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  1. The Very Idea of an Educated Public: On Philosophical Education and MacIntyre's Project.Nathan Alexander Mueller - 2019 - Journal of Philosophy of Education 53 (1):94-110.
    In this paper, I aim to reconsider MacIntyre’s notion of an educated public. In particular, I aim to do so in light of his recent elucidation of the role of philosophical education in rejecting, or at least challenging, predominant and shared cultural assumptions. I begin by outlining MacIntyre’s original case for an educated public as found in The Idea of an Educated Public. I then briefly consider and respond to three prominent criticisms of MacIntyre’s original explication of the notion. In (...)
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  • What should be taught in courses on social ethics?Alan Tapper - 2021 - Research in Ethical Issues in Organisations 24:77-97.
    The purpose of this article is to discuss the concept and the content of courses on “social ethics”. I will present a dilemma that arises in the design of such courses. On the one hand, they may present versions of “applied ethics”; that is, courses in which moral theories are applied to moral and social problems. On the other hand, they may present generalised forms of “occupational ethics”, usually professional ethics, with some business ethics added to expand the range of (...)
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  • Technophilia, neo‐Luddism, eDependency and the judgement of Thamus.Darryl Coulthard & Susan Keller - 2012 - Journal of Information, Communication and Ethics in Society 10 (4):262-272.
    PurposeThe purpose of this paper is to reflect on society's relationship with technology and particularly our increasing dependence on electronic technology – so‐called eDependency. The paper argues that technology is not neutral and we must engage with the moral issues that arise from our relationship with it.Design/methodology/approachSociety's relationship with technology is examined through the lens of Socrates' consideration of the technology of writing. It identifies “technophilia” as a major theme in society and “neo‐Luddism” as the Socrates‐like examination of the benefits (...)
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  • Two Forms of Virtue Ethics: Two Sets of Virtuous Action in the Fire Service Dispute?David Dawson - 2015 - Journal of Business Ethics 128 (3):585-601.
    There has been increasing interest in the relevance of virtue approaches to ethics over the past 15 years. However, debate surrounding the virtue approach in the business, management and organisational studies literature has lacked progress. First, this literature focuses on a narrow range of philosophers, and, second, it has failed to analyse properly the consequences of virtue theory for action in practical settings other than in abstract terms. In order to begin addressing these issues, this paper compares what two virtue (...)
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  • After Higgins and Dunne: Imagining School Teaching as a Multi‐Practice Activity.Richard Davies - 2013 - Journal of Philosophy of Education 47 (3):475-490.
    There remains a concern in philosophy of education circles to assert that teaching is a social practice. Its initiation occurs in a conversation between Alasdair MacIntyre and Joe Dunne which inspired a Special Issue of the Journal of Philosophy of Education. This has been recently utilised in a further Special Issue by Chris Higgins. In this article I consider two points of conflict between MacIntyre and Dunne and seek to resolve both with a more nuanced understanding of the implications of (...)
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  • Virtue, Practical Wisdom and Character in Teaching.Sandra Cooke & David Carr - 2014 - British Journal of Educational Studies 62 (2):91-110.
    Recent reflection on the professional knowledge of teachers has been marked by a shift away from more reductive competence and skill-focused models of teaching towards a view of teacher expertise as involving complex context-sensitive deliberation and judgement. Much of this shift has been inspired by an Aristotelian conception of practical wisdom also linked by Aristotle to the development of virtue and character. This has in turn led recent educational philosophers and theorists – inspired by latter-day developments in virtue ethics and (...)
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  • Literature as an educator: Ethics, politics and the practice of writing in Thomas Mann's life and work.Andrius Bielskis - 2022 - Journal of Philosophy of Education 56 (2):265-280.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 265-280, April 2022.
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  • Virtue Beyond Contract: A MacIntyrean Approach to Employee Rights.Caleb Bernacchio - 2020 - Journal of Business Ethics 171 (2):227-240.
    Rights claims are ubiquitous in modernity. Often expressed when relatively weaker agents assert claims against more powerful actors, especially against states and corporations, the prominence of rights claims in organizational contexts creates a challenge for virtue-based approaches to business ethics, especially perspectives employing MacIntyre’s practices–institutions schema since MacIntyre has long been a vocal critic of the notion of human rights. In this article, I argue that employee rights can be understood at a basic level as rights conferred by the rules (...)
