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  1. Practical Wisdom in Complex Medical Practices: A Critical Proposal.C. M. M. L. Bontemps-Hommen, A. Baart & F. T. H. Vosman - 2019 - Medicine, Health Care and Philosophy 22 (1):95-105.
    In recent times, daily, ordinary medical practices have incontrovertibly been developing under the condition of complexity. Complexity jeopardizes the moral core of practicing medicine: helping people, with their illnesses and suffering, in a medically competent way. Practical wisdom has been proposed as part of the solution to navigate complexity, aiming at the provision of morally good care. Practical wisdom should help practitioners to maneuver in complexity, where the presupposed linear ways of operating prove to be insufficient. However, this solution is (...)
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  • Learning to See the World Again: Josef Pieper on Philosophy, Prudence, and the University.Nathaniel A. Warne - 2018 - Journal of Moral Education 47 (3):289-303.
    In this article I utilize recent psychological and sociological studies on education along with Catholic philosopher Josef Pieper’s work on the relationship between sight, prudence and the perception of reality to show the importance of vision and experience for moral education. Drawing on the above, I then will look specifically at the importance of liberal arts education in universities and how this would relate specifically to disciplines like the sciences. What this article argues is that education needs to be more (...)
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  • Professional Medical Discourse and the Emergence of Practical Wisdom in Everyday Practices: Analysis of a Keyhole Case.Marij Bontemps-Hommen, Andries Baart & Frans Vosman - 2020 - Health Care Analysis 28 (2):137-157.
    Recent publications have argued that practical wisdom is increasingly important for medical practices, particularly in complex contexts, to stay focused on giving good care in a moral sense to each individual patient. Our empirical investigation into an ordinary medical practice was aimed at exploring whether the practice would reveal practical wisdom, or, instead, adherence to conventional frames such as guidelines, routines and the dominant professional discourse. We performed a thematic analysis both of the medical files of a complex patient and (...)
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  • Reflexive Learning: Stages Towards Wisdom with Dreyfus.Ian McPherson - 2005 - Educational Philosophy and Theory 37 (5):705-718.
    The Dreyfus account of seven stages of learning is considered in the context of the Dreyfus account of five stages of skill development. The two new stages, Mastery and Practical Wisdom, make more explicit certain themes implicit in the five‐stage account. In this way Dreyfus encourages a more reflexive approach. The themes now more explicit are, in part, derived from Aristotle on phronesis, but are also influenced by Heidegger and Foucault on cultural dimensions of meaning and value. The paper considers (...)
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  • Individuals or Persons—What Ethics Should Help Constitute the School as Community?Christine Doddington - 2007 - Ethics and Education 2 (2):131-143.
    This paper critically examines some assumptions involved in determining the nature of the relationships and work that constitute a school as a community dedicated to learning and knowledge. Rather than arguing from first principles, the paper assumes that respect for other people as ends is preferable to seeing individuals in terms of their function or status; and it argues, in particular, for the reinstatement of a sense of agency for teachers that seems to have been lost in recent education initiatives (...)
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  • Plato and the Love of Learning.Geoffrey Hinchliffe - 2006 - Ethics and Education 1 (2):117-131.
    This paper explores the relation between love, learning and knowledge as found in three dialogues of Plato, Symposium, Phaedrus and Republic. It argues that the account of the ascent from carnal desire to the love of beauty, as set out in the Symposium, is best seen in terms of a genealogy of love in which the object of love is transformed into an object of knowledge. The Phaedrus shows us how affection and love between two individuals can help motivate a (...)
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  • The Leap of Learning.David Lewin - 2014 - Ethics and Education 9 (1):113-126.
    This article seeks to elaborate the step of epistemological affirmation that exists within every movement of learning. My epistemological method is rooted in philosophical hermeneutics in contrast to empirical or rationalist traditions. I argue that any movement of learning is based upon an entry into a hermeneutical circle: one is thrown into, or leaps into, an interpretation which in some sense has to be temporarily affirmed or adopted in order to be either absorbed and integrated, or overcome and rejected. I (...)
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  • Emulation and the Use of Role Models in Moral Education.Kristján Kristjánsson - 2006 - Journal of Moral Education 35 (1):37-49.
    This article is about (1) the ancient (Aristotelian) emotional virtue of emulation, (2) some current character?education inspired accounts of the use of role models in moral education and, most importantly, (3) the potential relevance of (1) for (2). The author argues that the strategy of role?modelling, as explicated by the character?education movement, is beset with three unsolved problems: an empirical problem of why this method is needed; a methodological problem of how students are to be inspired to emulation; and a (...)
