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Tapio Puolimatka [20]T. Puolimatka [5]
  1.  6
    Moral realism and justification.Tapio Puolimatka - 1989 - Helsinki: Distributor, Akateeminen Kirjakauppa.
  2.  40
    Spinoza's Theory of Teaching and Indoctrination.Tapio Puolimatka - 2001 - Educational Philosophy and Theory 33 (3-4):397-410.
  3.  29
    Education for death.Tapio Puolimatka & Ulla Solasaari - 2006 - Educational Philosophy and Theory 38 (2):201–213.
    Death is an unavoidable fact of human life, which cannot be totally ignored in education. Children reflect on death and raise questions that deserve serious answers. If an educator completely evades the issue, children will seek other conversation partners. It is possible to find arguments both from secular and religious sources, which alleviate the anguish that death awakens in the mind of a child.
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  4.  34
    Sphere Pluralism and Critical Individuality.T. Puolimatka - 2004 - Studies in Philosophy and Education 23 (1):21-39.
    While discussing critical individuality as oneof the main goals of liberal education, theemphasis has usually been on direct educationalmeasures. Much less attention has been given tothe social preconditions for its development.This paper discusses the societal aspect of thequestion by employing the notion of spherepluralism. The attempt is to point out someways in which the diversified nature of societycan be employed in its full potential for thedevelopment of critical individuality. Thearticle aims to outline a form of spherepluralism, which is based on (...)
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  5.  42
    Constructivism and Critical Thinking.Tapio Puolimatka - 2003 - Inquiry: Critical Thinking Across the Disciplines 22 (4):5-12.
    The problem with the traditional model of education is that the student is largely receptive. The constructivist model corrects this defect by promoting learning within a highly interaction oriented pedagogy. The problem is that sometimes it combines this with a constructivist view of knowledge, which does not provide an adequate epistemological framework for critical thinking. Even though individual creativity should be encouraged, students’ constructions must be subject to critical scrutiny. This assumes the development of the capacity for critical evaluation on (...)
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  6.  28
    Sphere Pluralism and Critical Individuality.T. Puolimatka, Sphere Pluralism & Christopher Winch - 2004 - Studies in Philosophy and Education 23 (1):21-39.
    While discussing critical individuality as oneof the main goals of liberal education, theemphasis has usually been on direct educationalmeasures. Much less attention has been given tothe social preconditions for its development.This paper discusses the societal aspect of thequestion by employing the notion of spherepluralism. The attempt is to point out someways in which the diversified nature of societycan be employed in its full potential for thedevelopment of critical individuality. Thearticle aims to outline a form of spherepluralism, which is based on (...)
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  7.  29
    The problem of democratic values education.Tapio Puolimatka - 1997 - Journal of Philosophy of Education 31 (3):461–476.
    The paper explores the moral ontology of democratic values education. It argues against the assumption that democratic values education, based on individual freedom, should be understood in a moral anti-realist and constructivist frame of reference. It claims, instead, that it is possible to educate in democratic values in ways that foster the development of the rational and moral autonomy of children only within the moral realist context. The Kohlbergian, Deweyan, Rawlsian, MacIntyrean and Rortyan counter-arguments are considered and some of their (...)
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  8.  38
    Democracy, Critical Citizens and Manipulation.Tapio Puolimatka - 1998 - Inquiry: Critical Thinking Across the Disciplines 18 (1):44-60.
  9.  21
    Democratic values education reconsidered: A moral realist case.Tapio Puolimatka - 2001 - Journal of Philosophy of Education 35 (2):299–308.
    Gary Dann criticises my argument that democratic values education requires a moral realist framework. In this paper I argue that Dann's critique contains three basic confusions: (1) He assumes that moral realism necessarily implies evidentialism. (2) He assumes that moral realism gives priority to philosophical thinking as over against common sense reasoning. (3) He forgets that realism is primarily an ontological rather than an epistemological doctrine.
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  10.  5
    Educational Authority and Manipulation.Tapio Puolimatka - 2001 - Paideusis: Journal of the Canadian Philosophy of Education Society 14 (2):21-38.
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  11. Education for Critical Citizenship.Tapio Puolimatka - 2002 - Philosophy of Education 58:271-273.
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  12.  13
    How Wolterstorff’s Defense of Same-Sex Marriage Violates His Theory of Justice.Tapio Puolimatka - 2017 - Philosophia Christi 19 (2):363-380.
