Switch to: References

Add citations

You must login to add citations.
  1. Education and articulation: Laclau and Mouffe’s radical democracy in school.Itay Snir - 2017 - Ethics and Education 12 (3):1-13.
    This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore this (...)
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • (1 other version)Rorty as Virtue Liberal.William M. Curtis - 2016 - Contemporary Pragmatism 13 (4):400-419.
    Virtue liberalism holds that the success of liberal politics and society depends on the citizenry possessing a set of liberal virtues, including traits like open-mindedness, toleration, and individual autonomy. Virtue liberalism is thus an ethically demanding conception of liberalism that is at odds with conceptions, like Rawlsian political liberalism andmodus vivendiliberalism, that attempt to minimize liberalism’s ethical impact in order to accommodate a greater range of ethical pluralism. Although he claims to be a Rawlsian political liberal, Richard Rorty’s pragmatic liberalism (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • The Anarchist's Myth: Autonomy, Children, and State Legitimacy.Luara Ferracioli - 2015 - Hypatia 30 (1):370-385.
    Philosophical anarchists have made their living criticizing theories of state legitimacy and the duty to obey the law. The most prominent theories of state legitimacy have been called into doubt by the anarchists' insistence that citizens' lack of consent to the state renders the whole justificatory enterprise futile. Autonomy requires consent, they argue, and justification must respect autonomy. In this essay, I want to call into question the weight of consent in protecting our capacity for autonomy. I argue that if (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Moral Education in the Liberal State.Kyla Ebels-Duggan - 2013 - Journal of Practical Ethics 1 (2):24-63.
    I argue that political liberals should not support the monopoly of a single educational approach in state sponsored schools. Instead, they should allow reasonable citizens latitude to choose the worldview in which their own children are educated. I begin by defending a particular conception of political liberalism, and its associated requirement of public reason, against the received interpretation. I argue that the values of respect and civic friendship that motivate the public reason requirement do not support the common demand that (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • Educating for Ubuntu/Botho : Lessons from Basotho Indigenous Education.Moeketsi Letseka - 2013 - Open Journal of Philosophy 3 (2):337-344.
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • Islamic Education and Cosmopolitanism: A Philosophical Interlude.Yusef Waghid - 2013 - Studies in Philosophy and Education 33 (3):329-342.
    This article takes a critical look at three conceptions of Islamic education. I argue that conceptions of Islamic education ought to be considered as existing on a minimalist–maximalist continuum, meaning that the concepts associated with Islamic education do not have a single meaning, but that meanings are shaped depending on the minimalist and maximalist conditions which constitute them, that is, tarbiyyah (nurturing), ta`lim (learning) and ta`dib (goodness). I then explore some liberal conceptions of cosmopolitanism, showing how these notions connect with (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • A Review of Kristján Kristjánsson, 2006. Justice and Desert-Based Emotions. Aldershot: Ashgate. [REVIEW]Bruce Maxwell - 2009 - Studies in Philosophy and Education 28 (1):51-71.
    Download  
     
    Export citation  
     
    Bookmark  
  • Educating Political Adversaries: Chantal Mouffe and Radical Democratic Citizenship Education.Claudia W. Ruitenberg - 2008 - Studies in Philosophy and Education 28 (3):269-281.
    Many scholars in the area of citizenship education take deliberative approaches to democracy, especially as put forward by John Rawls, as their point of departure. From there, they explore how students’ capacity for political and/or moral reasoning can be fostered. Recent work by political theorist Chantal Mouffe, however, questions some of the central tenets of deliberative conceptions of democracy. In the paper I first explain the central differences between Mouffe’s and Rawls’s conceptions of democracy and politics. To this end I (...)
    Download  
     
    Export citation  
     
    Bookmark   36 citations  
  • Why Education in Public Schools Should Include Religious Ideals.Doret J. de Ruyter & Michael S. Merry - 2009 - Studies in Philosophy and Education 28 (4):295-311.
    In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • Communitarian conflicts in Saudi Arabian civic education.Tayeb Altayeb - unknown
    The purpose of the work at hand is to address philosophically and critically the issue of how Saudi citizenship education is currently incoherent because it seeks to foster civic loyalty to two distinct and competing doctrines while not recognizing or addressing the tension itself. The conflict in question is between loyalty to the Saudi nation, on the one hand, and the broader Islamic community, on the other. The question which this study attempts to answer is how Saudi Arabia's handling of (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Female Autonomy, Education and the Hijab.Cécile Laborde - 2006 - Critical Review of International Social and Political Philosophy 9 (3):351-377.
    Download  
     