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  • Moral Consciousness in a Community of Inquiry.Josephine Russell - 2002 - Journal of Moral Education 31 (2):141-153.
    In this qualitative research study moral consciousness was examined in a chosen sample of two groups of children, aged 7-8 and 11-12 years, respectively. An emergent research design was used, which meant analysing the data continually so that significant meanings could emerge in the process. What was important in the study could not be predetermined, but evolved from the categories of meaning that I derived inductively from the data. The results show that children have a strong moral sense and this (...)
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  • Phronesis in Medical Ethics: Courage and Motivation to Keep on the Track of Rightness in Decision-Making.Aisha Malik, Mervyn Conroy & Chris Turner - 2020 - Health Care Analysis 28 (2):158-175.
    Ethical decision making in medicine has recently seen calls to move towards less prescriptive- based approaches that consider the particularities of each case. The main alternative call from the literature is for better understanding of phronesis concepts applied to decision making. A well-cited phronesis-based approach is Kaldjian’s five-stage theoretical framework: goals, concrete circumstances, virtues, deliberation and motivation to act. We build on Kaldjian’s theory after using his framework to analyse data collected from a three-year empirical study of phronesis and the (...)
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  • Perspectives on Phronesis in Professional Nursing Practice.Karen Jenkins, Elizabeth Anne Kinsella & Sandra DeLuca - 2019 - Nursing Philosophy 20 (1):e12231.
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  • An Eye on Particulars with the End in Sight: An Account of Aristotelian Phronesis.Maria Silvia Vaccarezza - 2018 - Metaphilosophy 49 (3):246-261.
    This paper focuses on Aristotelian phronesis and aims at highlighting its nature as an eye on particulars with general ends in sight. More specifically, it challenges the particularistic interpretation of phronesis and Aristotelian ethics in order to argue for a “qualified generalism.” After sketching a radical Particularistic Reading (PR), the paper defends an interpretation it calls the Priority of Particulars Reading (PPR). First, it shows how PPR effectively accounts for the Aristotelian priority assigned to practical perception while at the same (...)
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  • Wittgenstein's Impact on the Philosophy of Education.Paul Standish - 2018 - Philosophical Investigations 41 (2):223-240.
    On the strength of a clarification of the nature of philosophy of education, a critical overview is offered of Wittgenstein's impact on the field. The focus then narrows to give attention to Wittgenstein's claim that “Nothing is hidden”, pitched here in a questionable relation to contemporary concerns with transparency. Familiar readings of this passage are challenged in connection with Wittgenstein's late writings on psychology, especially with regard to imagination and pretence. These are argued to be essential to the development of (...)
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  • The Humanities in Medical Education: Ways of Knowing, Doing and Being.J. Donald Boudreau & Abraham Fuks - 2015 - Journal of Medical Humanities 36 (4):321-336.
    The personhood of the physician is a crucial element in accomplishing the goals of medicine. We review claims made on behalf of the humanities in guiding professional identity formation. We explore the dichotomy that has evolved, since the Renaissance, between the humanities and the natural sciences. The result of this evolution is an historic misconstrual, preoccupying educators and diverting them from the moral development of physicians. We propose a curricular framework based on the recovery of Aristotelian concepts that bridge identity (...)
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  • Visualizing the Phronetic Organization: The Case of Photographs in CSR Reports. [REVIEW]Hans Rämö - 2011 - Journal of Business Ethics 104 (3):371-387.
    Aspects of phronetic social science and phronetic organization research have been much debated over the recent years. So far, the visual aspects of communicating phronesis have gained little attention. Still organizations try to convey a desirable image of respectability and success, both internally and externally to the public. A channel for such information is corporate reporting, and particularly CSR reporting embrace values like fairness, goodness, and sustainability. This study explores how visual portrayals of supposedly wise and discerning values (phronesis) are (...)
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  • Troubled Theory in the Debate Between Hirst and Carr.Fiachra Long - 2008 - Journal of Philosophy of Education 42 (1):133-147.
    When Paul Hirst and Wilfred Carr squared up to each other a few years ago on the issue of the role of philosophical theory in educational practice, it became clear that theory itself had become a troubled term. The very fact that Wilfred Carr could argue for the end of educational theory recalls Paul Feyerabend's fiery argument for the end of theory in natural science and simply deepened the attack that had already appeared in Carr and Kemmis's book, Becoming Critical. (...)
