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The Nicomachean Ethics

W. Heinemann G. P. Putnam's Sons (1926)

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  1. Humility in Learning: A Confucian Perspective.Jin Li - 2016 - Journal of Moral Education 45 (2):147-165.
    Little research exists on humility in human learning and from a cultural perspective. This article reviews current research and conceptualizes humility as a basic human potential that can become a virtue when cultivated. But the cultivation depends on the cultural values placed on humility. Although humility is recognized in the West, ambivalence toward it exists because it may contradict important Western values of self-esteem and self-confidence in learning. By contrast, the Confucian conception of humility is geared toward moral self-cultivation in (...)
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  • The Influence of Moral Education on the Personal Worldview of Students.Jacomijn C. van der Kooij, Doret J. de Ruyter & Siebren Miedema - 2015 - Journal of Moral Education 44 (3):346-363.
    This article researches whether approaches to moral education aim to influence the development of the personal worldview of students. An example of a Dutch moral education programme is presented and the findings are used to analyse various approaches to moral education. Our analysis demonstrates that every approach aims to influence the personal worldview of students because of underlying ontological beliefs. This is the inevitable and minimal influence a moral education approach has on personal worldview. Our analysis also demonstrates that two (...)
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  • Should We Take the Friendships of Children Seriously?Mary Healy - 2011 - Journal of Moral Education 40 (4):441-456.
    The concept of friendship has had a great deal of attention within recent years from philosophers. However, this attention restricts itself to friendship between adults and rarely considers the issue of friendship between children. The issue of friendship and how we socialise with others ought to be an important concept for education, yet schools rarely take the forming, nurturing and nourishing of friendship beyond helping to deal with disputes between friends when they disrupt school life. I wish to argue that (...)
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  • Psychoanalysis on Sunday : Lacan, Cinema, Comedy.Peter Buse - 2017 - Genre 50 (2):219-238.
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  • Resisting the Seduction of the Global Education Measurement Industry: Notes on the Social Psychology of PISA.Gert Biesta - 2015 - Ethics and Education 10 (3):348-360.
    The question I raise in this paper is why measurement systems such as PISA have gained so much power in contemporary education policy and practice. I explore this question from the bottom up by asking what might contribute to the ways in which people invest in systems such as PISA, that is, what are the beliefs, assumptions and desires that lead people to actively lending support to the global education measurement industry or fall for its seduction. I discuss three aspects (...)
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  • Virtues, Ecological Momentary Assessment/Intervention and Smartphone Technology.Jason D. Runyan & Ellen G. Steinke - 2015 - Frontiers in Psychology:1-24.
    Virtues, broadly understood as stable and robust dispositions for certain responses across morally relevant situations, have been a growing topic of interest in psychology. A central topic of discussion has been whether studies showing that situations can strongly influence our responses provide evidence against the existence of virtues (as a kind of stable and robust disposition). In this review, we examine reasons for thinking that the prevailing methods for examining situational influences are limited in their ability to test dispositional stability (...)
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  • Like a Stone: A Happy Death and the Search for Knowledge.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1092-1103.
    This article explores the story of ‘the other Mersault’ whose narrative is published in the posthumous and arguably incomplete work A happy death. That this work is incomplete and that it appears to be a precursor to The outsider, has arguably limited scholarly analysis of its character and plot. However, the themes that are explored in A happy death are significant in their distinction to those themes that are experienced by the other, younger, Meursault. In A happy death the world (...)
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  • Philia and Pedagogy ‘Side by Side’: The Perils and Promise of Teacher–Student Friendships.Amy B. Shuffelton - 2012 - Ethics and Education 7 (3):211-223.
    . Philia and pedagogy ‘side by side’: the perils and promise of teacher–student friendships. Ethics and Education: Vol. 7, Creating spaces, pp. 211-223. doi: 10.1080/17449642.2013.766541.
