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From Vice Epistemology to Critical Character Epistemology

In Mark Alfano, Jeroen De Ridder & Colin Klein (eds.), Social Virtue Epistemology. Routledge. pp. 84-102 (2022)

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  1. Individual Vices and Institutional Failings as Drivers of Vulnerabilisation.Ian James Kidd & Havi Carel - forthcoming - Social Epistemology.
    This paper explores the phenomenon of vulnerabilisation in relation to the experiences of persons with chronic illnesses. We distinguish a range of kinds of vulnerability, including epistemic vulnerabilities related to epistemic injustices, and describe various interpersonal and institutional processes which can create, exacerbate, and intensify those vulnerabilities. The dynamics of vulnerablisation are related to individual vices and institutional failings, the the pervasive pathophobia of many societies, and various contingent life-events. We conclude that susceptibility to varieties of vulnerabilisation is ultimately reflective (...)
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  • A Deweyan Critique of the Critical Thinking versus Character Education Debate.Guy Axtell - 2024 - Philosophical Inquiry in Education 31 (2):140-154.
    What distinguishes the philosophies of education advanced by pragmatists? Does pragmatism have something distinctive to offer contemporary philosophy of education? This paper applies these questions, which Randall Curren asks in “Pragmatist Philosophy of Education” (2009), to a more specific current debate in philosophy of education: the debate over educating for critical thinking, and/or for intellectual virtues. Which, if either, should be given priority in higher education, and why? This paper develops a Deweyan approach to these questions, inviting character content but (...)
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