Results for 'Sentimental Education'

971 found
Order:
  1. The American Reception of Max Aue.Sentimental Education - forthcoming - Substance.
     
    Export citation  
     
    Bookmark  
  2. A Sentimental Education.Jenefer Robinson - 2005 - Clarendon Press.
     
    Export citation  
     
    Bookmark   1 citation  
  3.  6
    Global ethics: sentimental education or ideological construction?Wenyu Xie - forthcoming - Journal of Global Ethics:1-8.
    I distinguish two types of ethical efforts. One of them can be called ideological efforts in morality, which begins with the quest for truth. Once in possession of the truth, people can make moral laws and apply them to a society, demanding that all members of the society abide by them. The other may be called sentimental education, which depicts the formation of morality as being based on sentiments in this way: people live in an intimate relationship to (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  4. The Sentimental Education of the Novel. By Margaret Cohen.A. E. Singer - 2000 - The European Legacy 5 (4):607-607.
     
    Export citation  
     
    Bookmark  
  5.  17
    Sentimental Education: Critical Common Sense and the Social Intuitionist Model in Psychology.Kory Sorrell - 2016 - The Pluralist 11 (2):11-31.
  6.  11
    A sentimental education: The place of sentiments in personality and social psychology.Nick Haslam - 2017 - Behavioral and Brain Sciences 40.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  7.  30
    Bilingual Aesthetics: A New Sentimental Education (review).Jane Duran - 2005 - Journal of Aesthetic Education 39 (3):121-123.
    In lieu of an abstract, here is a brief excerpt of the content:Bilingual Aesthetics:A New Sentimental EducationJane DuranBilingual Aesthetics: A New Sentimental Education, by Doris Sommer. Durham and London: Duke University Press, 2004, 254 pp.Doris Sommer's new work Bilingual Aesthetics is the sort of book that takes one by surprise—and for good reason. Filled with punning twists, and itself a valorizer of word games and magic, this work has not a lot to do with bilingualism (in the (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  8.  26
    Translation as sentimental education.George Rückert - 2008 - Sign Systems Studies 36 (2):399-415.
    Vasilij Zhukovskij’s Sel’skoe kladbische, a translation of Thomas Gray’s Elegy Written in a Country Churchyard, occupies a special place in Russian literary history. First published in 1802, it was so widely imitated by later Russian poets that it came to be regarded as a “landmark of Russian literature”, not only at a boundary between two cultures (English and Russian) but also at a boundary within Russian culture itself — the transition from Neoclassical to Romantic aesthetics. Zhukovskij’s translation of Gray can (...)
    No categories
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  9.  38
    Translation as sentimental education.George Rückert - 2008 - Sign Systems Studies 36 (2):399-415.
    Vasilij Zhukovskij’s Sel’skoe kladbische, a translation of Thomas Gray’s Elegy Written in a Country Churchyard, occupies a special place in Russian literary history. First published in 1802, it was so widely imitated by later Russian poets that it came to be regarded as a “landmark of Russian literature”, not only at a boundary between two cultures (English and Russian) but also at a boundary within Russian culture itself — the transition from Neoclassical to Romantic aesthetics. Zhukovskij’s translation of Gray can (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  10.  12
    Heloise’s sentimental education.Sylvain Piron - 2018 - Clio 47:155-166.
    Autour de 1100, pour les jeunes femmes de l’aristocratie éduquées dans des monastères, l’écriture de lettres d’amour fictives à leur maître de rhétorique constituait un apprentissage aussi bien littéraire qu’émotionnel. Comme le rappelle Barbara Newman, les Epistolae duorum amantium, correspondance échangée par Héloïse et Pierre Abélard durant leur liaison, doivent se comprendre dans cette lumière. Leur singularité tient largement au fait qu’Héloïse a choisi de donner corps à une figure poétique, en s’identifiant aux héroïnes tragiques d’Ovide.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  11.  6
    Bilingual Aesthetics: A New Sentimental Education by Doris Sommer.Blas Hernandez - 2006 - Intertexts 10 (2):181-183.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  12.  26
    Narrated Desire: Reflections on Flaubert’s Sentimental Education.Victor Biceaga - 2018 - The European Legacy 23 (4):382-402.
    Flaubert’s Sentimental Education, published in 1869, is a novel about thwarted desires. My essay looks at some pathologies of desire the novel’s protagonist, Frédéric Moreau, may be said to exemplify in order to bring into view the conditions that make desire satisfaction possible. I take the tribulations of the protagonist not as mere consequences of his personal flaws but as significant clues about the mechanics of desire in general. I discuss the ways in which the style and form (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  13.  23
    National sentiment in civic education.Kevin Williams - 1995 - Journal of Philosophy of Education 29 (3):433–440.
    Kevin Williams; National Sentiment in Civic Education, Journal of Philosophy of Education, Volume 29, Issue 3, 30 May 2006, Pages 433–440, https://doi.org/10.11.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  14.  42
    Moral sentiments, social exclusion, aesthetic education.Michael McGhee - 1999 - Philosophy 74 (1):85-103.
    There is a dichotomy in the Humean thought that morality is more properly felt than judged of. The idea of a moral sensibility with an epistemic and rational content is grounded in the experience of the state of nature, and a distinction made between a defensive and a constructive morality, constituted by a set of motivations, against the law of the strongest, and protective of the relationships of education and creative work, exclusion from which undermines the conditions for a (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  15.  28
    Toward a Critical-Sentimental Orientation in Human Rights Education.Michalinos Zembylas - 2016 - Educational Philosophy and Theory 48 (11).
    This paper addresses one of the challenges in human rights education concerning the conceptualization of a pedagogical orientation that avoids both the pitfalls of a purely juridical address and a ‘cheap sentimental’ approach. The paper uses as its point of departure Richard Rorty’s key intervention on human rights discourse and argues that a more critical orientation of Rorty’s proposal on ‘sentimental education’ has important implications for HRE. This orientation is not limited to perspectives such as Rorty’s (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  16.  4
    Citizen Education and Rortian Sentimental Ethics. 박대원 - 2020 - Journal of the Daedong Philosophical Association 93:197-214.
    최근 코로나19의 팬데믹 상황이 지속되면서 개인적 자유와 사회적 공공선 사이의 충돌 이 잦다. 관련해서 이 글은 시민교육 의 의미와 방향을 고찰한다. 먼저, 시민(성), 시민교 육, 민주적 시민성 교육 에 대해 개념적 의미와 서로 간의 관계를 논의한다. 그 결과 시민 교육 은 자유주의적 시민의 권리와 공동체주의적 시민의 덕성을 민주주의적으로 견인하고 조율하는 민주적 시민성에 대한 교육 이 되어야 한다. 다음으로, 이런 의미의 시민교육 에 대한 방법적 고민으로서 로티적 교육관을 고찰한 다. 로티적 시각에 따르면, 교육에 관한 당대 미국사회는 우파적 진리 탐구 와 좌파적 (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  17. L'éducation des sentiments, 1 vol.P. Félix Thomas - 1898 - Revue de Métaphysique et de Morale 6 (6):1-2.
    No categories
     
