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  1.  19
    Philosophy of education in a new key: Snapshot 2020 from the United States and Canada.Liz Jackson, Kal Alston, Lauren Bialystok, Larry Blum, Nicholas C. Burbules, Ann Chinnery, David T. Hansen, Kathy Hytten, Cris Mayo, Trevor Norris, Sarah M. Stitzlein, Winston C. Thompson, Leonard Waks, Michael A. Peters & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1130-1146.
    This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...
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  2.  2
    Sex Education and the De-Polarization of Public Values.Lauren Bialystok - 2021 - Philosophy of Education 77 (3):105-120.
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  3.  91
    Authenticity and the Limits of Philosophy.Lauren Bialystok - 2014 - Dialogue 53 (2):271-298.
    À peu près tout le monde a déjà fait l’expérience intuitive de l’authenticité, d’un moment qui semble révéler une lueur de sa véritable identité. Pourtant, en posant l’existence d’un «vrai moi», l’idée d’authenticité pose des défis métaphysiques qui mettent en lumière les complexités de l’individualité. J’avance que pour être bien examinée, l’authenticité exige une structure essentialiste qui tend à s’appliquer à l’identité personnelle. J’examine ensuite les trois types d’approches les plus influents dans les discussions philosophiques modernes contre cette position : (...)
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  4.  94
    Refuting Polonius: Sincerity, Authenticity, and 'Shtick'.Lauren Bialystok - 2011 - Philosophical Papers 40 (2):207 - 231.
    Abstract In this paper I probe the kinds of views about selfhood that inform our understanding of sincerity and authenticity and argue that the terms have separate, but related, boundaries. Borrowing Harry Frankfurt's notion of wholeheartedness, I argue that authenticity is a form of alignment or consistency within the self, which requires self-knowledge and intentionality in order to be actualized. Sincerity involves representing oneself truthfully to others but does not depend on the presence of authenticity. I contrast sincerity and authenticity (...)
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  5.  38
    Philosophy across the Curriculum and the Question of Teacher Capacity; Or, What Is Philosophy and Who Can Teach It?Lauren Bialystok - 2017 - Journal of Philosophy of Education 51 (4):817-836.
    Pre-college philosophy has proliferated greatly over the last few decades, including in the form of ‘philosophy across the curriculum’. However, there has been very little sustained examination of the nature of philosophy as a subject relative to other standard pre-college subjects and the kinds of expertise an effective philosophy teacher at this level should possess. At face value, the minimal academic preparation expected for competence in secondary philosophy instruction, compared to the high standards for teaching other subjects, raises questions and (...)
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  6. On Pinning Down a Wor(l)d.Lauren Bialystok - 2017 - Philosophy of Education 73:296-301.
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  7.  2
    Assessing a touchy subject: The problem of evaluating sex education then and now.Lisa Andersen & Lauren Bialystok - 2022 - Journal of Philosophy of Education 56 (5):663–676.
    Assessment is a necessary task in all areas of education, but there is no agreement on how to assess the impacts of different approaches to sex education, both on an individual level and on a population level over time. The history of mid-20th Century Family Life Education in the United States illuminates some of the obstacles that have made assessing sex education programmes so difficult: control groups, access to large numbers of research subjects and the means to verify self-reporting are (...)
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  8.  71
    Meaning and Authenticity: Bernard Lonergan and Charles Taylor on the Drama of Authentic Human Existence. [REVIEW]Lauren Bialystok - 2009 - Symposium 13 (1):144-147.
  9. Adapting the Marxist Feminist Eye.Lauren Bialystok - 2019 - Philosophy of Education 75:218-223.
  10.  5
    Touchy subject: the history and philosophy of sex education.Lauren Bialystok - 2022 - Chicago: University of Chicago Press.
    In the United States, sex education is more than just an uncomfortable rite of passage, it's an amorphous curriculum that varies widely based on the politics, experience, resources, and biases of the people teaching it. Most often, it's a train wreck, overemphasizing or underemphasizing STIs, teen pregnancy, abstinence, and consent. In Touchy Subject, philosopher Lauren Bialystok and historian Lisa M. F. Andersen make the case for thoughtful sex education, explaining why it's worth fighting for and which kind most deserves our (...)
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  11.  7
    Children, Religion, and the Ethics of Influence John Tillson Bloomsbury, 2019, Pp. 208.Lauren Bialystok - 2021 - Educational Theory 71 (1):149-155.
  12.  29
    Should teachers be authentic?Lauren Bialystok - 2015 - Ethics and Education 10 (3):313-326.
    Authenticity is often touted as an important virtue for teachers. But what do we mean when we say that a teacher ought to be ‘authentic’? Research shows that discussions of teacher authenticity frequently refer to other character traits or simply to teacher effectiveness, but authenticity is a unique concept with a long philosophical history. Once we understand authenticity as an ethical and metaphysical question, the presumed connection between authenticity and teaching appears less solid. While being true to oneself may render (...)
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  13.  9
    How Open Should Open‐Mindedness Be?Lauren Bialystok - 2019 - Educational Theory 69 (4):529-537.
  14.  5
    Open‐Mindedness from the Public Sphere to the Classroom.Lauren Bialystok & Matt A. Ferkany - 2019 - Educational Theory 69 (4):377-381.
  15.  15
    Somogy Varga , Authenticity as an Ethical Ideal . Reviewed by.Lauren Bialystok - 2013 - Philosophy in Review 33 (6):496-499.
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  16.  2
    Respect Without Recognition: A Critique of the OCSTA’s “Respecting Difference” Policy.Lauren Bialystok - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 22 (1):8-18.
    In 2012, a provincial bill amended the Ontario Education Act to provide more focused measures to eliminate bullying on the basis of sexual orientation. Bill 13 specifically requires that students be allowed to establish gay-straight alliances, including in the publicly-funded Catholic school system. The Ontario Catholic School Trustees’ Association responded by proposing an alternative policy, called “Respecting Difference,” on the grounds that GSAs run contrary to Catholic teaching. Respect is a complex ethical notion with a long philosophical history. Through an (...)
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  17. Clearing Conscience.Lauren Bialystok - 2013 - Philosophy of Education 69:259-262.
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