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  • Learning From MacIntyre About Learning: Finding Room for a Second‐Person Perspective?Joseph Dunne - 2020 - Journal of Philosophy of Education 54 (5):1147-1166.
    Journal of Philosophy of Education, EarlyView.
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  • Work and Human Flourishing.Geoffrey Hinchliffe - 2004 - Educational Philosophy and Theory 36 (5):535-547.
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  • The Educational Challenges of Agape and Phronesis.Stein M. Wivestad - 2008 - Journal of Philosophy of Education 42 (2):307-324.
    Children as learners need adults who love them, even when the children are unable to give anything in return. Furthermore, adults should be able to make wise judgements concerning what is good for the children. The clarification of these principles and of their educational import has to start within our own cultural tradition. Agape (unconditional love, neighbour-love or charity) is a basic concept in the Christian tradition. Phronesis (moral wisdom, practical judgement or prudence) has a key position in the Aristotelian (...)
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  • Wisdom and Care as the Two Faces of Educational Action.Cristian Simoni - 2020 - Journal of Philosophy of Education 54 (1):95-106.
    Journal of Philosophy of Education, EarlyView.
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  • Smoothing It: Some Aristotelian Misgivings About the Phronesis‐Praxis Perspective on Education.Kristján Kristjánsson - 2005 - Educational Philosophy and Theory 37 (4):455-473.
    A kind of ‘neo‐Aristotelianism’ that connects educational reasoning and reflection to phronesis, and education itself to praxis, has gained considerable following in recent educational discourse. The author identifies four cardinal claims of this phronesis‐praxis perspective: that a) Aristotle's epistemology and methodology imply a stance that is essentially, with regard to practical philosophy, anti‐method and anti‐theory; b) ‘producing’, under the rubric of techné, as opposed to ‘acting’ under the rubric of phronesis, is an unproblematically codifiable process; c) phronesis must be given (...)
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  • Music and Music Education: Theory and Praxis for 'Making a Difference'.Thomas A. Regelski - 2005 - Educational Philosophy and Theory 37 (1):7–27.
    The ‘music appreciation as contemplation’ paradigm of traditional aesthetics and music education assumes that music exists to be contemplated for itself. The resulting distantiation of music and music education from life creates a legitimation crisis for music education. Failing to make a noteworthy musical difference for society, a politics of advocacy attempts to justify music education. Praxial theories of music, instead, see music as pragmatically social in origin, meaning, and value. A praxial approach to music education stresses that appreciation is (...)
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  • Beyond the Reflective Teacher.Terence H. McLaughlin - 1999 - Educational Philosophy and Theory 31 (1):9–25.
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  • Phronesis as an Ideal in Professional Medical Ethics: Some Preliminary Positionings and Problematics.Kristján Kristjánsson - 2015 - Theoretical Medicine and Bioethics 36 (5):299-320.
    Phronesis has become a buzzword in contemporary medical ethics. Yet, the use of this single term conceals a number of significant conceptual controversies based on divergent philosophical assumptions. This paper explores three of them: on phronesis as universalist or relativist, generalist or particularist, and natural/painless or painful/ambivalent. It also reveals tensions between Alasdair MacIntyre’s take on phronesis, typically drawn upon in professional ethics discourses, and Aristotle’s original concept. The paper offers these four binaries as a possible analytical framework for classifying (...)
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  • The Morality of Everyday Activities: Not the Right, But the Good Thing To Do.Daniel Nyberg - 2008 - Journal of Business Ethics 81 (3):587-598.
    This article attempts to understand and develop the morality of everyday activities in organizations. Aristotle’s concept of phronesis, practical wisdom, is utilized to describe the morality of the everyday work activities at two call centres of an Australian insurance company. The ethnographic data suggests that ethical judgements at the lower level of the organization are practical rather than theoretical; emergent rather than static; ambiguous rather than clear-cut; and particular rather than universal. Ethical codes are of limited value here and it (...)
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  • From Disembodied Intellect to Cultivated Rationality.Jan Derry - 2016 - Journal of Philosophy of Education 50 (1):117-122.
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  • Paths of Judgement: The Revival of Practical Wisdom.Richard Smith - 1999 - Educational Philosophy and Theory 31 (3):327-340.
