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  1. What Do Philosophers of Education Do? An Empirical Study of Philosophy of Education Journals.Matthew J. Hayden - 2012 - Studies in Philosophy and Education 31 (1):1-27.
    What is philosophy of education? This question has been answered in as many ways as there are those who self-identify as philosophers of education. However, the questions our field asks and the research conducted to answer them often produce papers, essays, and manuscripts that we can read, evaluate, and ponder. This paper turns to those tangible products of our scholarly activities. The titles, abstracts, and keywords from every article published from 2000 to 2010 in four journals of educational philosophy were (...)
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    The Process Matters: Moral Constraints on Cosmopolitan Education.Matthew J. Hayden - 2017 - Journal of Philosophy of Education 51 (1):248-266.
    Cosmopolitan education aims to transmit cosmopolitan forms of life in order to participate morally in the world community. The primary characteristics of this cosmopolitan education are its acceptance of the shared humanity of all persons as a fact of human existence and as a motivating guide for human interaction, and the requirement of democratic inclusion in deliberations of the governance of those interactions, including morality. Such an education in cosmopolitan morality requires means that befit its core components. This paper contrasts (...)
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    The Process Matters: Moral Constraints on Cosmopolitan Education.Matthew J. Hayden - 2016 - Journal of Philosophy of Education 50 (4).
    Cosmopolitan education aims to transmit cosmopolitan forms of life in order to participate morally in the world community. The primary characteristics of this cosmopolitan education are its acceptance of the shared humanity of all persons as a fact of human existence and as a motivating guide for human interaction, and the requirement of democratic inclusion in deliberations of the governance of those interactions, including morality. Such an education in cosmopolitan morality requires means that befit its core components. This paper contrasts (...)
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    Arendt and Cosmopolitanism: The Human Conditions of Cosmopolitan Teacher Education.Matthew J. Hayden - 2013 - Ethics and Global Politics 5 (4).
    Despite the diversity of cosmopolitan philosophical thought, two constants remain: the significance of shared humanity and the idea that this fact should shape the way people live with each other. I will argue that Hannah Arendt’s conceptions of the human conditions of plurality, natality, and action offer cosmopolitan educators an improved grounding for their theoretical foundations and crucial points of emphasis for teacher education in opposition to the educationally destructive effects of standardization in education. Cosmopolitan characteristics such as democratic inclusion, (...)
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    Schooling's Relative Nonautonomy: Technocratically Subordinated Schooling and Desublimated Education.Matthew J. Hayden & William Gregory Harman - 2021 - Educational Theory 71 (1):75-94.
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    Thinking in Educational Research: Applying Philosophy and Theory.Matthew J. Hayden - 2020 - Educational Theory 70 (3):373-376.
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    Whither Thou Goest, Philosophy of Education ….Matthew J. Hayden - 2014 - Studies in Philosophy and Education 33 (6):667-672.
    In their article, Publish yet perish: On the pitfalls of philosophy of education in an age of impact factors, the authors want to bring to our attention the increased use of quantitative metrics to measure scholarly output of academics, that such measurements are not only incomplete, but that they disadvantage philosophy of education scholars in particular, and that an alternative form of evaluation—one that focuses on comparisons of philosophy of education scholars within their own sub-discipline—might be a better option. The (...)
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    Aristotelian Character Education.Matthew J. Hayden - 2015 - Journal of Moral Education 44 (4):534-536.
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