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  1. added 2019-09-05
    Pre-College Causes of Women's Underrepresentation in Philosophy.Christopher Dobbs - 2015 - Dissertation, Georgia State University
    Recent work on women’s underrepresentation in philosophy has focused on a distinction between “in class” and “pre-university” effects as the primary cause of women’s underrepresentation in philosophy. This paper reports from a large dataset from the Cooperative Institutional Research Program that shows that, of the American students that intended to major in philosophy before they started college, about two-thirds are men. This lends credence to the pre-university effects explanation for women’s underrepresentation in philosophy. This paper will discuss this finding in (...)
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  2. added 2019-08-22
    Research, Teaching and Service: Why Shouldn't Women's Work Count?Shelley M. Park - 1996 - Journal of Higher Education 67 (1):46-84.
    This article examines one way institutionalized sexism operates in the university setting by examining the gender roles and gender hierarchies implicit in (allegedly gender-neutral) university tenure and promotion policies. Current working assumptions regarding (1) what constitutes good research, teaching, and service and (2) the relative importance of each of these endeavors reflect and perpetuate masculine values and practices, thus preventing the professional advancement of female faculty both individually and collectively. A gendered division of labor exists within (as outside) the contemporary (...)
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  3. added 2019-06-06
    Enabling Change: Transformative and Transgressive Learning in Feminist Ethics and Epistemology.David W. Concepción & Juli Thorson Eflin - 2009 - Teaching Philosophy 32 (2):177-198.
    Through examples of embodied and learning-centered pedagogy, we discuss transformative learning of transgressive topics. We begin with a taxonomy of types of learning our students undergo as they resolve inconsistencies among their pre-existing beliefs and the material they confront in our course on feminist ethics and epistemology. We then discuss ways to help students maximize their learning while confronting internal inconsistencies. While we focus on feminist topics, our approach is broad enough to be relevant to anyone teaching a transgressive or (...)
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  4. added 2019-06-06
    Loose Women, Lecherous Men: A Feminist Philosophy of Sex. [REVIEW]Alan Soble - 1999 - Teaching Philosophy 22 (4):411-416.
    A review of Loose Women, Lecherous Men, by Linda LeMoncheck.
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  5. added 2017-02-08
    Elusive Rivalry? Conceptions of the Philosophy of Education.John White - 2010 - Ethics and Education 5 (2):135-145.
    What is analytical philosophy of education (APE)? And what has been its place in the history of the subject over the last fifty years? In a recent essay in Ethics and Education (Vol 2, No 2 October 2007) on ‘Rival conceptions of the philosophy of education’, Paul Standish described a number of features of APE. Relying on both historical and philosophical argument, the present paper critically assesses these eight points, as well as another five points delineating APE in the Introduction (...)
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  6. added 2015-12-07
    The Eternal and … Non-Eternal Woman – Review.Kiraly V. Istvan - 2013 - Philobiblon - Transilvanian Journal of Multidisciplinary Research in Humanities (2).
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  7. added 2014-06-16
    Diversity in Epistemic Communities: A Response to Clough.Maya J. Goldenberg - 2014 - Social Epistemology Review and Reply Collective Vol. 3, No. 5.
    In Clough’s reply paper to me (http://wp.me/p1Bfg0-1aN), she laments how feminist calls for diversity within scientific communities are inadvertently sidelined by our shared feminist empiricist prescriptions. She offers a novel justification for diversity within epistemic communities and challenges me to accept this addendum to my prior prescriptions for biomedical research communities (Goldenberg 2013) on the grounds that they are consistent with the epistemic commitments that I already endorse. In this response, I evaluate and accept her challenge.
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  8. added 2014-06-16
    How Can Feminist Theories of Evidence Assist Clinical Reasoning and Decision-Making?Maya J. Goldenberg - 2013 - Social Epistemology (TBA):1-28.
    While most of healthcare research and practice fully endorses evidence-based healthcare, a minority view borrows popular themes from philosophy of science like underdetermination and value-ladenness to question the legitimacy of the evidence-based movement’s philosophical underpinnings. While the feminist origins go unacknowledged, those critics adopt a feminist reading of the “gap argument” to challenge the perceived objectivism of evidence-based practice. From there, the critics seem to despair over the “subjective elements” that values introduce to clinical reasoning, demonstrating that they do not (...)
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  9. added 2014-05-16
    Margaret Cavendish and Thomas Hobbes on Freedom, Education, and Women.Karen Detlefsen - 2012 - In Nancy J. Hirschmann & Joanne H. Wright (eds.), Feminist Interpretations of Thomas Hobbes. The Pennsylvania State University Press. pp. 149-168.
    In this paper, I argue that Margaret Cavendish’s account of freedom, and the role of education in freedom, is better able to account for the specifics of women’s lives than are Thomas Hobbes’ accounts of these topics. The differences between the two is grounded in their differing conceptions of the metaphysics of human nature, though the full richness of Cavendish’s approach to women, their minds and their freedom can be appreciated only if we take account of her plays, accepting them (...)
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  10. added 2014-05-16
    Essentialism and Anti-Essentialism in Feminist Philosophy.Alison Stone - 2004 - Journal of Moral Philosophy 1 (2):135-153.
    This article revisits the ethical and political questions raised by feminist debates over essentialism, the belief that there are properties essential to women and which all women share. Feminists’ widespread rejection of essentialism has threatened to undermine feminist politics. Re-evaluating two responses to this problem—‘strategic’ essentialism and Iris Marion Young’s idea that women are an internally diverse ‘series’—I argue that both unsatisfactorily retain essentialism as a descriptive claim about the social reality of women’s lives. I argue instead that women have (...)
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  11. added 2014-05-16
    Women and Values.Alan Soble - 2000 - Teaching Philosophy 23 (2):215-220.
    A review of the third edition of Women and Values, edited by M. Pearsall.
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  12. added 2014-05-16
    Multicultural Education and Feminist Ethics.Marilyn Friedman - 1995 - Hypatia 10 (2):56 - 68.
    Feminist ethics supports the contemporary educational trend toward increased multiculturalism and a diminished emphasis on the Western canon. First, I outline a feminist ethical justification for this development. Second, I argue that Western canon studies should not be altogether abandoned in a multicultural curriculum. Third, I suggest that multicultural education should help combat oppression in addition to simply promoting awareness of diversity. Fourth, I caution against an arrogant moralism in the teaching of multiculturalism.
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  13. added 2014-05-16
    Feminist Ethics, Mothering, and Caring.Christine James - 1995 - Kinesis 22 (2):2-16.
    The relationship between feminist theory and traditionally feminine activities like mothering and caring is complex, especially because of the current diversity of feminist scholarship. There are many different kinds of feminist theory, and each approaches the issue of women's oppression from its own angle. The statement, "feminist ethics is about mothering and caring," can be critically evaluated by outlining specific feminist approaches to ethics and showing what role mothering and caring play in each particular view. In this paper, feminine and (...)
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