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  • Motivational Representations Within a Computational Cognitive Architecture.Ron Sun - unknown
    This paper discusses essential motivational representations necessary for a comprehensive computational cognitive architecture. It hypothesizes the need for implicit drive representations, as well as explicit goal representations. Drive representations consist of primary drives — both low-level primary drives (concerned mostly with basic physiological needs) and high-level primary drives (concerned more with social needs), as well as derived (secondary) drives. On the basis of drives, explicit goals may be generated on the fly during an agent’s interaction with various situations. These motivational (...)
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  • Philosophy and Childhood.Tim Sprod - 2014 - Journal of Philosophy in Schools 1 (1).
    The following paper was written in 1999, as the opening speech at the Hobart FAPCA National Conference. I was, at the time, Chair of FAPCA. The keynote speaker at the conference was Professor Gareth Matthews from the University of Massachusetts at Amherst, and author of, among other books, The Philosophy of Childhood. As the paper was written as a speech, and not as an academic article, I did not cite all the points made in full academic mode. Rather, for publication (...)
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  • A Naturalist’s View of Pride.Jessica L. Tracy, Azim F. Shariff & Joey T. Cheng - 2010 - Emotion Review 2 (2):163-177.
    Although pride has been central to philosophical and religious discussions of emotion for thousands of years, it has largely been neglected by psychologists. However, in the past decade a growing body of psychological research on pride has emerged; new theory and findings suggest that pride is a psychologically important and evolutionarily adaptive emotion. In this article we review this accumulated body of research and argue for a naturalist account of pride, which presumes that pride emerged by way of natural selection. (...)
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  • Word and Action: Reconciling Rules and Know-How in Moral Cognition.Andy Clark - 2000 - Canadian Journal of Philosophy 30 (sup1):267-289.
    Recent work in cognitive science highlights the importance of exem- plar-based know-how in supporting human expertise. Influenced by this model, certain accounts of moral knowledge now stress exemplar- based, non-sentential know-how at the expense of rule-and-principle based accounts. I shall argue, however, that moral thought and reason cannot be understood by reference to either of these roles alone. Moral cognition – like other forms of ‘advanced’ cognition – depends crucially on the subtle interplay and interaction of multiple factors and forces (...)
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  • Inculcating Agency.Andrew Divers - 2017 - Childhood and Philosophy 13 (27):253-270.
    The thought that children should be given greater opportunity to participate meaningfully in affairs which concern them and to show their capacity for reasonable measured thoughts and choices has been displayed by many others (COHEN, 1980; FARSON, 1974; KENNEDY, 1992). It has also been suggested than in order to ensure that we are fair to all individuals, regardless of their age, that our primary consideration should be the capacity for decision making and agency. However, whether or not children are indeed (...)
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  • Desire and Cognition in Aristotle’s Theory of the Voluntary Movements of Animal Locomotion.Daniel Simão Nascimento - 2017 - Filosofia Unisinos 18 (2).
    Duas das principais controvérsias que têm ocupado aqueles que se dedicam à teoria aris- totélica do movimento animal são a controvérsia acerca da forma da cognição através da qual um animal irracional apreende um objeto como um objeto de desejo e a controvérsia acerca da função desempenhada pela cognição na explicação aristotélica dos movimentos voluntários de locomoção animal. Neste artigo, eu apresento uma teoria acerca das formas como o desejo e a cognição se articulam na teoria aristotélica segundo a qual (...)
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  • Relevance, Argumentation and Presentational Devices.Cristian Santibanez Yanez - unknown
    This paper presents the concept of relevance in argumentation theory analyzed from a pragma-rhetorical angle. Special attention will be given to examples in which relevance is determined by the extended social context of the use of presentational devices in controversies. The analysis of examples will include the rhetorical concept of decorum, maintaining that a different emphasis should be given to the role of the speaker in the determination of relevance.
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  • Towards an Analytics of Mediation.Lilie Chouliaraki - 2006 - Critical Discourse Studies 3 (2):153-178.
