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  1. Character Education, the Individual and the Political.Andrew Peterson - 2020 - Journal of Moral Education 49 (2):143-157.
    ABSTRACTRecent critics have suggested that character education is overly individualised and, as a result, fails to engage adequately with the political. In this paper, I offer an account of character education which takes issue with such criticisms, and seeks to make clear connections between the moral and the political necessary for character formation and expression. Drawing on an Aristotelian understanding of the political, I argue that individuals are intimately connected with their social associations, which in contemporary plural, westernised democracies include (...)
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  • Moral Education Within the Social Contract: Whose Contract is It Anyway?Laura D’Olimpio - 2019 - Journal of Moral Education 48 (4):515-528.
    ABSTRACTIn A Theory of Moral Education, Michael Hand defends the importance of teaching children moral standards, even while taking seriously the fact that reasonable people disagree about morality. While I agree there are universal moral values based on the kind of beings humans are, I raise two issues with Hand’s account. The first is an omission that may be compatible with Hand’s theory; the role of virtues. A role for the cultivation of virtues and rational emotions such as compassion is (...)
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  • Philosophy of Education in a New Key: A ‘Covid Collective’ of the Philosophy of Education Society of Great Britain.Janet Orchard, Philip Gaydon, Kevin Williams, Pip Bennett, Laura D’Olimpio, Raşit Çelik, Qasir Shah, Christoph Neusiedl, Judith Suissa, Michael A. Peters & Marek Tesar - forthcoming - Educational Philosophy and Theory:1-14.
    This article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB. When asked to reflect on questi...
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  • Philosophy and the Good Life.Angela Hobbs - 2018 - Journal of Philosophy in Schools 5 (1).
    This paper considers the implications for education of a reworked ancient Greek ethics and politics of flourishing, where ‘flourishing’ comprises the objective actualisation of our intellectual, imaginative and affective potential. A brief outline of the main features of an ethics of flourishing and its potential attractions as an ethical framework is followed by a consideration of the ethical, aesthetic and political requirements of such a framework for the theory and practice of education, indicating the ways in which my approach differs (...)
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