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  • Philosophy, Methodology and Action Research.Wilfred Carr - 2006 - Philosophy of Education 40 (4):421-435.
    The aim of this paper is to examine the role of methodology in action research. It begins by showing how, as a form of inquiry concerned with the development of practice, action research is nothing other than a modern 20th century manifestation of the pre‐modern tradition of practical philosophy. It then draws in Gadamer's powerful vindication of the contemporary relevance of practical philosophy in order to show how, by embracing the idea of ‘methodology’, action research functions to sustain a distorted (...)
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  • Paths of Judgement: The Revival of Practical Wisdom.Richard Smith - 1999 - Educational Philosophy and Theory 31 (3):327–340.
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  • A Space for ‘Who’ – a Culture of ‘Two’: Speculations Related to an ‘in-Between Knowledge’.Marit Honerød Hoveid - 2012 - Ethics and Education 7 (3):251-260.
    . A space for ‘who’ – a culture of ‘two’: speculations related to an ‘in-between knowledge’. Ethics and Education: Vol. 7, Creating spaces, pp. 251-260. doi: 10.1080/17449642.2013.767084.
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  • Troubled Theory in the Debate Between Hirst and Carr.Fiachra Long - 2008 - Journal of Philosophy of Education 42 (1):133-147.
    When Paul Hirst and Wilfred Carr squared up to each other a few years ago on the issue of the role of philosophical theory in educational practice, it became clear that theory itself had become a troubled term. The very fact that Wilfred Carr could argue for the end of educational theory recalls Paul Feyerabend's fiery argument for the end of theory in natural science and simply deepened the attack that had already appeared in Carr and Kemmis's book, Becoming Critical (...)
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  • At the Interface of School and Work.Theodore Lewis - 2005 - Philosophy of Education 39 (3):421-441.
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  • At the Interface of School and Work.Theodore Lewis - 2005 - Journal of Philosophy of Education 39 (3):421–441.
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  • Professional Responsibility, Misconduct and Practical Reason.Chris Clark - 2007 - Ethics and Social Welfare 1 (1):56-75.
    This paper considers the accountability of professionals who are involved in situations of the failure of their organization to perform its expected role properly; the case of infant Caleb Ness, who died despite the surveillance of welfare agencies, is taken as an illustration. Following Bovens (?The Quest for Responsibility: Accountability and Citizenship in Complex Organisations?, Cambridge University Press, Cambridge, 1998), it is accepted that there is an irreducible element of individual personal responsibility when preventable organizational failures occur through professional incompetence (...)
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  • Role of Methodology in Action Research.Kubilay Kaptan - 2016 - Journal of Philosophy of Education 50 (4).
    The aim of this paper is to examine the role of methodology in action research. It begins by showing how action research is nothing other than a modern 20th century manifestation of the pre-modern tradition of practical philosophy. It then gives an explanation of Aristotelian Tradition and draws on Gadamer's powerful vindication in order to show how action research functions to sustain a distorted understanding of what practice is. The paper concludes by outlining a non-methodological view of action research whose (...)
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  • A Framework for Teaching.Geoffrey Squires - 2004 - British Journal of Educational Studies 52 (4):342-358.
    Teaching, like other professions, involves the performance of contingent functions. This suggests three basic questions: What do teachers do? What affects what they do? How do they do it? Together, these questions provide a three-dimensional framework which can be used to plan, analyse and evaluate teaching. Such a framework falls short of a prescriptive theory but can inform the judgements that teachers and students make. It also offers one way of conceptualising teaching as a unitary discipline.
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  • Recovering the Lost Métier of Philosophy of Education? Reflections on Educational Thought, Policy and Practice in the UK and Farther Afield.Pádraig Hogan - 2015 - Journal of Philosophy of Education 49 (3):366-381.
    A Special Issue of the Journal of Philosophy of Education in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy-making. This article begins by focusing on what the contributions to the Special Issue—particularly two of them—have to say about the relationship between philosophy of education and educational policymaking. (...)
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  • Pedagogy for Inter‐Religious Education.Brendan Carmody - 2013 - Heythrop Journal 54 (5):813-824.
    Inter-religious education has become a major concern as globalization proceeds. To develop a satisfactory model for it remains a challenge. This article proposes a paradigm based on the notion of self-transcendence as articulated by the philosopher-theologian, Bernard Lonergan. The approach provides a standpoint where the learner achieves a level of freedom by which he/she is enabled to decide responsibly what religious or non-religious viewpoint to adopt.