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  • Management as a Domain-Relative Practice that Requires and Develops Practical Wisdom.Gregory R. Beabout - 2012 - Business Ethics Quarterly 22 (2):405-432.
    ABSTRACT:Although Alasdair MacIntyre has criticized both the market economy and applied ethics, his writing has generated significant discussion within the literature of business ethics and organizational studies. In this article, I extend this conversation by proposing the use of MacIntyre’s account of the virtues to conceive of management as a domain-relative practice that requires and develops practical wisdom. I proceed in four steps. First, I explain MacIntyre’s account of the virtues in light of his definition of a “practice.” Second, I (...)
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  • "Be Not Conformed to this World”: MacIntyre’s Critique of Modernity and Amish Business Ethics.Sunny Jeong, Matthew Sinnicks, Nicholas Burton & Mai Chi Vu - forthcoming - Journal of Business Ethics:1-33.
    This paper draws on MacIntyre’s ethical thought to illuminate a hitherto underexplored religious context for business ethics, that of the Amish. It draws on an empirical study of Amish settlements in Holmes County, Ohio, and aims to deepen our understanding of Amish business ethics by bringing it into contact with an ethical theory that has had a signifcant impact within business ethics, that of Alasdair MacIntyre. It also aims to extend MacIntyrean thought by drawing on his neglected critique of modernity (...)
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  • A. MacIntyre's Postmodern Critique to the Liberal University: Three Rival Fictions of the University.Ignacio Serrano Del Pozo - 2016 - Ideas Y Valores 65 (160):205-223.
    Según Alasdair MacIntyre, la Universidad liberal descansa en ficciones que encubren sus propósitos y le proporcionan una legitimidad engañosa. Esta crítica no siempre se ha entendido en su profundidad, y se suele ver en ella una actitud reaccionaria de retorno nostálgico a la Universidad medieval. Se analizan esas ficciones: la sobre-especialización como sinónimo de profundidad investigativa, la neutralidad y la objetividad como posibilitadoras de racionalidad, y la excelencia en la gestión como forma de asegurar el logro de sus objetivos. Se (...)
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  • The Demise of Education.Doron Yosef-Hassidim - 2021 - Philosophy of Education 77 (1):111-125.
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  • Formal criteria for the concept of human flourishing: the first step in defending flourishing as an ideal aim of education.Lynne S. Wolbert, Doret J. de Ruyter & Anders Schinkel - 2015 - Ethics and Education 10 (1):118-129.
    Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the ideal of flourishing as an aim of education. We took Aristotelian eudaimonia as a prototype to construct two criteria for the concept of human flourishing: (...)
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  • Learning the virtues at work.Christopher Winch - 2010 - Ethics and Education 5 (2):173-185.
    An influential view of education is that it prepares young people for adult life, usually in the areas of civic engagement, leisure and contemplation. Employment may be a locus for learning some worthwhile skills and knowledge, but it is not itself the possible locus or one of the possible loci of a worthwhile life. This article disputes that view by drawing attention to those aspects of employment that make it potentially an aspect of a worthwhile life. The exercise and development (...)
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  • (Don’t) Just be Nice.Kirsten Welch - 2020 - Philosophy of Education:76-89.
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  • The Craft, Practice, and Possibility of Teaching.Bianca Thoilliez - 2019 - Studies in Philosophy and Education 38 (5):555-562.
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  • MacIntyre, managerialism and universities.Steven A. Stolz - 2017 - Educational Philosophy and Theory 49 (1):38-46.
    MacIntyre’s earlier work and concern with social science enquiry not only exposes its limits, but also provides an insight into how its knowledge claims have been put to ideological use. He maintains that the institutional embodiment of these ideological ideas is the bureaucratic manager who has had a negative role to play in social structures because managerialism revolves around a notable absence, or at least marginalisation of conflict since the nature of rational debate and conflict is unpredictable and unmanageable, and (...)
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  • Military Education Reconsidered: A Postmodern Update.Anders Mcdonald Sookermany - 2016 - Journal of Philosophy of Education 50 (4).
