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  1. Reconsidering Ubuntu: On the educational potential of a particular ethic of care.Yusef Waghid & Paul Smeyers - 2012 - Educational Philosophy and Theory 44 (s2):6-20.
    In this article we argue that ubuntu (human interdependence) is not some form of essentialist notion that unfolds in exactly the same way as some critics of ubuntu might want to suggest. Rather, we offer a philosophical position that (re)considers the situation of the self in relation to others. The article starts from the general issues at stake in the debate concerning particularity and universalist ethics. We then reconsider the general position of the ethics of care, and particularly how it (...)
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  • Empathy, Paternalism and Practical Reason: Philosophy of Education and the Ethics of Care Revisited.Paul Smeyers - 2010 - Journal of Philosophy of Education 44 (1):171-180.
    The Ethics of Care and Empathy. Michael Slote. London and New York, Routledge, 2007. Pp. 152.Hbk. £65.00; Pb. £18.99.
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  • Motivation as Ethical Self-Formation.Matthew Clarke & Barbara Hennig - 2013 - Educational Philosophy and Theory 45 (1):77-90.
    Motivation is a concept more frequently found in venues concerned with educational psychology than in ones concerned with educational philosophy. Under the influence of psychology, and its typically dualistic way of making sense of the world, motivation in education has tended to be viewed in dichotomous terms, for example, as intrinsic or extrinsic in character. Such psychology-derived theories of educational motivation operate within a dichotomous ontology, traceable to structuralist notions of agency versus (rather than within) structure, while exemplifying the tendency (...)
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