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  • Character in Teaching.David Carr - 2007 - British Journal of Educational Studies 55 (4):369-389.
    Qualities of personal character would appear to play a significant role in the professional conduct of teachers. It is often said that we remember teachers as much for the kinds of people they were than for anything they may have taught us, and some kinds of professional expertise may best be understood as qualities of character After (roughly) distinguishing qualities of character from those of personality, the present paper draws on the resources of virtue ethics to try to make sense (...)
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  • On the Epistemology of Narrative Research in Education.Galit Caduri - 2013 - Journal of Philosophy of Education 47 (1):37-52.
    The purpose of this article is to explore the epistemological foundations of narrative research in education. In particular, I seek to explain how one can obtain knowledge, given its origin in teachers' subjective experiences. The problem with rhetorical and aesthetic criteria that narrative researchers use to warrant their knowledge claims is not that they don't meet a correspondence criterion of truth as post-positivists contend, but rather that they fail to connect teachers' ethical views with their practice. Since narrative research is (...)
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  • Reflexive Learning: Stages Towards Wisdom with Dreyfus.Ian McPherson - 2005 - Educational Philosophy and Theory 37 (5):705–718.
    The Dreyfus account of seven stages of learning is considered in the context of the Dreyfus account of five stages of skill development. The two new stages, Mastery and Practical Wisdom, make more explicit certain themes implicit in the five‐stage account. In this way Dreyfus encourages a more reflexive approach. The themes now more explicit are, in part, derived from Aristotle on phronesis, but are also influenced by Heidegger and Foucault on cultural dimensions of meaning and value. The paper considers (...)
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  • Beyond the Reflective Teacher.Terence H. McLaughlin - 1999 - Educational Philosophy and Theory 31 (1):9-25.
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  • Music and Music Education: Theory and Praxis for ‘Making a Difference’.Thomas A. Regelski - 2005 - Educational Philosophy and Theory 37 (1):7-27.
    The ‘music appreciation as contemplation’ paradigm of traditional aesthetics and music education assumes that music exists to be contemplated for itself. The resulting distantiation of music and music education from life creates a legitimation crisis for music education. Failing to make a noteworthy musical difference for society, a politics of advocacy attempts to justify music education. Praxial theories of music, instead, see music as pragmatically social in origin, meaning, and value. A praxial approach to music education stresses that appreciation is (...)
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  • Philosophy, Methodology and Action Research.Wilfred Carr - 2006 - Journal of Philosophy of Education 40 (4):421–435.
    The aim of this paper is to examine the role of methodology in action research. It begins by showing how, as a form of inquiry concerned with the development of practice, action research is nothing other than a modern 20th century manifestation of the pre‐modern tradition of practical philosophy. It then draws in Gadamer's powerful vindication of the contemporary relevance of practical philosophy in order to show how, by embracing the idea of ‘methodology’, action research functions to sustain a distorted (...)
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  • Using Phronesis Instead of 'Research-Based Practice' as the Guiding Light for Nursing Practice.Don Flaming - 2001 - Nursing Philosophy 2 (3):251-258.
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  • This Thing Called 'the Philosophy of Education'.Kenneth Wain - 2006 - Journal of Philosophy of Education 40 (3):391–403.
    The RoutledgeFalmer Reader in Philosophy of Education brings together a number of book chapters and articles in the philosophy of education. These cover a wide range of issues that engage and, in many cases, trouble contemporary philosophers of education, beginning with the perennial and fundamental one of the relationship between philosophy and education. The other sections, which include a rich selection of readings, concern the nature of education and its politics, policy‐making and the moral dimensions of teaching. The whole is (...)
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  • Fair Play and the Ethos of Sports: An Eclectic Philosophical Framework.Sigmund Loland & Mike McNamee - 2000 - Journal of the Philosophy of Sport 27 (1):63-80.
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  • The Non‐Theoretical View on Educational Theory: Scientific, Epistemological and Methodological Assumptions.José Penalva - 2014 - Journal of Philosophy of Education 48 (3):400-415.
    This article examines the underlying problems of one particular perspective in educational theory that has recently gained momentum: the Wilfred Carr approach, which puts forward the premise that there is no theory in educational research and, consequently, it is a form of practice. The article highlights the scientific, epistemological and methodological assumptions inherent in such a view. The argument is developed as follows: first, it expounds what Carr understands by the methodology of action research and educational theory, setting out his (...)
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