    It is commonly accepted that the nature of military operations is one of such character that no matter how well you prepare there will still be an expectation of having to deal with the unknown and unforeseen. Accordingly, there seem to be reasons for arguing that preparations for the unpredictable should play a critical role in military education. Yet, military education as we know it seems to be characterized by a rather classic modernist view on education, which promotes an environment (...)
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  • Military Education Reconsidered: A Postmodern Update.Anders Mcdonald Sookermany - 2017 - Journal of Philosophy of Education 51 (1):310-330.
    It is commonly accepted that the nature of military operations is one of such character that no matter how well you prepare there will still be an expectation of having to deal with the unknown and unforeseen. Accordingly, there seem to be reasons for arguing that preparations for the unpredictable should play a critical role in military education. Yet, military education as we know it seems to be characterized by a rather classic modernist view on education, which promotes an environment (...)
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  • Alasdair MacIntyre, universities, and the common good.Nicholas H. Smith & Andrew Dunstall - 2021 - European Journal of Philosophy 30 (3):1173-1186.
    Best known as a political philosopher, Alasdair MacIntyre is also a critic of the modern university. The paper examines the grounds of MacIntyre's criticism of modern universities; it offers an assessment of the philosophical debate occasioned by MacIntyre's writings on the topic; and it proposes a way of taking this debate forward. The debate is shown to be centred around three objections to MacIntyre's normative idea of the university: that it is overly intellectualist, parochial, and moralizing. The merits of these (...)
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  • Whose work? Which markets? Rethinking work and markets in light of virtue ethics.Martin Schlag, Germán Scalzo & Javier Pinto-Garay - 2022 - Business Ethics, the Environment and Responsibility 32 (3):4-14.
    Neo‐Aristotelian virtue ethics applied to work and business theory have received increasing attention due to Alasdair MacIntyre's philosophy. At the same time, this approach has been accused of being inapplicable, a romantic nostalgia for an ideal world far from the reality of today's markets. Moreover, the more this theory evolves, the bigger the gap seems to become, as if good work were at odds with its economic dimension. This paper aims to address this gap by explaining how MacIntyre's neo‐Aristotelianism conceives (...)
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  • An Aristotelian Model of Moral Development.Wouter Sanderse - 2015 - Journal of Philosophy of Education 49 (3):382-398.
    Despite the Aristotelian renaissance in the philosophy of education, the development of virtue has not received much attention. This is unfortunate, because an attempt to draft an Aristotelian model of moral development can help philosophers to evaluate the contribution Aristotelian virtue ethics can make to our understanding of moral development, provide psychologists with a potentially richer account of morality and its development, and help educators to understand the developmental phase people are in. In the article, it is argued that the (...)
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  • Can Finance Be a Virtuous Practice? A MacIntyrean Account.Marta Rocchi, Ignacio Ferrero & Ron Beadle - 2021 - Business Ethics Quarterly 31 (1):75-105.
    ABSTRACTFinance may suffer from institutional deformations that subordinate its distinctive goods to the pursuit of external goods, but this should encourage attempts to reform the institutionalization of finance rather than to reject its potential for virtuous business activity. This article argues that finance should be regarded as a domain-relative practice. Alongside management, its moral status thereby varies with the purposes it serves. Hence, when practitioners working in finance facilitate projects that create common goods, it allows them to develop virtues. This (...)
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  • 'What could be better than this?' Conflicting visions of the good life in traditional education.David Resnick - 2006 - Journal of Philosophy of Education 40 (3):329–344.
    Traditional education draws on a received vision of the good life to guide its educational efforts. But rich traditions have multiple visions of the good life. Educators who aspire to openness as well as rootedness seek canonical stories that raise for discussion these multiple visions. Such discussions negotiate a relationship with outside, majority culture, but also foster rich internal discussion on the meaning of life. They allow for the growth of tradition in the light of changing reality, as well as (...)
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  • 'What Could Be Better Than This?' Conflicting Visions of the Good Life in Traditional Education.David Resnick - 2006 - Journal of Philosophy of Education 40 (3):329-344.
