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Epistemic Corruption and Education

Episteme 16 (2):220-235 (2019)

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  1. Deepfakes, Intellectual Cynics, and the Cultivation of Digital Sensibility.Taylor Matthews - 2022 - Royal Institute of Philosophy Supplement 92:67-85.
    In recent years, a number of philosophers have turned their attention to developments in Artificial Intelligence, and in particular to deepfakes. A deepfake is a portmanteau of ‘deep learning' and ‘fake', and for the most part they are videos which depict people doing and saying things they never did. As a result, much of the emerging literature on deepfakes has turned on questions of trust, harms, and information-sharing. In this paper, I add to the emerging concerns around deepfakes by drawing (...)
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  • Closed-Minded Belief and Indoctrination.Chris Ranalli - 2022 - American Philosophical Quarterly 59 (1):61-80.
    What is indoctrination? This paper clarifies and defends a structural epistemic account of indoctrination according to which indoctrination is the inculcation of closed-minded belief caused by “epistemically insulating content.” This is content which contains a proviso that serious critical consideration of the relevant alternatives to one's belief is reprehensible whether morally or epistemically. As such, it does not demand that indoctrination be a type of unethical instruction, ideological instruction, unveridical instruction, or instruction which bypasses the agent's rational evaluation. In this (...)
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  • Role of Collective and Personal Virtues in Corporate Citizenship and Business Success: A Mixed Method Approach.Jayalakshmy Ramachandran, Geetha Subramaniam, Angelina Seow Voon Yee & Vanitha Ponnusamy - forthcoming - Asian Journal of Business Ethics.
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  • Towards a Higher Education: Contemplation, Compassion, and the Ethics of Slowing Down.Áine Mahon - forthcoming - Tandf: Educational Philosophy and Theory:1-11.
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  • Towards a Higher Education: Contemplation, Compassion, and the Ethics of Slowing Down.Áine Mahon - 2021 - Educational Philosophy and Theory 53 (5):448-458.
    The Slow Professor: Challenging the Culture of Speed in the Academy was published in 2016 to critical acclaim. Rejecting outright the marketisation of the modern university, the book proposed a countercultural approach which denounced the seductive imperatives to overwork and competition and called on academics to make a more deliberate moral choice. In this paper, I critically engage with The Slow Professor's ethical vision. I draw on the work of writers Sally Rooney, John Williams and David Foster Wallace in careful (...)
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  • Breaches of Integrity in Teacher Administration in Ghana.Joseph Tufuor Kwarteng - 2022 - International Journal for Educational Integrity 18 (1).
    The study examines one type of breaches of integrity, namely using one’s authority in public office for personal gain, in the administration of teachers in Ghana. It was executed using an embedded mixed methods design with a population of 667 teachers employed by the Ghana Education Service. A sample of 270 respondents was chosen by simple random sampling for the study. The questionnaire containing open-ended and closed-ended items was administered to the respondents. Data generated by the close-ended items were analysed (...)
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  • Educating for Intellectual Virtue: A Critique From Action Guidance.Ben Kotzee, J. Adam Carter & Harvey Siegel - 2019 - Episteme:1-23.
    Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as (...)
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  • Corrupted Temporalities, ‘Cultures of Speed’, and the Possibility of Collegiality.Ian James Kidd - forthcoming - Educational Philosophy and Theory:1-13.
    This paper describes a neglected aspect of the critique of academic ‘cultures of speed’ offered by Maggie Berg and Barbara Seeber in The Slow Professor. I argue internalisation of the values and imperatives of cultures of speed can encourage the erosion of a range of academic virtues while also facilitating the development of a range of academic vices. I focus on the ways that an internalised ‘psychology of speed’ erodes our capacity to exercise the virtues of intellectual beneficence – excellences (...)
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  • The Teaching Excellence Framework, Epistemic Insensibility and the Question of Purpose.Joshua Forstenzer - 2018 - Journal of Philosophy of Education 52 (3):548-574.
    This article argues that the Teaching Excellence Framework manifests the vice of epistemic insensibility. To this end, it explains that the TEF is a metrics‐driven evaluation mechanism which permits English higher education institutions to charge higher fees if the ‘quality’ of their teaching is deemed ‘excellent’. Through the TEF, the Government aims to improve the quality of teaching by using core metrics that reflect student satisfaction, retention and short‐term graduate employment. In response, some have criticised the TEF for failing to (...)
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  • Understanding Student Mental Health: Difficulty, Deflection and Darkness.Emma Farrell & Áine Mahon - 2021 - Ethics and Education 16 (1):36-50.
    ABSTRACT With a particular focus on the experience of young people in higher education, this paper turns to the philosophical work of Cora Diamond to open up new ways of conceptualising mental health. We claim that Diamond offers a compelling insight into that experience of human difficulty so often subsumed by a medicalised vocabulary. We propose that she offers philosophically astute perceptions of the related human attempts at deflection. And we situate this reading of Diamond against a broader understanding of (...)
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  • A Taxonomy of Types of Epistemic Dependence: Introduction to the Synthese Special Issue on Epistemic Dependence.Fernando Broncano-Berrocal & Jesús Vega-Encabo - 2020 - Synthese 197 (7):2745-2763.
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  • The (Virtue) Epistemology of Political Ignorance.Cameron Boult - 2021 - American Philosophical Quarterly 58 (3):217-232.
    One typical aim of responsibilist virtue epistemology is to employ the notion of intellectual virtue in pursuit of an ameliorative epistemology. This paper focuses on “political inquiry” as a case study for examining the ameliorative value of intellectual virtue. The main claim is that the case of political inquiry threatens to expose responsibilist virtue epistemology in a general way as focusing too narrowly on the role of individual intellectual character traits in attempting to improve our epistemic practices.
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  • Educating for Intellectual Pride and Ameliorating Servility in Contexts of Epistemic Injustice.Heather Battaly - forthcoming - Educational Philosophy and Theory:1-14.
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  • Closed-Mindedness and Dogmatism.Heather Battaly - 2018 - Episteme 15 (3):261-282.
    The primary goal of this paper is to propose a working analysis of the disposition of closed-mindedness. I argue that closed-mindedness (CM) is an unwillingness or inability to engage (seriously) with relevant intellectual options. Dogmatism (DG) is one kind of closed-mindedness: it is an unwillingness to engage seriously with relevant alternatives to the beliefs one already holds. I do not assume that the disposition of closed-mindedness is always an intellectual vice; rather I treat the analysis of the disposition, and its (...)
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  • Empowerment for Teaching Excellence Through Virtuous Agency.Hennie Lötter - 2021 - Cham, Switzerland: Springer Nature Switzerland AG.
    This books offers new ways to think about teaching excellence in higher education. After surveying key debates on this topic, the author presents a definition of the concept of teaching excellence. He then offers a fresh interpretation of Boyer’s famous account of scholarship as the foundation of university teaching. To fully understand the nature of teaching excellence in higher education, the book then gives an account of the various dimensions of the domain of university teaching and the core drivers required (...)
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