    In this paper I discuss a framework for the analysis of media discourse – the ‘analytics of mediation’ – that takes into account the embeddedness of media texts both in technological artefacts and in social relationships and, hence, seeks to integrate the multi-modal with the critical analysis of discourse. On the methodological level, the analytics of mediation applies a multi-modal discourse analysis onto media texts in order to study their visual and linguistic properties: camera/visual; graphic/pictorial or aural/linguistic. On the social (...)
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  • Confucius and Aristotle on Friendship: A Comparative Study. [REVIEW]Yuanguo He - 2007 - Frontiers of Philosophy in China 2 (2):291-307.
    Before and during the times of Confucius and Aristotle, the concept of friendship had very different implications. This paper compares Confucius’ with Aristotle’s thoughts on friendship from two perspectives: xin 信 (fidelity, faithfulness) and le 乐 (joy). The Analects emphasizes the xin as the basis of friendship. Aristotle holds that there are three kinds of friends and corresponding to them are three types of friendship. In the friendship for the sake of pleasure, there is no xin; in the legal form (...)
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  • Is Empathy an Emotion?Isaura Peddis - 2018 - Dissertation, University of Birmingham
    The main aim of my thesis is to ascertain whether empathy has the required qualities of an emotion. Disagreement is rife regarding the process leading to the arousal of an emotion, which creates uncertainty as to what exactly an emotion is, and how it appears. This is the first issue I tackle in my work, as I concentrate on examining some of the significant cognitive and feeling theories of emotions. My study of these theories outlines their downsides, and I instead (...)
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  • The Spirit of Luxury.John Armitage & Joanne Roberts - unknown
    The aim of this article is to introduce and examine the concept of the “spirit of luxury.” Accordingly, we commence by delineating the philosophical idea of luxury, emphasizing its discursive meaning, and contemplating its earliest historical and etymological origins. We continue through the eighteenth and nineteenth centuries by means of a discussion of the philosophical, political, and economic writings of David Hume, Karl Marx, Thorstein Veblen, Émile Louis Victor Laveleye, and Werner Sombart. Employing Sombart’s sociological work on the spirit of (...)
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  • A Critique of Positive Psychology—or 'the New Science of Happiness'.Alistair Miller - 2008 - Journal of Philosophy of Education 42 (3-4):591-608.
    This paper argues that the new science of positive psychology is founded on a whole series of fallacious arguments; these involve circular reasoning, tautology, failure to clearly define or properly apply terms, the identification of causal relations where none exist, and unjustified generalisation. Instead of demonstrating that positive attitudes explain achievement, success, well-being and happiness, positive psychology merely associates mental health with a particular personality type: a cheerful, outgoing, goal-driven, status-seeking extravert.
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  • Arthur Danto's Philosophy of Art.Michael Gerald Lafferty - unknown
    The thesis is a critical examination of Danto's philosophy of art. It begins with his article 'The Artworld' where he proposes a special is of artistic identification to distinguish artworks. Danto's idea of the artworld is discussed, a historical and contextual theory of art, which arose from his attempt to explain the difference between Warhol's Brillo Boxes sculpture and an indiscernible stack of everyday Brillo boxes. It is argued that Danto unsuccessfully attempts to shore up his artworld concept with the (...)
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  • Aristotle and Pedagogy.G. Mari - unknown
    Aristotle’s metaphysics, ethics and psychology can help to interpret pedagogy from a “scientific” point of view. Naturally, it is not a question of considering the science of education as a natural science born during modernity; the main difference is that the object of pedagogy is actually a subject, i.e. the human being, notably the free human. That is why an ancient thinker like Aristotle can promote pedagogy through theoretical reflection. In fact Aristotle clearly indicates human goals which even nowadays can (...)
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  • Towards a “Human Enhancement Society”? Opportunities for an Aristotelian Approach to Frame the Question.Alberto Pirni - 2014 - Humana Mente 7 (26).