    Traditional (especially religious) education draws on a received vision of the good life to guide its educational efforts. But rich traditions have multiple visions of the good life. Educators who aspire to openness as well as rootedness seek canonical stories that raise for discussion these multiple visions. Such discussions negotiate a relationship with outside, majority culture, but also foster rich internal discussion on the meaning of life. They allow for the growth of tradition in the light of changing reality, as (...)
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  • 'What Could Be Better Than This?' Conflicting Visions of the Good Life in Traditional Education.David Resnick - 2006 - Journal of Philosophy of Education 40 (3):329-344.
    Traditional (especially religious) education draws on a received vision of the good life to guide its educational efforts. But rich traditions have multiple visions of the good life. Educators who aspire to openness as well as rootedness seek canonical stories that raise for discussion these multiple visions. Such discussions negotiate a relationship with outside, majority culture, but also foster rich internal discussion on the meaning of life. They allow for the growth of tradition in the light of changing reality, as (...)
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  • Beyond Modernization: Development Cooperation as Normative Practice.Corné J. Rademaker & Henk Jochemsen - 2018 - Philosophia Reformata 83 (1):111-139.
    In 2010, the Dutch Scientific Council for Governmental Policy called for an explicit and adequate intervention ethics for policy on international development cooperation. Yet, as appears from a careful reading of their report, the council’s own overall commitment to a modernist worldview hinders the fruitful development of such an intervention ethics. There is, however, a strand in their thinking that draws attention to the importance of practical knowledge. We argue specifically that an intervention ethics for development cooperation in agriculture should (...)
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  • The Narrative Dimension of Productive Work: Craftsmanship and Collegiality in the Quest for Excellence in Modern Productivity.Javier Pinto-Garay, Germán Scalzo & Carlos Rodríguez Lluesma - 2022 - Philosophy of Management 21 (2):245-264.
    Alasdair MacIntyre´s criticism of Modernity essentially refers to the problem of compartmentalization, which restricts the possibility of achieving excellence in an integral lifestyle. Among other reasons, compartmentalization is especially derived from an insular valorization of the workplace based on a reductionist understanding of productivity in terms of mere efficiency. Aimed at overcoming the moral confusion derived from the overestimation of technical, skilled productivity and individualistic cooperation in private corporations, this article offers a thicker explanation of MacIntyre’s theory of productive work (...)
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  • Accuracy, Sincerity and Capabilities in the Practice of Teaching.Shirley Pendlebury - 2008 - Studies in Philosophy and Education 27 (2):173-183.
    This paper examines the relative strengths of two conceptions of teaching. The thinner conception, which underpins a report of the Ministerial Committee on Teacher Education in South Africa, takes the definitive purpose of teaching as the organization of systematic learning. The thicker conception draws on work by Martha Nussbaum and Bernard Williams and comes from my ongoing thinking about the conditions for trustworthy practice. I propose that educative teaching is a practice whose definitive purpose is to enable people’s flourishing by (...)
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  • The evolution of learning: Post-pedagogical lessons for the future university.Mitch Parsell & Christine Chinchen - 2019 - Journal of Philosophy in Schools 6 (1):63-83.
    This article offers a post-pedagogical image of universities. We explore two main purposes of university education: creating an educated public and preparing learners for their future careers. This exploration draws on philosophers Barnett, MacIntyre and Nussbaum. We then utilise a series of reports from The Foundation for Young Australians to offer insights into the changing nature of society, technology, and worklife. The evolution of models or theories of learning sets the scene for the framework for how to structure the future (...)
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  • Articles.J. Wesley Null & Jacque Ensign - 2003 - Educational Studies 34 (4):397-423.
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  • What should Educational Institutions be for?James MacAllister - 2016 - British Journal of Educational Studies 64 (3):375-391.
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  • Philosophy in Scotland and Scottish education.James MacAllister & Gale Macleod - 2016 - Ethics and Social Welfare 10 (3):197-210.
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  • MacIntyre's Revolutionary Aristotelian Philosophy and his Idea of an Educated Public Revisited.James Macallister - 2016 - Journal of Philosophy of Education 50 (4):524-537.
