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Senem Saner
California State University, Bakersfield
  1.  5
    Migrants as Educators: Reversing the Order of Beneficence.Senem Saner - 2018 - Journal of Global Ethics 14 (1):95-113.
    The discussion of migrants’ education focuses generally on whether and how host countries should educate their migrant populations, examining the goals and moral principles underlying educational services for immigrants. While apparently innocuous, such formulations of the issue stipulate a framework with clear roles: host countries are posited as providers and immigrants as recipients of services. Host countries are, thus, placed in a hierarchical position of ‘granting’ belonging, ‘granting’ services, ‘granting’ education, as benefactors, whether for the purposes of duty, utility, or (...)
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  2.  8
    P4C as Microcosm of Civil Society.Senem Saner - 2022 - Precollege Philosophy and Public Practice 4:69-90.
    Philosophy for Children (P4C) practice and its distinctive method of cultivating communities of philosophical inquiry model two main functions of democratic civil society. Civil society makes explicit the implicit agreement of communal membership and common belonging and mediates the diverse interests and values of community members. An essential principle of civil society that underlies these two functions is that its members possess intrinsic and political equality, fostering a unique space for civic engagement and democratic will-formation. P4C programs enact these functions (...)
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    Philosophy with Children and Jaspers' Idea of the University Resisting Instrumental and Authoritarian Thinking.Senem Saner - 2018 - Existenz 13 (2):40-46.
    Jaspers' vision of an ideal university stipulates an institution devoted to the search for truth by virtue of communication. I argue that such an institution requires students who are willing and able to collectively pursue open and free inquiry as well as academics who uphold this value. Such a desideratum as well as an overall capacity for participation in the university's mandate needs to be cultivated in students at an early age. While a desire for truth and open-ended inquiry requires (...)
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  4.  6
    The Dialectic of Indifference and the Process of Self-Determination in Hegel’s Logic and the Philosophy of Right.Senem Saner - 2008 - Dissertation, State University of New York, Stony Brook
    In this dissertation I argue that Hegel‘s analysis of freedom based on the concept of self-determination provides us with an opportunity to radically rethink personal freedom and restore it to its necessary domain: the political. I reconstruct Hegel‘s exposition of the dynamic of self-determination in the Logic by focusing on a central premise: that the exposure and overcoming of the conceptual indifference [Gleichgültigkeit] between categories – between, for example, something and other, identity and difference, or universality and particularity – is (...)
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  5.  34
    Introduction: Race and Justice in the Post-Colonial Setting.Senem Saner - 2003 - Studies in Practical Philosophy 3 (1):1-4.
  6.  31
    Who Inherits the White West? Intersections of Racial and Cultural Hegemony.Senem Saner - 2003 - Studies in Practical Philosophy 3 (1):105-117.
  7.  62
    Rosa Luxemburg and Hannah Arendt: Against the Destruction of Political Spheres of Freedom.Sidonia Blättler, Irene M. Marti & Senem Saner - 2005 - Hypatia 20 (2):88-101.
    : Freedom, understood as active participation in public life, connects the thinking of Rosa Luxemburg with that of Hannah Arendt. Biographically separated through the rise and victory of the totalitarian movements, they both developed a concept of the political that is oriented toward freedom and that demonstrates—in spite of their different historical experiences—essential common features: both authors emphasize the recognition of difference as a presupposition for a critical discussion of norms, traditions, and authorities, for the capacity to make unconstrained judgments, (...)
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