    Export citation  
     
    Bookmark  
  18. The education of the sentiments in Montesquieu's the Temple of gnidus.Diana J. Schaub - 2008 - In Harvey Claflin Mansfield, Sharon R. Krause & Mary Ann McGrail (eds.), The Arts of Rule: Essays in Honor of Harvey Mansfield. Lexington Books.
     
    Export citation  
     
    Bookmark  
  19.  51
    Educating Sentiment: Hume's Contribution to the Philosophy of the Curriculum Regarding the Teaching of Art.Dorit Barchana-Lorand - 2015 - Journal of Philosophy of Education 49 (1):107-128.
    From the perspective of art education, the worst-case philosophical scenario is the hedonist-subjectivist account of art. If we measure art by the pleasure we gain from it, it may seem senseless to attempt teaching the reception of art. David Hume's ‘Of the Standard of Taste’ provides an argument for the art-education enthusiast, explaining that—even on a subjectivist account—art education crystallises our own preferences. While I refer to a historical debate and provide a close reading of an 18th-century (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  20.  19
    L'Education des Sentiments.David Irons & Felix Thomas - 1900 - Philosophical Review 9 (4):451-452.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  21.  10
    Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain.Diego Navarro-Mateu, Jacqueline Franco-Ochoa, Selene Valero-Moreno & Vicente Prado-Gascó - 2020 - Frontiers in Psychology 11.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  22.  27
    Cosmopolitan Sentiment: Politics, Charity, and Global Poverty.Joshua Hobbs - 2020 - Res Publica 27 (3):347-367.
    Duties to address global poverty face a motivation gap. We have good reasons for acting yet we do not, at least consistently. A ‘sentimental education’, featuring literature and journalism detailing the lives of distant others has been suggested as a promising means by which to close this gap. Although sympathetic to this project, I argue that it is too heavily wed to a charitable model of our duties to address global poverty—understood as requiring we sacrifice a certain portion (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  23. L’éducation à la démocratie par la culture des sentiments. Martha C. Nussbaum et la philosophie pour enfantsTraining for Democracy through Culture of Feelings. Martha C. Nussbaum and Philosophy for Children. [REVIEW]Jean-françois Goubet - 2014 - Childhood and Philosophy 10 (19):87-108.
    Dans un ouvrage récent, Not for Profit, Martha C. Nussbaum a pris fait et cause pour la philosophie pour enfants . En fait, ce renvoi n’est pas isolé car de nombreux échanges entre Nussbaum et Matthew Lipman ont existé. Dans cet article, je ne m’intéresse pas aux citations de l’un à l’autre mais pars de l’œuvre de Nussbaum pour esquisser ce qu’il en est de l’éducation à la démocratie. Pour commencer, je rappelle la théorie des « capabilités », ou capacités (...)
     