    In this article I revisit MacIntyre's lecture on the idea of an educated public. I argue that the full significance of MacIntyre's views on the underlying purposes of universities only become clear when his lecture on the educated public is situated in the context of his wider ‘revolutionary Aristotelian’ philosophical project. I claim that for MacIntyre educational institutions should both support students to learn how to think for themselves and act for the common good. After considering criticisms from Putnam, Wain (...)
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  • Validating Teacher Performativity through Lifelong School-University Collaboration.Theodore Lewis - 2013 - Educational Philosophy and Theory 45 (10):1028-1039.
    The main point of this article is that more credence should be given in teacher education to performative dimensions of teaching. I agree with David Carr that the requisite capabilities are probably best learned in actual schools. I employ Turnbull’s conception of performativity, which speaks of tacit cultural learning. Following Wilfred Carr I go back to Aristotle, and to debate between Gadamer and Habermas, before arriving at the view that expert teaching practice should be in the spirit of phronesis. The (...)
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  • Marxism and Media Studies: Key Concepts and Contemporary Trends, Mike Wayne.Lee Salter - 2006 - Historical Materialism 14 (2):215-227.
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  • Johnson, MacIntyre, and the Practice of Argumentation.Tone Kvernbekk - 2008 - Informal Logic 28 (3):262-278.
    This article is a discussion of Ralph Johnson’s concept of practice of argumentation. Such practice is characterized by three properties: (1) It is teleological, (2) it is dialectical, and (3) it is manifestly rational. I argue that Johnson’s preferred definition of practice—which is Alasdair MacIntyre’s concept of practice as a human activity with internal goods accessible through partcipation in that same activity—does not fit these properties or features. I also suggest that this failure should not require Johnson to adjust the (...)
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  • Smoothing It: Some Aristotelian misgivings about the phronesis‐praxis perspective on education.Kristján Kristjánsson - 2005 - Educational Philosophy and Theory 37 (4):455-473.
    A kind of ‘neo‐Aristotelianism’ that connects educational reasoning and reflection to phronesis, and education itself to praxis, has gained considerable following in recent educational discourse. The author identifies four cardinal claims of this phronesis‐praxis perspective: that a) Aristotle's epistemology and methodology imply a stance that is essentially, with regard to practical philosophy, anti‐method and anti‐theory; b) ‘producing’, under the rubric of techné, as opposed to ‘acting’ under the rubric of phronesis, is an unproblematically codifiable process; c) phronesis must be given (...)
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  • Phronesis as an ideal in professional medical ethics: some preliminary positionings and problematics.Kristján Kristjánsson - 2015 - Theoretical Medicine and Bioethics 36 (5):299-320.
    Phronesis has become a buzzword in contemporary medical ethics. Yet, the use of this single term conceals a number of significant conceptual controversies based on divergent philosophical assumptions. This paper explores three of them: on phronesis as universalist or relativist, generalist or particularist, and natural/painless or painful/ambivalent. It also reveals tensions between Alasdair MacIntyre’s take on phronesis, typically drawn upon in professional ethics discourses, and Aristotle’s original concept. The paper offers these four binaries as a possible analytical framework for classifying (...)
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  • Collective Phronesis in Business Ethics Education and Managerial Practice: A Neo-Aristotelian Analysis.Kristján Kristjánsson - 2022 - Journal of Business Ethics 181 (1):41-56.
    The aim of this article is to provide an overview of various discourses relevant to developing a construct of collective _phronesis_, from a (neo)-Aristotelian perspective, with implications for professional practice in general and business practice and business ethics education in particular. Despite the proliferation of interest in practical wisdom within business ethics and more general areas of both psychology and philosophy, the focus has remained mostly on the construct at the level of individual decision-making, as in Aristotle’s _Nicomachean Ethics_. However, (...)
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  • Pedagogical relevance of the Ignatian presupposition.Paweł Kaźmierczak & Stanisław Gałkowski - 2021 - International Journal of Philosophy and Theology 82 (2):193-203.
    ABSTRACT The paper undertakes a critical analysis of the so-called Presupposition of the Spiritual Exercises of St. Ignatius Loyola, which prescribes the benevolent interpretation of the other’s words. We aim to identify the anthropological and epistemological background of the pedagogical guidelines contained therein and to explicate the intellectual and moral virtues needed to put them into practice. We argue that practising the Presupposition is both virtuous and mutually beneficial in pedagogical practice.