    The essay is subdivided into three parts. In the first and introductory one the current debate on human enhancement is presented, with specific reference to its interdisciplinary characteristics and to the aspects which explicitly challenge “the human condition” as a whole. The second and third parts attempt to frame the comprehensive area of questioning opened by such a perspective, which is grounded in the practical philosophy of Aristotle – a model that seems particularly neglected within the human enhancement debate. Specifically, (...)
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  • Quality of Life, Health and Happiness.Lennart Nordenfelt - unknown
    The basic work for this book was carried out during the spring of 1989 in Edinburgh, where I had been granted a research position at The Institute for Advanced Studies in the Humanities. I should like to express here my indebtedness to the Institute for the opportunity thus afforded me. I should also like to say how very grateful I am for the stimulating conversations I had there with Professor Timothy Sprigge and Dr. Elizabeth Telfer. Dr. Telfers’s own treatise Happiness (...)
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  • How Should We Conduct Ourselves? Critical Realism and Aristotelian Teleology: A Framework for the Development of Virtues in Pedagogy and Curriculum.Bushra Sharar - 2018 - Journal of Critical Realism 17 (3):262-281.
    ABSTRACTFaced with the marketization of Higher Education in England, pedagogy is under pressure in ways that often undermine lecturers’ deeply held values. For instance, this pressure results in the reduction of significant aspects of teaching to narrow metrics and requires universities to operate within intrusive structures that subordinate their pedagogical aims to profit-orientated objectives. In this paper, I analyse the way that people can preserve their agency in this pedagogical context. I guide my analysis with a framework that combines critical (...)
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  • The Discourse and Nature of Creativity and Innovation: Ways of Relating to the Novel.Lars Geer Hammershøj - 2017 - Educational Philosophy and Theory 49 (14):1313-1325.
    In the discourse of the knowledge-based economy, the link between creativity and innovation is usually taken for granted. However, not only is this link of recent date, it joins together two diametrically opposed concepts: the economic concept of innovation and the humanistic concept of creativity. In research too, there is a lack of enquiry into the nature of the processes of creativity and innovation and into how these processes are similar yet different. Building on the original insights of Henri Poincaré (...)
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  • Critical Thinking in its Contexts and in Itself.Christopher Leigh Coney - 2015 - Educational Philosophy and Theory 47 (5):515-528.
    The nature of critical thinking remains controversial. Some recent accounts have lost sight of its roots in the history of philosophy. This article discusses critical thinking in its historical and social contexts, and in particular, for its educational and political significance. The writings of Plato and Aristotle are still vital in considering what makes certain kinds of thinking and certain kinds of knowledge distinctive. But neither Plato nor Aristotle theorised critical thinking in its specificity, that is, by differentiating it from (...)
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  • Humorous Relations: Attentiveness, Pleasure and Risk.Cris Mayo - 2014 - Educational Philosophy and Theory 46 (2):1-12.
    This article focuses on the structures of humor and joke telling that require particular kinds of attentiveness and particular relationships between speaker and audience, or more specifically, between classmates. First, I will analyze the pedagogical and relational preconditions that are necessary for humor to work. If humor is to work well, the person engaging in humor needs to gauge their interlocutors carefully. I discuss, too, the kinds of listening necessary for listening for the joke, including attentiveness to complex possibilities for (...)
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  • Ethical Decision Making and Reputation Management in Public Relations.Yanick Farmer - 2018 - Journal of Media Ethics 33 (1):2-13.
    ABSTRACTTo support members who frequently grapple with ethical issues, a number of PR professional associations developed models for ethical decision making that they make available to members for reference and professional development purposes. However, the models put forward are, clearly, inadequate for tackling more complex ethical issues. The purpose of this study is thus to supply theoreticians and practitioners with conceptual tools for more effectively thinking through this complexity in ethics decisions. In meeting this objective, we initially set out a (...)
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  • Beyond Intentionality: On the Non-Dual Contemplative Practices of the Tibetan Buddhist Tradition ‘The Great Perfection’.Eran Laish - 2017 - Contemporary Buddhism 18 (2):364-384.