    Export citation  
     
    Bookmark  
  24.  18
    The Education of the Emotions—Through Sentiment Development. By Margaret Phillips, M.A. (London: George Allen & Unwin Ltd. 1937. Pp. 318. Price 8s. 6d.). [REVIEW]C. A. Mace - 1939 - Philosophy 14 (54):234-.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  25.  8
    L'éducation des sentiments. [REVIEW]Edmond Thiaudière - 1899 - Ancient Philosophy (Misc) 9:445.
  26.  15
    Adam Smith's Pluralism: Rationality, Education, and the Moral Sentiments.Jack Russell Weinstein - 2013 - New Haven: Yale University Press.
    In this thought-provoking study, Jack Russell Weinstein suggests the foundations of liberalism can be found in the writings of Adam Smith, a pioneer of modern economic theory and a major figure in the Scottish Enlightenment. While offering an interpretive methodology for approaching Smith’s two major works, _The Theory of Moral Sentiments _and _The Wealth of Nations_, Weinstein argues against the libertarian interpretation of Smith, emphasizing his philosophies of education and rationality. Weinstein also demonstrates that Smith should be recognized for (...)
  27. Cultivating sentimental dispositions through aristotelian habituation.Jan Steutel & Ben Spiecker - 2004 - Journal of Philosophy of Education 38 (4):531–549.
    The beliefs both that sentimental education is a vital part of moral education and that habituation is a vital part of sentimental education can be counted as being at the ‘hard core’ of the Aristotelian tradition of moral thought and action. On the basis of an explanation of the defining characteristics of Aristotelian habituation, this paper explores how and why habituation may be an effective way of cultivating the sentimental dispositions that are constitutive of (...)
    Direct download (9 more)  
     
