In this paper, I draw a contrast between two ways of posing the question of moral experience: the episodic and the contemplative. On the first, the episodic outlook, the question of moral experience is the question of specifying the workings of a capacity (or set of capacities) whose exercise may ground claims of moral knowledge. On the contemplative outlook, on the other hand, the question of understanding moral experience is the question of articulating a standpoint: the moral standpoint. On this (...) view, philosophical reflection on moral experience aims to shed light on the human experiences that paradigmatically exemplify and, thus, best reveal the moral standpoint. In the tradition of contemplative accounts, I propose that some of the human experiences that paradigmatically exemplify and reveal the moral standpoint are experiences of “moral growth and change”. Finally, I argue that in “moral growth and change”, one is in view of the world as what is at stake. This leads to a different sense in which moral experience grounds knowledge claims. (shrink)

This essay has several related goals. The first is to contribute to the philosophy of education literature on Cora Diamond while introducing the work of her sister, Julie Diamond, to the field. I introduce Julie Diamond’s work by connecting it to the work of John Dewey, and a secondary goal of the paper is to test lines of connection between Dewey and Cora Diamond. Finally, by developing Cora and Julie Diamond’s thinking on teaching and the moral life, I hope to (...) contribute to conversations in teacher education, especially ongoing conversations about the meaning of responsive teaching. The first half of the paper discusses and engages Cora Diamond’s thinking on the moral life drawing on a range of her published work, the middle of the paper builds a bridge from Cora Diamond to Dewey as a way of introducing Julie Diamond, and the final part of the paper offers an engagement with Julie Diamond’s work. I discuss teaching throughout the paper, and my hope is that a vision of responsive teaching, one grounded in the work of Julie and Cora Diamond, emerges that allows teachers to come alive to aspects of their work that can disappear in the rush and whirl of classroom life. The paper begins with a personal story as a way of connecting with the style of Cora and Julie Diamond’s approach to teaching and the moral life. (shrink)

This paper introduces the special section on Cora Diamond’s significance for education and educators. The introduction is meant to be the beginning of a conversation, and—to that end—the special section editors suggest lines of connections that philosophers of education might draw between their work and the work of Cora Diamond. Their list is not meant to be exhaustive, but it is meant to suggest Diamond’s far-reaching significance for education and educators.