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Epistemic Corruption and Education

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

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  1. 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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  • 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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  • Social Media as Inadvertent Educators.Alkis Kotsonis - forthcoming - Journal of Moral Education:1-14.
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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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  • 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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  • Closed-Mindedness and Dogmatism.Heather Battaly - 2018 - Episteme 15 (3):261-282.
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  • The Teaching Excellence Framework, Epistemic Insensibility and the Question of Purpose.Joshua Forstenzer - forthcoming - Journal of Philosophy of Education.
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