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In Anthony Quinton & Isaiah Berlin (eds.), Political Philosophy. London,: Oxford University Press USA. pp. 97--111 (1967)

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Personal and interpersonal relationships in education and teaching: A virtue ethical perspective.David Carr - 2005 - British Journal of Educational Studies 53 (3):255-271.details This paper sets out to explore apparent contradictions between claims or assumptions to the effect that: (i) teaching is a profession; (ii) good teaching involves the cultivation of positive personal relationships with pupils; (iii) professional relationships should be of an essentially formal or impersonal nature. It is argued that the very real contradictions to which teaching as a professional occupation is prone are a function of fundamental tension between the essentially deontic character of professional principle and regulation, and the inherently (...) Download Export citation Bookmark 8 citations
Testimony and Kant’s Idea of Public Reason.Kjartan Koch Mikalsen - 2010 - Res Publica 16 (1):23-40.details It is common to interpret Kant’s idea of public reason and the Enlightenment motto to ‘think for oneself’ as incompatible with the view that testimony and judgement of credibility is essential to rational public deliberation. Such interpretations have led to criticism of contemporary Kantian approaches to deliberative democracy for being intellectualistic, and for not considering our epistemic dependence on other people adequately. In this article, I argue that such criticism is insufficiently substantiated, and that Kant’s idea of public reason is (...) Download Export citation Bookmark 2 citations
Student partnership, trust and authority in universities.Morgan White - 2018 - Educational Philosophy and Theory 50 (2):163-173.details Marketisation is rife in higher education. Asymmetries between consumers and producers in markets result in inefficiencies. To address imbalances, policy-makers pushing higher education towards a market model have a tendency to increase the market power of the student by increasing information or amplifying voice. One such policy in England is called ‘students as partners.’ However, I argue here that student partnership can easily undermine relations of authority and trust between students and academic teachers. Download Export citation Bookmark 1 citation
(1 other version)Wittgenstein on rules: What follows and what does not.Elvira Schnabel - 1991 - Journal of Philosophy of Education 25 (1):83–94.details Elvira Schnabel; Wittgenstein on Rules: what follows and what does not, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 83–94, https. Download Export citation Bookmark
Character in teaching.David Carr - 2007 - British Journal of Educational Studies 55 (4):369-389.details Qualities of personal character would appear to play a significant role in the professional conduct of teachers. It is often said that we remember teachers as much for the kinds of people they were than for anything they may have taught us, and some kinds of professional expertise may best be understood as qualities of character After (roughly) distinguishing qualities of character from those of personality, the present paper draws on the resources of virtue ethics to try to make sense (...) Download Export citation Bookmark 24 citations
Politics and 'the fragility of the ethico-cultural'.Peter Lassman - 2000 - History of the Human Sciences 13 (1):125-139.details This article takes up Peter Winch’s remarks concerning ‘the “fragility” of the conditions under which ethical conceptions can be active in social life’. It explores Winch’s discussion of political concepts and his account of the nature of politics. There are two related themes: a concern with the nature of political concepts; and a recognition (a reminder?) of the way in which disagreement belongs to our idea of politics. Download Export citation Bookmark 4 citations

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