    Export citation  
     
    Bookmark   8 citations  
  • Beyond democratic justice: A further misgiving about citizenship education.Kristján Kristjánsson - 2004 - Journal of Philosophy of Education 38 (2):207–219.
    This paper begins by rehearsing some commonly heard conservative and radical objections to the idea of citizenship education. I then explore another potentially radical objection, implicit in the tenets of ‘character education’ and ‘socio-emotional learning’ but rarely stated explicitly. According to this objection, citizenship education, with its overarching ideal of democratic justice, politicises values education beyond good reason by assuming that political literacy and specific (democratic) social skills, rather than transcultural moral and emotional ‘basics’, are the primary values to be (...)
    Download  
     
    Export citation  
     
    Bookmark   7 citations  
  • (1 other version)Patriotism in british schools: Principles, practices and press hysteria.Michael Hand & Joanne Pearce - 2009 - Educational Philosophy and Theory 41 (4):453-465.
    How should patriotism be handled in schools? We argue that schools cannot afford to ignore the topic, but nor are they justified in either promoting or discouraging patriotic feeling in students. The only defensible policy is for schools to adopt a stance of neutrality and teach the topic as a controversial issue. We go on to show that there is general support among British teachers and students for school neutrality on patriotism and that the currently preferred classroom practice is to (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • (1 other version)In search of the comprehensive ideal: By way of and introduction.Graham Haydon - 2007 - Journal of Philosophy of Education 41 (4):523–538.
    This introductory article first gives a brief overview of the articles in the remainder of this special issue. It then considers what we can learn about the comprehensive ideal, and what questions still remain about it, from the treatment it receives in these articles. After an initial discussion of the nature of the common school, two dimensions are identified in which interpretations of the comprehensive ideal often differ: how fully the content of such schooling is filled in, and what its (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Education, responsibility and democratic justice: Cultivating friendship to alleviate some of the injustices on the african continent.Yusef Waghid - 2007 - Educational Philosophy and Theory 39 (2):182–196.
    In South Africa there is widespread recognition amongst university educators that the new outcomes‐based education system can prevent instrumental thinking, particularly in view of OBE's agenda to encourage critical learning. However, what these educators do not necessarily take into account is that many students are not always ready to deal with critical learning because of the apparent persistence of instrumental thinking at some universities in South Africa. Simply put, many students seem to be quite willing to be taught about some (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • Britishness, Belonging and the Ideology of Conflict: Lessons from the Polis.Derek Edyvane - 2011 - Journal of Philosophy of Education 45 (1):75-93.
    A central aspiration of the ‘Britishness’ agenda in UK politics is to promote community through the teaching of British values in schools. The agenda’s justification depends in part on the suppositions that harmony arising from agreement on certain values is a necessary condition of social health and that conflict arising from pluralism connotes a form of dysfunction in social life. These perceptions of harmony and conflict are traceable to the ancient Greeks. Plato used the device of the soul-city analogy to (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • An Introduction to Philosophy of Education.Carrie Winstanley - 2007 - British Journal of Educational Studies 55 (1):108-110.
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Cultural Coherence and the Schooling for Identity Maintenance.Michael S. Merry - 2005 - Journal of Philosophy of Education 39 (3):477-497.
    An education for cultural coherence tends to the child’s well-being through identity construction and maintenance. Critics charge that this sort of education will not bode well for the future autonomy of children. I will argue that culturally coherent education, provided there is no coercion, can lend itself to eventual autonomy and may assist minority children in countering the negative stereotypes and discrimination they face in the larger society. Further, I will argue that few individuals actually possess an entirely coherent identity; (...)
    Download  
     
    Export citation  
     
    Bookmark   5 citations  
  • Past wrongs and liberal justice.Michael Freeman - 2002 - Ethical Theory and Moral Practice 5 (2):201-220.
    Liberal theories of justice have often been unable to include the recognition of minority rights or of multiculturalism because of their emphasis on individuals. In contrast, recent theories of cultural recognition and minority rights have underestimated the tensions between group and individual rights. It is precisely the incorporation of past wrongs and their impact on present politics that can advance the liberal theory of justice for cultural minorities and their members.
    Download  
     