    The Buddhist vision of liberation is intimately related with an experiential state that transcends intentionality, temporality and causality, owing to its non-directed, unchanging and unconditioned nature. As such, this vision reveals a novel mode of non-dual awareness, which is not divided into perceiving subject and perceived objects. In order to directly recognise this mode, several Buddhist traditions utilised diverse contemplative instructions that were meant to dissolve the intending tendencies of consciousness. This paper discusses one of these traditions – ‘The Great (...)
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  • On Baking a Cake: The Phenomenological Method in Positive Psychology.Graham A. du Plessis & Carolina du Plessis - 2017 - Indo-Pacific Journal of Phenomenology 17 (sup1):1-13.
    The field of positive psychology has burgeoned since its formal inception with Martin Seligman’s 1998 APA presidential address. Aimed at better baking the positive half of the psychology “cake”, the gains in research and practice over the past decade and a half have been substantial. Among the chief reasons for the rapid growth and development in this field is the express emphasis on a positivistic scientific methodology. While this methodology has undoubtedly contributed much to the evolution and growth of the (...)
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  • Shu and Zhong as the Virtue of the Golden Rule: A Confucian Contribution to Contemporary Virtue Ethics.Joseph Emmanuel D. Sta Maria - 2017 - Asian Philosophy 27 (2):100-111.
    I aim to show how Confucian philosophy can contribute to the contemporary resurgence of virtue ethics education by arguing that it has the resource to address a lacuna in Aristotelian ethics. Aristotelian ethics, which is arguably the main resource of contemporary virtue ethics, lacks a virtue that corresponds to the notion of loving each person as one’s self or the Golden Rule. To be more precise, Aristotelian ethics has no virtue about loving all people as one’s self, although philia comes (...)
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  • Critical Realism's Potential Contribution to Critical Pedagogy and Youth and Community Work: Human Nature, Agency and Praxis Revisited.Mike Seal - 2016 - Journal of Critical Realism 15 (3):263-276.
    In the light of late modern, postmodern and post-critical debates the difficulty of establishing a coherent theoretical framework for both critical pedagogy and youth and community work has been noted by several authors. In this article I will make the claim that critical realism, as a stance within the ontological, epistemological and aetiological paradigms, offers a way to ameliorate a number of tensions in critical pedagogy and youth and community work. Margaret Archer's theories around morphogenesis are particularly useful in re-examining (...)
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  • The Community of Solitude.Christopher Pulte - 2016 - Indo-Pacific Journal of Phenomenology 16 (1-2):207-216.
    This paper re-examines the egos of Edmund Husserl and Max Scheler with reference to Friedrich Nietzsche and the psychologist, James Hillman, and in the process also confronts the ego in other of its many manifestations, misappropriations, and mystifications.The ego is a multi-headed enigma which defies phenomenological description, and only reaches the status of concept by virtue of the gropings of an epistemology which is not up to the task. The goal of this paper is twofold: firstly, to come to terms (...)
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  • Normative Features of a Successful Press Council.Svein Brurås - 2016 - Journal of Media Ethics 31 (3):162-173.
    ABSTRACTThis study aimed to throw light on the implied and tacit moral philosophical features of rulings from an apparently effective and well-respected press council. Statements from the Norwegian Press Council are analyzed from the perspective of 3 ethical theories. The analysis shows that the institutionalized media ethics as presented by this authoritative body have distinct features of discourse ethics, while perspectives of virtue ethics are surprisingly absent. The Norwegian Press Council is preoccupied with procedural norms for the public discourse and (...)
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  • Ideas of Justice and Reconstructions of Confucian Justice.Tim Murphy & Ralph Weber - 2016 - Asian Philosophy 26 (2):99-118.
