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  1. Codes of ethics and teachers’ professional autonomy.Marina Schwimmer & Bruce Maxwell - 2017 - Ethics and Education 12 (2):141-152.
    This article considers the value of adopting a code of professional ethics for teachers. After having underlined how a code of ethics stands to benefits a community of educators – namely, by providing a mechanism for regulating autonomy and promoting a shared professional ethic – the article examines the principal arguments against codes of ethics. Three arguments are presented and analyzed in light of the codes of teacher ethics in place elsewhere in Canada. We conclude that a code of ethics (...)
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  • Comparative aspects of africana philosophy and the continental-analytic divide.Tommy L. Lott - 2011 - Comparative Philosophy 2 (1):25-37.
    Critical engagement involving philosophers trained in continental and analytic traditions often takes its purpose to be a reconciliation of tensions arising from differences in style, or method. Critical engagement in Africana philosophy, however, is rarely focused on method, style, or orientation because philosophic research in this field, regardless of orientation, has had to accommodate its empirical grounding in disciplines outside of philosophy. I focus primarily on the comparative dimensions of three important strands of this research: (1) a history of ideas, (...)
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  • Rationality, culture, and the construction of “ethical discourse”: A comparative perspective.Carolyn Pope Edwards - 1985 - Ethos: Journal of the Society for Psychological Anthropology 13 (4):318-339.
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  • But what should I do?Sven Ove Hansson - 1999 - Philosophia 27 (3-4):433-440.
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  • (1 other version)Whole set of volume 2 no 1 (2011) of comparative philosophy.Bo Mou - unknown
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