    Export citation  
     
    Bookmark  
  • Kantian Ethics and the Attention Economy.Timothy Aylsworth & Clinton Castro - 2024 - Palgrave Macmillan.
    In this open access book, Timothy Aylsworth and Clinton Castro draw on the deep well of Kantian ethics to argue that we have moral duties, both to ourselves and to others, to protect our autonomy from the threat posed by the problematic use of technology. The problematic use of technologies like smartphones threatens our autonomy in a variety of ways, and critics have only begun to appreciate the vast scope of this problem. In the last decade, we have seen a (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • What's Wrong with Child Labor?Philip Cook - 2018 - In Anca Gheaus, Gideon Calder & Jurgen de Wispelaere (eds.), The Routledge Handbook of the Philosophy of Childhood and Children. New York: Routledge. pp. 294-303.
    There is broad agreement that child labor is wrong and should be eliminated. This chapter examines the three main moral objections to child labor and considers their limitations: harm-based objections, objections from failing to benefit children, and objections from exploitation. Harm-based objections struggle with baselines for comparison and difficulties with Non-Identity problems. Even if child labor is not harmful, it may be wrong because it prevents children from enjoying other benefits, such as schooling. However, is schooling necessarily more beneficial for (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • On the Duty to Be an Attention Ecologist.Tim Aylsworth & Clinton Castro - 2022 - Philosophy and Technology 35 (1):1-22.
    The attention economy — the market where consumers’ attention is exchanged for goods and services — poses a variety of threats to individuals’ autonomy, which, at minimum, involves the ability to set and pursue ends for oneself. It has been argued that the threat wireless mobile devices pose to autonomy gives rise to a duty to oneself to be a digital minimalist, one whose interactions with digital technologies are intentional such that they do not conflict with their ends. In this (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • Educational Justice: Liberal ideals, persistent inequality and the constructive uses of critique.Michael S. Merry - 2020 - New York: Palgrave Macmillan.
    There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better understanding (...)
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Inoculation Against Populism: Media Competence Education and Political Autonomy.Frodo Podschwadek - 2019 - Moral Philosophy and Politics 6 (2):211-234.
    This paper offers an analysis of the relation between political populism and mass media, and how this relation becomes problematic for democratic societies. It focuses on the fact that mass media, due to their purpose and infrastructure, can unintentionally reinforce populist messages. Research findings from communication science and political psychology are used to illustrate how, for example, a combination of mass media agenda setting and motivated reasoning can influence citizens’ political decisions and impair their political autonomy. This poses a particular (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Racism as ‘Reasonableness’: Philosophy for Children and the Gated Community of Inquiry.Darren Chetty - 2018 - Ethics and Education 13 (1):39-54.
    In this paper, I argue that the notion of ‘reasonableness’ that is, for many, at the heart of the Philosophy for Children approach particularly and education for democratic citizenship more broadly, is constituted within the epistemology of ‘white ignorance’ and operates in such a way that it is unlikely to transgress the boundaries of white ignorance so as to view it from without. Drawing on scholarship in critical legal studies and social epistemology, I highlight how notions of reasonableness often include (...)
    Download  
     