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  • Exploring the Relationship Between Virtue Ethics and Moral Identity.Changwoo Jeong & Hyemin Han - 2013 - Ethics and Behavior 23 (1):44-56.
    The concept of moral identity based on virtue ethics has become an issue of considerable import in explaining moral behavior. This attempt to offer adequate explanations of the full range of morally relevant human behavior inevitably provokes boundary issues between ethics and moral psychology. In terms of the relationship between the two disciplines, some argue for ?naturalized (or psychologized) morality,? whereas, on the other hand, others insist on ?moralized psychology.? This article investigates the relationship between virtue ethics and moral identity (...)
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  • Responses to an invitation to comment on the book: Wain, K. The Learning Society in a Postmodern World.Pádraig Hogan - 2008 - Educational Philosophy and Theory 40 (4):565-568.
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  • Recovering the Lost Métier of Philosophy of Education? Reflections on Educational Thought, Policy and Practice in the UK and Farther Afield.Pádraig Hogan - 2015 - Journal of Philosophy of Education 49 (3):366-381.
    A Special Issue of the Journal of Philosophy of Education in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy-making. This article begins by focusing on what the contributions to the Special Issue—particularly two of them—have to say about the relationship between philosophy of education and educational policymaking. (...)
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  • Preface to an ethics of education as a practice in its own right.Pádraig Hogan - 2010 - Ethics and Education 5 (2):85-98.
    Education as a practice in its own right (or sui generis practice) invokes quite a different set of ethical considerations than does education understood as a subordinate activity ? i.e. prescribed and controlled in its essentials by the current powers-that-be in a society. But the idea of education as a vehicle for the ?values? of a particular group or party is so commonplace, from history's legacy as well as from ongoing waves of educational reforms, as to appear a quite natural (...)
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  • The role of critique in philosophy of education: Its subject matter and its ambiguities.Frieda Heyting & Christopher Winch - 2004 - Journal of Philosophy of Education 38 (3):311–321.
    The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussion moves on to a consideration of similarities and contrasts between the (...)
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  • The Role of Critique in Philosophy of Education: its Subject Matter and its Ambiguities.Frieda Heyting & Christopher Winch - 2004 - Journal of Philosophy of Education 38 (3):311-321.
    The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussion moves on to a consideration of similarities and contrasts between the (...)
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  • Internationalising the university.Suzy Harris - 2008 - Educational Philosophy and Theory 40 (2):346–357.
    'International' and 'internationalisation' are two terms frequently used today in association with the university. In this paper I consider the way in which the notion of internationalisation connects to the contemporary university, which I have termed 'Neo-liberal'. I begin by outlining the main characteristics of the contemporary university and then discuss some of the problems that arise in relation to the notion of internationalisation; it is strongly associated with an economic rather than a cultural imperative. Alternatives to the Neo-liberal model (...)
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  • Internationalising the University.Suzy Harris - 2008 - Educational Philosophy and Theory 40 (2):346-357.
    ‘International’ and ‘internationalisation’ are two terms frequently used today in association with the university. In this paper I consider the way in which the notion of internationalisation connects to the contemporary university, which I have termed ‘Neo‐liberal’. I begin by outlining the main characteristics of the contemporary university and then discuss some of the problems that arise in relation to the notion of internationalisation; it is strongly associated with an economic rather than a cultural imperative. Alternatives to the Neo‐liberal model (...)
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  • Refurbishing MacIntyre's Account of Practice.Paul Hager - 2011 - Journal of Philosophy of Education 45 (3):545-561.
    According to Alasdair MacIntyre's influential account of practices, ‘teaching itself is not a practice, but a set of skills and habits put to the service of a variety of practices’ (MacIntyre and Dunne, 2002, p. 5). Various philosophers of education have responded to and critiqued MacIntyre's position, most notably in a Special Issue of the Journal of Philosophy of Education (Vol. 37.2, 2003). However, both in that Special Issue and since, this debate remains inconclusive. Much of this earlier discussion seems (...)
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