    ABSTRACTConfucianism tends to play only a marginal role in current theorizing about justice, which is a global pursuit dominated by Western theory and its strong tendency to assume that justice refers to some substantive conception of distributive, socioeconomic justice. This article examines and compares reconstructions of Confucian justice by Joseph Chan, May Sim, and Fan Ruiping. Each reconstruction makes reference to both classical and modern Western justice theory and thus each involves a comparative approach; indeed, each reconstruction seeks ultimately, in (...)
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  • Formal Criteria for the Concept of Human Flourishing: The First Step in Defending Flourishing as an Ideal Aim of Education.Lynne S. Wolbert, Doret J. de Ruyter & Anders Schinkel - 2015 - Ethics and Education 10 (1):118-129.
    Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the ideal of flourishing as an aim of education. We took Aristotelian eudaimonia as a prototype to construct two criteria for the concept of human flourishing: (...)
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  • Searching for Excellence in Education: Knowledge, Virtue and Presence?James MacAllister, Gale Macleod & Anne Pirrie - 2013 - Ethics and Education 8 (2):153-165.
    This article addresses two main questions: what is excellence and should epistemic excellence be the main purpose of education? Though references to excellence have become increasingly frequent in the UK education policy, these questions are perhaps especially important in Scotland where the curriculum is explicitly for excellence. Following Hirst and Peters, it is hypothesised that if the term ‘education’ implies possession of a certain breadth of general knowledge and understanding, then the term ‘excellence’ may imply a deep grasp of a (...)
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  • Virtue Ethics and Digital 'Flourishing': An Application of Philippa Foot to Life Online.Patrick Lee Plaisance - 2013 - Journal of Mass Media Ethics 28 (2):91-102.
    The neo-Aristotelian virtue theory of Philippa Foot is presented here as an alternative framework that is arguably more useful than deontological approaches and that relies less on the assertions of moral claims about the intrinsic goodness of foundational principles. Instead, this project focuses more on cultivating a true ethic; that is, a set of tools and propositions to enable individuals to negotiate inevitable conflicts among moral values and challenges posed by cultural contexts and technology use. Foot's ?natural normativity? connects the (...)
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  • Are Human Rights Redundant in the Ethical Codes of Psychologists?Alfred Allan - 2013 - Ethics and Behavior 23 (4):251-265.
    The codes of ethics and conduct of a number of psychology bodies explicitly refer to human rights, and the American Psychological Association recently expanded the use of the construct when it amended standard 1.02 of the Ethical Principles of Psychologists and Code of Conduct. What is unclear is how these references to human rights should be interpreted. In this article I examine the historical development of human rights and associated constructs and the contemporary meaning of human rights. As human rights (...)
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  • Virtual Alterity and the Reformatting of Ethics.David Gunkel & Debra Hawhee - 2003 - Journal of Mass Media Ethics 18 (3-4):173-193.
    This article seeks to reconsider how traditional notions of ethics-ethics that privilege reason, truth, meaning, and a fixed conception of "the human"-are upended by digital technology, cybernetics, and virtual reality. We argue that prevailing ethical systems are incompatible with the way technology refigures the concepts and practices of identity, meaning, truth, and finally, communication. The article examines how both ethics and technology repurpose the liberal humanist subject even as they render such a subject untenable. Such an impasse reformats the question (...)
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  • On the Contribution of Literature and the Arts to the Educational Cultivation of Moral Virtue, Feeling and Emotion.David Carr - 2005 - Journal of Moral Education 34 (2):137-151.
    This paper sets out to explore connections between a number of plausible claims concerning education in general and moral education in particular: (i) that education is a matter of broad cultural initiation rather than narrow academic or vocational training; (ii) that any education so conceived would have a key concern with the moral dimensions of personal formation; (iii) that emotional growth is an important part of such moral formation; and (iv) that literature and other arts have an important part to (...)
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  • Bearing and Transcending Suffering with Nature and the World: A Humanistic Account.Rosa Hong Chen - 2011 - Journal of Moral Education 40 (2):203-216.