    Export citation  
     
    Bookmark   9 citations  
  • (1 other version)Patriotism and Democratic Citizenship Education in South Africa: On the (im) possibility of reconciliation and nation building.Yusef Waghid - 2009 - Educational Philosophy and Theory 41 (4):399-409.
    In this article, I shall evaluate critically the democratic citizenship education project in South Africa to ascertain whether the patriotic sentiments expressed in the Manifesto on Values, Education and Democracy (2001) are in conflict with the achievement of reconciliation and nation building (specifically peace and friendship) after decades of apartheid rule. My first argument is that, although it seems as if the teaching of patriotism through the Department of Education's democratic citizenship agenda in South African schools is a laudable initiative (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Embedded Identities and Dialogic Consensus: Educational implications from the communitarian theory of Bhikhu Parekh.Michael S. Merry - 2005 - Educational Philosophy and Theory 37 (4):495-517.
    In this article I investigate the extent to which Bhikhu Parekh believes that a person's cultural/religious background must be preserved and whether, by implication, religious schooling is justified by his theory. My discussion will explore—by inference and implication—whether Parekh's carefully crafted multiculturalism, enriched and illuminated by numerous practical insights, is socially tenable. I will also consider whether, by extension, it is justifiable, on his line of reasoning, to cultivate cultural and religious understandings among one's own children. Finally, I will contend (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • (1 other version)Education for autonomy and open-mindedness in diverse societies.Rebecca M. Taylor - 2017 - Educational Philosophy and Theory 49 (14):1326-1337.
    In recent years, democracies across the globe have seen an increase in the popularity and power of authoritarian, nationalist politicians, groups, and policies. In this climate, the proper role of education in liberal democratic society, and in particular its role in promoting characteristics like autonomy and open-mindedness, is contested. This paper engages this debate by exploring the concept of autonomy and the obligations of liberal democratic societies to promote it. Presenting the conditions for the exercise and development of autonomy, I (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Maximalist Islamic Education as a Response to Terror: Some Thoughts on Unconditional Action.Yusef Waghid & Nuraan Davids - 2015 - Educational Philosophy and Theory 47 (13-14):1477-1492.
    Inasmuch as Muslim governments all over the world dissociate themselves from despicable acts of terror, few can deny the brutality and violence perpetrated especially by those in authoritative positions like political governments against humanity. Poignant examples are the ongoing massacre of Muslim communities in Syria, Iraq, Afghanistan and Pakistan by those government or rebel forces intent on eliminating the other whom they happen to find unworthy of living. This article attempts to map Islamic education’s response to violence and terror often (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Why dissent is a vital concept in moral education.Graham P. McDonough - 2010 - Journal of Moral Education 39 (4):421-436.
    Moral education is concerned with depolarising the tension between loyalty and sedition, but little work has been done in the field to describe and map the territory between these poles. This paper proposes that the concept of dissent accomplishes this task and satisfies the need for a construct which describes the condition of sitting apart from those one is a part of. Through a seven‐part descriptive and prescriptive conceptual analysis it is revealed that this kind of ‘loyal disagreement’ depends upon (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Buddhism and Autonomy‐Facilitating Education.Jeffrey Morgan - 2013 - Journal of Philosophy of Education 47 (4):509-523.
    This article argues that Buddhists can consistently support autonomy as an educational ideal. The article defines autonomy as a matter of thinking and acting according to principles that one has oneself endorsed, showing the relationship between this ideal and the possession of an enduring self. Three central Buddhist doctrines of conditioned arising, impermanence and anatman are examined, showing a prima facie conflict between autonomy and Buddhist philosophy. Drawing on the ‘two truths’ theory of Nagarjuna, it is then shown that the (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Teaching Autonomy: The Obligations of Liberal Education in Plural Societies. [REVIEW]Donald Kerr - 2006 - Studies in Philosophy and Education 25 (6):425-456.
    Existing conceptions of autonomy tend to fall to one of two criticisms: they either fail to capture our intuitive understanding that autonomy implies an ability to act congruently with the demands of justice and equality, or they are unclear as to whether particular actions must be good by some standard to be considered autonomous. In this article I propose a conception of autonomy that is clear on both these fronts, and I show how this description is useful for both clarifying (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • A 'Seamless Enactment' of Citizenship Education.Tristan McCowan - 2009 - Journal of Philosophy of Education 43 (1):85-99.
    Educational undertakings are subject to disjunctures at three separate stages: in the creation of curricular programmes, in the implementation of these curricula in practice and in their effects on students. These disjunctures are the result of complex ‘leaps’ between ends and means, and between ideal and real. This article proposes a response in the form of ‘seamless enactment’, applied here to citizenship education. Seamless enactment involves, first, the harmonisation of the principles underlying the different stages in the passage of the (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • Children, ADHD, and Citizenship.E. F. Cohen & C. P. Morley - 2009 - Journal of Medicine and Philosophy 34 (2):155-180.
    The diagnosis of attention-deficit hyperactivity disorder is a subject of controversy, for a host of reasons. This paper seeks to explore the manner in which children's interests may be subsumed to those of parents, teachers, and society as a whole in the course of diagnosis, treatment, and labeling, utilizing a framework for children's citizenship proposed by Elizabeth Cohen. Additionally, the paper explores aspects of discipline associated with the diagnosis, as well as distributional pathologies resulting from the application of the diagnosis (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • The epistemic value of emotions.Benedetta Romano - 2019 - Dissertation, Ludwig Maximilians Universität, München
    Download  
     