    Export citation  
     
    Bookmark   22 citations  
  28.  3
    Review of L'Éducation des Sentiments. [REVIEW]Arthur Allin - 1899 - Psychological Review 6 (4):443-444.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  29.  10
    Le sentiment dans les Pensées de Pascal: son origine, ses fonctions, son statut.Antony McKenna - 2024 - Revista Portuguesa de Filosofia 79 (4):1549-1574.
    Pascal founds his interpretation of the Augustinian doctrine of the corruption of human nature on a philosophy of faith inherited from Montaigne: « we are Christians in just the same way as we are Périgordians or Germans » (Essais, II, 12) : this conception of « human faith » is analysed, in turn, by means of concepts drawn from Descartes (passion) and Gassendi (imagination). He thus leads us to a very modern conception of « human faith » – without grace (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  30. Sentimentality and Human Rights.Patrick Hayden - 1999 - Philosophy in the Contemporary World 6 (3-4):59-66.
    Richard Rorty has recently argued that support for human rights ought to be cultivated in terms of a sentimental education which manipulates our emotions through detailed stories intended to produce feelings of sympathy and solidarity. Rorty contends that a sentimental education will be more effective in promoting respect for human rights than will a moral discourse grounded on rationality and universalism. In this paper, I critically examine Rorty’s proposal and argue that it fails to recognize the (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  31.  21
    Human Sentiment and the Future of Wildlife.David E. Cooper - 1993 - Environmental Values 2 (4):335 - 346.
    Identifying what is wrong with the demise of wildlife requires prior identification of the human sentiment which is offended by that demise. Attempts to understand this in terms of animal rights (individual or species) and the benefits of wildlife to human beings or the wider environment are rejected. A diagnosis of this sentiment is attempted in terms of our increasing admiration, in the conditions of modernity and postmodernity, for the 'harmony' or 'at homeness' of wild animals with their environments. The (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  32.  3
    Education for Moral Judgment: Situational Creativity and Dewey’s Aesthetics.Davin Carr-Chellman - 2024 - Education and Culture 39 (1):35-59.
    This paper argues that moral judgment is suffering at the hands of instrumental rationality and identity thinking, concepts from the tradition of the Frankfurt School of Critical Theory that help explain degradations in human relations. These concepts are not new, but they are realized in novel ways, and the implications continue to be significant, contributing to human suffering and prominent anti-intellectual sentiment. Working through the shared intellectual ground of Adorno, Edmundson, Stivers, and Ellul, the paper takes a critical look at (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  33.  25
    Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW]Eric Bredo - 2015 - Studies in Philosophy and Education 34 (5):525-529.
    Aspects of Adam Smith’s thought are introduced to help evaluate Weinstein’s reconsideration. Where Newton sought universal principles to explain planetary movement, Smith sought universal principles to explain human conduct. His theory of moral sentiments considered the role of sympathetic responses to others, and the resulting desire to harmonize responses in differing relationships, as a motive for moral thinking and conduct. His theory of reasoning explored the roles of pleasure, surprise, and wonder in sequential phases of thinking. Weinstein finds the pluralism (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  34.  26
    Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW]Chris Higgins - 2015 - Studies in Philosophy and Education 34 (5):531-535.
  35.  35
    Troublesome Sentiments: The Origins of Dewey’s Antipathy to Children’s Imaginative Activities.David I. Waddington - 2010 - Studies in Philosophy and Education 29 (4):351-364.
    One of the interesting aspects of Dewey’s early educational thought is his apparent hostility toward children’s imaginative pursuits, yet the question of why this antipathy exists remains unanswered. As will become clear, Dewey’s hostility towards imaginative activities stemmed from a broad variety of concerns. In some of his earliest work, Dewey adopted a set of anti-Romantic criticisms and used these concerns to attack what one might call “runaway” imaginative and emotional tendencies. Then, in his early educational writings, these earlier concerns (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  36.  46
    Does a Sentiment‐Based Ethics of Caring Improve upon a Principles‐Based One? The problem of impartial morality.James Scott Johnston - 2008 - Educational Philosophy and Theory 40 (3):436–452.
    My task in this paper is to demonstrate, contra Nel Noddings, that Kantian ethics does not have an expectation of treating those closest to one the same as one would a stranger. In fact, Kantian ethics has what I would consider a robust statement of how it is that those around us come to figure prominently in the development of one's ethics. To push the point even further, I argue that Kantian ethics has an even stronger claim to treating those (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  37.  22
    Counteracting Populist Anti-Immigrant Sentiments: Is Government’s Action Legitimate?Laura Santi Amantini - 2020 - Global Justice : Theory Practice Rhetoric 12 (2):219-244.
    Right-wing populist parties often resort to a xenophobic rhetoric which both exploits and fuels existing illiberal anti-immigrant sentiments. Since populist anti-immigrant sentiments are at odds with fundamental liberal values and challenge the implementation of any liberal ethics of migration, this essay argues that states should adopt civic education policies to counter such sentiments and persuade citizens to develop liberal attitudes towards immigrants. Empirical evidence suggests that sentiments may be malleable, and there are already examples of local governments devising or (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  38.  16
    Aesthetic Education in the New Media Era: From the Perspective of Aesthetic Education Philosophy.Zhao Yong - 2023 - European Journal for Philosophy of Religion 15 (3):316-330.
    Aesthetic education plays an important role in people's education and training. Guided by Marxist aesthetic education view, studying the construction of aesthetic education in the new era is not only an important condition for shaping a sound personality and an inevitable requirement for guiding people's better life in the new era, but also a theoretical basis for guiding the cultivation of innovative talents in the new era, and a realistic need for dealing with the misunderstanding of (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  39.  5