    To conceptualise moral education as ?living and learning to bear suffering? offers a humanistic vision for choices people make in the face of drastic threats to their existence. This essay proposes that bearing and transcending suffering?part of the human narrative?helps human beings to realise their ethical potential. Grounded in Eastern and Western metaphysics and ethics, I assess the human condition brought about by the 2008 earthquake disaster in China?in an attempt to come to terms with fundamental philosophical questions of existence (...)
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  • Who Lives a Life Worth Living?Finn Janning - 2013 - Philosophical Papers and Review 4 (1):8-16.
    For years, philosophers have thought about what makes a life worth living. Recent research in psychology has put new light on that. This paper places itself in-between philosophy and psychology, and the thoughts about well-being. The title of this paper raises one question: Who lives a life worth living? Based on the philosophy of Gilles Deleuze and subsidiary, recent studies in ‘positive psychology’, this work shows that the prerequisite for a life worth living is freedom; that is being free to (...)
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  • The Ethics of Humor: Can Your Sense of Humor Be Wrong?Aaron Smuts - 2010 - Ethical Theory and Moral Practice 13 (3):333-347.
    I distill three somewhat interrelated approaches to the ethical criticism of humor: (1) attitude-based theories, (2) merited-response theories, and (3) emotional responsibility theories. I direct the brunt of my effort at showing the limitations of the attitudinal endorsement theory by presenting new criticisms of Ronald de Sousa’s position. Then, I turn to assess the strengths of the other two approaches, showing that that their major formulations implicitly require the problematic attitudinal endorsement theory. I argue for an effects-mediated responsibility theory , (...)
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  • Political Chemicals: Drugs, Rights, and the Good Life.Goldstein Benjamin - unknown
    Recreational drug use, whether publicly acknowledged or privately hidden, has long been a common activity within human societies. Though this comes with serious hazards, it also produces benefits, which often go unrecognized. Given the current prohibitory policies, it is important to consider whether such use ought to be restricted. I will do just that, focusing on whether recreational drug use can be part of a reasonable conception of the good life, as well as whether restrictions constitute an infringement on freedom. (...)
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  • The 'Physically Educated' Person: Physical Education in the Philosophy of Reid, Peters and Aristotle.James MacAllister - 2013 - Educational Philosophy and Theory 45 (9):908-920.
    This article will derive a definition and account of the physically educated person, through an examination of the philosophy of Andrew Reid, Richard Peters and Aristotle. Initially, Reid?s interpretation of Peters? views about the educational significance of practical knowledge (and physical education) will be considered. While it will be acknowledged that Peters was rather disparaging about the educational merit of some practical activities in Ethics and Education, it will be argued that he elsewhere suggests that such practical activities could be (...)
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  • The Cultural Roots of Professional Wisdom: Towards a Broader View of Teacher Expertise.David Carr & Don Skinner - 2009 - Educational Philosophy and Theory 41 (2):141-154.
    Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well-rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy (...)
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  • Education, Measurement and the Professions: Reclaiming a Space for Democratic Professionality in Education.Gert Biesta - 2017 - Educational Philosophy and Theory 49 (4):315-330.
    In this article, I explore the impact of the contemporary culture of measurement on education as a professional field. I focus particularly on the democratic dimensions of professionalism, which includes both the democratic qualities of professional action in education itself and the way in which education, as a profession, supports the wider democratic cause. I show how an initial authoritarian conception of professionalism was opened up in the 1960s and 1970s towards more democratic and more inclusive forms of professional action. (...)
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  • Reconciliation of Natural and Social: Rethinking Rousseau’s Educational Theory.Svetlana Bardina - 2017 - Educational Philosophy and Theory 49 (14):1381-1391.
    This article intends to re-examine Rousseau’s educational theory in the context of the nature/culture opposition. In contemporary discussions on the nature/culture dualism, it has been often stated that his educational theory is based on the assumption that a child is a natural being. However, the author demonstrates that Rousseau was instead committed to a duality of human nature; this influences his educational theory. In his model, human nature consists of a natural and a social side; these two parts are in (...)
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