    Export citation  
     
    Bookmark  
  • Disruptive or deliberative democracy? A review of Biesta’s critique of deliberative models of democracy and democratic education.Anniina Leiviskä - 2020 - Ethics and Education 15 (4):499-515.
    Gert Biesta criticises deliberative models of democracy and education for being based on an understanding of democracy as a ‘normal’ order, which involves certain ‘entry conditions’ for democratic participation. As an alternative, Biesta introduces the idea of democracy as ‘disruption’ and the associated subjectification conception of education both of which he draws from the work of Jacques Rancière. This paper challenges Biesta’s critique of deliberative democracy by demonstrating that the ‘entry conditions’ for deliberation serve an important normative function. It is (...)
    Download  
     
    Export citation  
     
    Bookmark   5 citations  
  • La legittimità dell’educazione alla cittadinanza. Questioni filosofiche. [The Legitimacy of Citizenship Education. Philosophical Issues.].Marcello Ostinelli - 2020 - Rivista Svizzera di Scienze Dell'educazione 42 (1):23-45.
    Recently the educational task of the public school has been repeatedly challenged. Citizenship has not been spared from criticism and its legitimacy has been questioned. The article discusses the issue of the legitimacy of citizenship education in public schools, specifying the meaning of neutrality of which it proposes a narrow interpretation. On this basis the article examines four philosophical models of citizenship education (communitarianism, civic humanism, liberalism, republicanism). The analysis suggests that the republican model of citizenship education is the most (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • “That’s Just Your Opinion!” - “American Idol” and the Confusion Between Pluralism and Relativism.Claudia W. Ruitenberg - 2007 - Paideusis: Journal of the Canadian Philosophy of Education Society 16 (1):55-59.
    Many student-teachers (and the students they teach) fail to understand the difference between opinions in the sense of preferences, and opinions in the sense of judgments. The phrase “That’s just your opinion!” (as wielded by contestants on the television series “American Idol”) is used to shield not only preferences but also judgments from public scrutiny. This misunderstanding springs from confusion between pluralism and relativism. Students’ fear of moral absolutism leads them to espouse relativism when they should be promoting pluralism. Within (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • The Teaching of Patriotism and Human Rights: An uneasy entanglement and the contribution of critical pedagogy.Michalinos Zembylas - 2014 - Educational Philosophy and Theory 46 (10):1143-1159.
    This article examines the moral, political and pedagogical tensions that are created from the entanglement of patriotism and human rights, and sketches a response to these tensions in the context of critical education. The article begins with a brief review of different forms of patriotism, especially as those relate to human rights, and explains why some of these forms may be morally or politically valuable. Then, it offers a brief overview of human rights critiques, especially from the perspectives of Foucault, (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • Liberalism and Permissible Suppression of Illiberal Ideas.Kristian Skagen Ekeli - 2012 - Inquiry: An Interdisciplinary Journal of Philosophy 55 (2):171-193.
    The purpose of this paper is to consider the following question: To what extent is it permissible for a liberal democratic state to suppress the spread of illiberal ideas (including anti-democratic ideas)? I will discuss two approaches to this question. The first can be termed the clear and imminent danger approach, and the second the preventive approach. The clear and imminent danger approach implies that it is permissible for liberal states to suppress the spread of illiberal doctrines and ideas only (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • (1 other version)How and why to support common schooling and educational choice at the same time.Rob Reich - 2007 - Journal of Philosophy of Education 41 (4):709–725.
    The common school ideal is the source of one of the oldest educational debates in liberal democratic societies. The movement in favour of greater educational choice is the source of one of the most recent. Each has been the cause of major and enduring controversy, not only within philosophical thought but also within political, legal and social arenas. Echoing conclusions reached by Terry McLaughlin, but taking the historical and legal context of the United States as my backdrop, I argue that (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • Liberal democracies and encompassing religious communities: A defense of autonomy and accommodation.Andrew K. Wahlstrom - 2005 - Journal of Social Philosophy 36 (1):31–48.
    Download  
     