    Jack Russell Weinstein, Adam Smith's Pluralism: Rationality, Education, and the Moral Sentiments. [REVIEW]Heath Eugene - 2017 - Journal of Scottish Philosophy 15 (1):151-155.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  40. Hume on Motivating Sentiments, the General Point of View, and the Inculcation of "Morality".Elizabeth S. Radcliffe - 1994 - Hume Studies 20 (1):37-58.
    That Hume 's theory can be interpreted in two widely divergent ways-as a version of sentimentalism and as an ideal observer theory-is symptomatic of a puzzle ensconced in Hume 's theory. How can the ground of morality be internal and motivating when an inference to the feelings of a spectator in "the general point of view" is typically necessary to get to genuine moral distinctions? This paper considers and rejects the suggestion that in moral education, for Hume, the inculcation (...)
    Direct download (8 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  41.  15
    Education and Nationality.John White - 1996 - Journal of Philosophy of Education 30 (3):327-343.
    The paper argues that nationality and national sentiment have been, until recently, neglected concepts in liberal, as distinct from conservative, political and educational philosophy, It claims that, appropriately detachedfrom nationalistic ideas associated with the political right, the promotion of national sentiment as an educational aim is not incompatible with liberalism and, more strongly, may be desirablefor reasons of personal and cultural identity as well asfor redistributive reasons. The paper then explores issues to do with British nationality inparticular, arguingfor a remodelled (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  42.  23
    Jack Russell Weinstein's Adam Smith's pluralism: rationality, education, and the moral sentiments. New Haven & London: Yale University Press, 2013, 360 pp. [REVIEW]Craig Smith - 2014 - Erasmus Journal for Philosophy and Economics 7 (2):162.
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  43.  30
    Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW]Walter Feinberg - 2015 - Studies in Philosophy and Education 34 (5):521-523.
  44.  5
    On Naïve and Sentimental Poetry (1795/96).Gideon Stiening - 2023 - In Antonino Falduto & Tim Mehigan (eds.), The Palgrave Handbook on the Philosophy of Friedrich Schiller. Springer Verlag. pp. 261-272.
    While working on Letters on the Aesthetic Education of Man, Schiller was already devising and drafting an essay that derived a special theory of poetry and literature from the principles of his general aesthetics. He would go on to present this literary theory to the public in three parts in Die Horen, in November and December 1795 and January 1796, respectively. In 1800, he published a slightly modified version of the essay in its entirety under the title On Naive (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark  
  45. Rousseau: The Sentiment of Existence.David Gauthier - 2006 - New York: Cambridge University Press.
    Rousseau is often portrayed as an educational and social reformer whose aim was to increase individual freedom. In this volume David Gauthier examines Rousseau's evolving notion of freedom, where he focuses on a single quest: can freedom and the independent self be regained? Rousseau's first answer is given in Emile, where he seeks to create a self-sufficient individual, neither materially nor psychologically enslaved to others. His second is in the Social Contract, where he seeks to create a citizen who identifies (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  46.  11
    Adam Smith’s Moral Sentiments in Vanity Fair: Lessons in Business Ethics From Becky Sharp.Rosa Slegers - 2018 - Cham: Springer Verlag.
    According to Adam Smith, vanity is a vice that contains a promise: a vain person is much more likely than a person with low self-esteem to accomplish great things. Problematic as it may be from a moral perspective, vanity makes a person more likely to succeed in business, politics and other public pursuits. “The great secret of education,” Smith writes, “is to direct vanity to proper objects:” this peculiar vice can serve as a stepping-stone to virtue. How can this (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  47.  24
    Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW]Winston C. Thompson - 2015 - Studies in Philosophy and Education 34 (5):537-540.
  48.  11
    Does a Sentiment‐Based Ethics of Caring Improve upon a Principles‐Based One? The problem of impartial morality.James Scott Johnston - 2008 - Educational Philosophy and Theory 40 (3):436-452.
    My task in this paper is to demonstrate, contra Nel Noddings, that Kantian ethics does not have an expectation of treating those closest to one the same as one would a stranger. In fact, Kantian ethics has what I would consider a robust statement of how it is that those around us come to figure prominently in the development of one's ethics. To push the point even further, I argue that Kantian ethics has an even stronger claim to treating those (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  49.  37
    The education of the eye: painting, landscape, and architecture in eighteenth-century Britain.Peter De Bolla - 2003 - Stanford, Calif.: Stanford University Press.
    The Education of the Eye examines the origins of visual culture in eighteenth-century Britain. It claims that at the moment when works of visual art were first displayed and contemplated as aesthetic objects two competing descriptions of the viewer or spectator promoted two very different accounts of culture. The first was constructed on knowledge, on what one already knew, while the second was grounded in the eye itself. Though the first was most likely to lead to a socially and (...)
    Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  50.  32
    Education and nationality.John White - 1996 - Journal of Philosophy of Education 30 (3):327–343.
    The paper argues that nationality and national sentiment have been, until fairly recently, neglected topics in liberal, as distinct from conservative, political and educational philosophy. It claims that the promotion of national sentiment as an educational aim is not incompatible with liberalism, and may indeed be desirable for reasons of personal and cultural identity as well as for redistributive reasons. It then explores a remodelled conception of British nationality in particular; and finally looks at curricular implications.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   8 citations  
1 — 50 / 971