    According to Nicholas Wolterstorff’s analysis, the biblical view of justice defends the inherent natural rights of the most vulnerable minorities. As homosexuals are such a vulnerable minority, he argues that church and state ought to recognize same-sex marriage. My aim is to critique Wolterstorff’s argument for failing to apply his own theory and to acknowledge the natural rights of children, who are the most vulnerable persons involved. By ignoring the natural law emphasis on the natural structures of marriage, such as (...)
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  13. In defense of a moral concept of democracy.Tapio Puolimatka - 1997 - In Sirkku Hellsten, Marjaana Kopperi & Olli Loukola (eds.), Taking the Liberal Challenge Seriously: Essays on Contemporary Liberalism at the Turn of the 21st Century. Ashgate. pp. 94.
     
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  14.  44
    Moral capacity and its dilemmas.Tapio Puolimatka - 2006 - Studies in Philosophy and Education 25 (6):497-505.
  15.  85
    Max Scheler and the idea of a well rounded education.Tapio Puolimatka - 2008 - Educational Philosophy and Theory 40 (3):362–382.
    The German philosopher Max Scheler defines the human person as a value-oriented act structure. Since a person is ideally a free being with open possibilities, the aim of education is to help human beings develop their potential in various directions. At the centre of Scheler's educational philosophy is the idea of all-round education, which aims towards a developed capacity for assessment, an ability to make choices and an ability to focus on the objective nature of things.
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  16.  13
    Max Scheler and the Idea of a Well Rounded Education.Tapio Puolimatka - 2008 - Educational Philosophy and Theory 40 (3):362-382.
    The German philosopher Max Scheler defines the human person as a value‐oriented act structure. Since a person is ideally a free being with open possibilities, the aim of education is to help human beings develop their potential in various directions. At the centre of Scheler's educational philosophy is the idea of all‐round education, which aims towards a developed capacity for assessment, an ability to make choices and an ability to focus on the objective nature of things.
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  17.  30
    Response to James E. McClellan.Tapio Puolimatka - 1997 - Studies in Philosophy and Education 16 (4):401-406.
  18. The concept of indoctrination.T. Puolimatka - 1996 - Philosophia Reformata 61 (2):109-134.
    Although the word “indoctrination” in the English language originally had a neutral meaning almost equivalent to educative teaching, it gradually assumed the connotations of coercive teaching and became disassociated from the emerging concepts of democratic education. During this century it finally acquired a derogatory connotation similar to propaganda and brainwashing and came to be regarded as the antithesis of education for life in a democracy. McClellan regards indoctrination as a counterfeit of teaching in two crucial senses: While the counterfeit and (...)
     
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  19.  3
    Response to James E. McClellan.Tapio Puolimatka - 1997 - Studies in Philosophy and Education 16 (4):401-406.
  20.  11
    Democratic Values Education Reconsidered: A Moral Realist Case.Tapio Puolimatka - 2001 - Journal of Philosophy of Education 35 (2):299-308.
    Gary Dann criticises my argument that democratic values education requires a moral realist framework. In this paper I argue that Dann's critique contains three basic confusions: (1) He assumes that moral realism necessarily implies evidentialism. (2) He assumes that moral realism gives priority to philosophical thinking as over against common sense reasoning. (3) He forgets that realism is primarily an ontological rather than an epistemological doctrine.
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  21.  12
    The Problem of Democratic Values Education.Tapio Puolimatka - 1997 - Journal of Philosophy of Education 31 (3):461-476.
    The paper explores the moral ontology of democratic values education. It argues against the assumption that democratic values education, based on individual freedom, should be understood in a moral anti-realist and constructivist frame of reference. It claims, instead, that it is possible to educate in democratic values in ways that foster the development of the rational and moral autonomy of children only within the moral realist context. The Kohlbergian, Deweyan, Rawlsian, MacIntyrean and Rortyan counter-arguments are considered and some of their (...)
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  22.  13
    Philip Blosser, Scheler’s Critique of Kant’s Ethics, Athens, Ohio, 1995, Ohio University Press, 221 pages. ISBN: 0-8214-1108-X. [REVIEW]Tapio Puolimatka - 1996 - Philosophia Reformata 61 (1):85-88.
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  23.  16
    Sabine Roeser, >Ethical Intuitions and Emotions. A Philosophical Study. Amsterdam 2002: Free University, PhD thesis. 212 pages. [REVIEW]T. Puolimatka - 2004 - Philosophia Reformata 69 (1):104-105.
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