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Mary Healy
University of Roehampton
  1.  32
    Belonging, social cohesion and fundamental british values.Mary Healy - 2019 - British Journal of Educational Studies 67 (4):423-438.
  2.  49
    Should Children Have Best Friends?Mary Healy - 2016 - Studies in Philosophy and Education 36 (2):183-195.
    An important theme in the philosophy of education community in recent years has been the way in which philosophy can be brought to illuminate and evaluate research findings from the landscape of policy and practice. Undoubtedly, some of these practices can be based on spurious evidence, yet have mostly been left unchallenged in both philosophical and educational circles. One of the newer practices creeping into schools is that of ‘No best friend’ policies. In some schools, this is interpreted as suggesting (...)
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  3.  33
    After Friendship.Mary Healy - 2017 - Journal of Philosophy of Education 51 (1):161-176.
    The loss of friendship can be a frequent occurrence for children as they explore their social worlds and navigate their way through the demands of particular relationships. Given that friendship is a relationship of special regard, and associated with a particular partiality to our friends, the ending of friendship and the subsequent interactions between former friends, can be difficult areas for schools to deal with. Whilst there has been considerable research on the formation and maintenance of friendship, a consideration of (...)
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  4.  14
    After Friendship.Mary Healy - 2016 - Journal of Philosophy of Education 50 (4).
    The loss of friendship can be a frequent occurrence for children as they explore their social worlds and navigate their way through the demands of particular relationships. Given that friendship is a relationship of special regard, and associated with a particular partiality to our friends, the ending of friendship and the subsequent interactions between former friends, can be difficult areas for schools to deal with. Whilst there has been considerable research on the formation and maintenance of friendship, a consideration of (...)
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  5.  83
    Civic Friendship.Mary Healy - 2011 - Studies in Philosophy and Education 30 (3):229-240.
    This paper seeks to examine the plausibility of the concept of ‘Civic Friendship’ as a philosophical model for a conceptualisation of ‘belonging’. Such a concept, would hold enormous interest for educators in enabling the identification of particular virtues, attitudes and values that would need to be taught and nurtured to enable the civic relationship to be passed on from generation to generation. I consider both of the standard arguments for civic friendship: that it can be understood within the Aristotelian typology (...)
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  6.  62
    ‘We're just not friends anymore’: self-knowledge and friendship endings.Mary Healy - 2015 - Ethics and Education 10 (2):186-197.
    A long standing argument in philosophy purports that friendship plays a considerable role in our self-knowledge and perspectives on the world, much of which can be accredited to the enduring influence of the Aristotelian conceptualisation of friendship. More recent thinking on friendship terminations has given cause to rethink and clarify the basis of such suppositions. This has particular relevance within the realm of childhood where 'friendship termination' is considered a common experience. This article seeks to remind us that friendship can (...)
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  7.  4
    Friendship, markets, and companionate robots for children.Mary Healy - 2023 - Journal of Philosophy of Education 57 (3):661-677.
    The aim of this article is to examine how markets enable companionship to be disconnected from the concept of friendship thus enabling an illusion of companionship without the demands of friendship. As friendship is a crucial early relationship for children, this is particularly germane to the world of education. It recognizes the previous lack of philosophical attention to the idea of companionship—a key factor in friendship—and that this omission contributes to a lack of clarity on a variety of issues. Starting (...)
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  8. The ties of loyalty.Mary Healy - 2013 - Ethics and Education 8 (1):89 - 100.
    The consideration of how societies hold together and function as one with the coexistence of potentially conflicting ideas and commitments remains a topic of crucial importance. This paper advocates a renewed interest in the subject of loyalty as one of the bonds tying us together in society. It acknowledges that the nature of loyalty has often been seen as problematic, particularly where ties to some affect our abilities to make moral judgements. It purports that the area of conflicting loyalties needs (...)
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  9.  4
    "Behind" the Text: History and Biblical Interpretation.Craig G. Bartholomew, C. Stephen Evans & Mary Healy - 2003 - Harper Collins.
    The fourth in a series of books that result from annual conferences of the top evangelical hermeneutical scholars in the world. The topic for this book probes contemporary theories on the philosophy and theology of history and analyzes how those views intersect with the concept of the Bible as history.
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  10.  28
    School choice, brand loyalty and civic loyalty.Mary Healy - 2007 - Journal of Philosophy of Education 41 (4):743–756.
    Applying a philosophical perspective to the concept of loyalty, I consider how the commodification of education may affect the ties between people. Using both theories of brand loyalty and Albert Hirschman's distinction between exit and voice, I examine how human loyalties may be formed in general and also in the field of education. I conclude that the overemphasis on ‘vertical’ loyalty demanded by marketisation can undermine and may, under certain conditions, erase the very structures of ‘horizontal’ loyalty essential for the (...)
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  11.  2
    School Choice, Brand Loyalty and Civic Loyalty.Mary Healy - 2008 - In Mark Halstead & Graham Haydon (eds.), The Common School and the Comprehensive Ideal. Oxford, UK: Wiley‐Blackwell. pp. 238–251.
    This chapter contains sections titled: Loyalty in the Civic Sphere What is Loyalty? Loyalty and Identity What Makes Us Loyal? Loyalty and Schools Which Type of Loyalty Should Schools Aim At? Notes References.
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  12.  12
    The Other Side of Belonging.Mary Healy - 2020 - Studies in Philosophy and Education 39 (2):119-133.
    It is generally accepted that all humans have a profound need to belong and that a sense of ‘belonging together’ is a prerequisite for creating political communities. Many of our existing models for this ‘first person plural’ fail to fully account for the increased global mobility of persons which can all too often result in serial attachments at a superficial level or the problems that can arise with a growing fragility of all belonging. This article looks at the other side (...)
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  13.  35
    Philosophy in Schools. By M. Hand and C. Winstanley, C. (eds). [REVIEW]Mary Healy - 2011 - Journal of Philosophy of Education 45 (1):167-169.
    London/New York, Continuum, 2008. Pp. 194.Pbk. £24.99.
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