    Export citation  
     
    Bookmark  
  • Political liberalism and autonomy education: Are citizenship-based arguments enough?Gina Schouten - 2018 - Philosophical Studies 175 (5):1071-1093.
    Several philosophers of education argue that schooling should facilitate students’ development of autonomy. Such arguments fall into two main categories: Student-centered arguments support autonomy education to help enable students to lead good lives; Public-goods-centered arguments support autonomy education to develop students into good citizens. Critics challenge the legitimacy of autonomy education—of the state imposing a schooling curriculum aimed at making children autonomous. In this paper, I offer a unified solution to the challenges of legitimacy that both arguments for autonomy education (...)
    Download  
     
    Export citation  
     
    Bookmark   8 citations  
  • ‘Won’t SomebodyThinkof the Children?’ Emotions, child poverty, and post-humanitarian possibilities for social justice education.Liz Jackson - 2014 - Educational Philosophy and Theory 46 (9):1069-1081.
    Under models of moral and global citizenship education, compassion and caring are emphasized as a counterpoint to pervasive, heartless, neo-liberal globalization. According to such views, these and related emotions such as empathy, sympathy, and pity, can cause people to act righteously to aid others who are disadvantaged through no fault of their own. When applied to the contemporary issue of alleviating child poverty, it seems such emotions are both appropriate and easily developed through education. However, emotional appeals increasing a sense (...)
    Download  
     
    Export citation  
     
    Bookmark   5 citations  
  • (1 other version)Should We Teach Patriotism?David Archard - 1999 - Studies in Philosophy and Education 18 (3):157-173.
    This article examines a particular debate between Eamonn Callan and William Galston concerning the need for a civic education which counters the divisive pull of pluralism by uniting the citizenry in patriotic allegiance to a single national identity.
    Download  
     
    Export citation  
     
    Bookmark   24 citations  
  • (1 other version)Mutual respect and civic education.Colin Bird - 2010 - Educational Philosophy and Theory 42 (1):112-128.
    Contemporary theories of civic education frequently appeal to an ideal of mutual respect in the context of ethical, ethical and religious disagreement. This paper critically examines two recently popular criticisms of this ideal. The first, coming from a postmodern direction, charges that the ideal is hypocritical in its effort to be maximally impartial and fair. The second, which I associate with such 'new atheists' as Sam Harris and Richard Dawkins, argues that notions of mutual respect pose a threat to such (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Toleration, children and education.Colin Macleod - 2010 - Educational Philosophy and Theory 42 (1):9-21.
    The paper explores challenges for the interpretation of the ideal toleration that arise in educational contexts involving children. It offers an account of how a respect-based conception of toleration can help to resolve controversies about the accommodation and response to diversity that arise in schools.
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Has therapy intruded into education?Avi Mintz - 2009 - Journal of Philosophy of Education 43 (4):633-647.
    For over fifty years, scholars have argued that a therapeutic ethos has begun to change how people think about themselves and others. There is also a growing concern that the therapeutic ethos has influenced educational theory and practice, perhaps to their detriment. This review article discusses three books, The Dangerous Rise of Therapeutic Education (by Kathryn Ecclestone and Dennis Hayes), Aristotle, Emotions, and Education (by Kristján Kristjánsson), and The Therapy of Education (by Paul Smeyers, Richard Smith and Paul Standish), that (...)
    Download  
     
    Export citation  
     
    Bookmark   7 citations  
  • Character, Civic Renewal and Service Learning for Democratic Citizenship in Higher Education.John Annette - 2005 - British Journal of Educational Studies 53 (3):326-340.
    This article explores the civic republican conception of citizenship underlying the Labour government's programme of civil renewal and the introduction of education for democratic citizenship. It considers the importance of the cultivation of civic virtue through political participation for such developments and it reviews the research into how service learning linked to character education can lead to the civic virtue of duty or social responsibility.
    Download  
     
    Export citation  
     
    Bookmark   8 citations  
  • Re‐envisioning the Future: Democratic Citizenship Education and Islamic Education.Yusef Waghid & Paul Smeyers - 2014 - Journal of Philosophy of Education 48 (4):539-558.
    In this article we address the issue of why democratic citizenship education should be incorporated more meaningfully into Islamic education discourses in formal institutions in the Arab and Muslim world. In the Arab and Muslim world civic and national education seem to be the dominant discourses. We argue that the latter discourses are inadequate to address some of the dystopias in the Arab and Muslim world such as the perpetuation of patriarchy, uncritical obedience to the state , and blind patriotism. (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation