, they are not exhaustive as the book is meant to encourage further research. The authors of these chapters are all themselves fully immersed in their respective public spheres although generally not strongly identified with one 'camp' or another. The expected readership is broad and interdisciplinary, ranging from political philosophy, to political science, international relations, history, sociology and the history of ideas. Beyond academia, European Stories is meant for all readers interested in the intellectual debates of our time. (shrink)

The title of this volume A Man of Many Interests: Plutarch on Religion, Myth, and Magic. Essays in honour of Aurelio Pérez Jiménez is first and foremost a coalescing homage to Plutarch and to Aurelio, and to the way they have been inspiring (as master and indirect disciple) a multitude of readers in their path to knowledge, here metonymically represented by the scholars who offer their tribute to them. The analysis developed throughout the several contributions favors a philological approach of (...) wide spectrum, i.e., stemming from literary and linguistic aspects, it projects them into their cultural, religious, philosophical, and historical framework. The works were organized into two broad sections, respectively devoted to the Lives and to the Moralia. Contributors are: Frances Titchener, Carlos Alcalde Martín, José Luis Calvo, Delfim Leão, Judith Mossman, Anastasios G. Nikolaidis, Christopher Pelling, Philip Stadter, Paola Volpe, Francesco Becchi, Israel Muñoz Gallarte, Lautaro Roig Lanzillotta, Geert Roskam, Vicente M. Ramón Palerm, Frederick Brenk, John Dillon, Franco Ferrari, Aristoula Georgiadou, Luc van der Stockt, Luisa Lesage Gárriga. (shrink)