Results for 'Leah Gardner'

73 found
Order:
  1. Health Research Priority Setting: The Duties of Individual Funders.Leah Pierson & Joseph Millum - 2018 - American Journal of Bioethics 18 (11):6-17.
    The vast majority of health research resources are used to study conditions that affect a small, advantaged portion of the global population. This distribution has been widely criticized as inequitable and threatens to exacerbate health disparities. However, there has been little systematic work on what individual health research funders ought to do in response. In this article, we analyze the general and special duties of research funders to the different populations that might benefit from health research. We assess how these (...)
    Download  
     
    Export citation  
     
    Bookmark   20 citations  
  2. Health Research Priority Setting: Do Grant Review Processes Reflect Ethical Principles?Leah Pierson & Joseph Millum - forthcoming - Global Public Health.
    Most public and non-profit organisations that fund health research provide the majority of their funding in the form of grants. The calls for grant applications are often untargeted, such that a wide variety of applications may compete for the same funding. The grant review process therefore plays a critical role in determining how limited research resources are allocated. Despite this, little attention has been paid to whether grant review criteria align with widely endorsed ethical criteria for allocating health research resources. (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  3. The role of source reliability in belief polarisation.Leah Henderson & Alexander Gebharter - 2021 - Synthese 199 (3-4):10253-10276.
    Psychological studies show that the beliefs of two agents in a hypothesis can diverge even if both agents receive the same evidence. This phenomenon of belief polarisation is often explained by invoking biased assimilation of evidence, where the agents’ prior views about the hypothesis affect the way they process the evidence. We suggest, using a Bayesian model, that even if such influence is excluded, belief polarisation can still arise by another mechanism. This alternative mechanism involves differential weighting of the evidence (...)
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  4. Response to Open Peer Commentaries on “Health Research Priority Setting: The Duties of Individual Funders”.Leah Pierson & Joseph Millum - 2019 - American Journal of Bioethics 19 (1):W5-W7.
    We respond to open peer commentaries on our target article, "Health Research Priority Setting: The Duties of Individual Funders".
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  5. Allocation of scarce biospecimens for use in research.Leah Pierson, Sophia Gibert, Benjamin Berkman, Marion Danis & Joseph Millum - 2021 - Journal of Medical Ethics 47 (11):740-743.
    Hundreds of millions of rare biospecimens are stored in laboratories and biobanks around the world. Often, the researchers who possess these specimens do not plan to use them, while other researchers limit the scope of their work because they cannot acquire biospecimens that meet their needs. This situation raises an important and underexplored question: how should scientists allocate biospecimens that they do not intend to use? We argue that allocators should aim to maximise the social value of the research enterprise (...)
    Download  
     
    Export citation  
     
    Bookmark  
  6. Prior Authorization as a Potential Support of Patient-Centered Care.Leah Rand & Zackary Berger - 2018 - Patient 4 (11):371-375.
    We discuss the role of prior authorization (PA) in supporting patient-centered care (PCC) by directing health system resources and thus the ability to better meet the needs of individual patients. We begin with an account of PCC as a standard that should be aimed for in patient care. In order to achieve widespread PCC, appropriate resource management is essential in a healthcare system. This brings us to PA, and we present an idealized view of PA in order to argue how (...)
    Download  
     
    Export citation  
     
    Bookmark  
  7. Closure But No Cigar.Leah Eisenberg, Thomas V. Cunningham & D. Micah Hester - 2015 - American Journal of Bioethics 15 (1):44-46.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  8. Deepfakes, Deep Harms.Regina Rini & Leah Cohen - 2022 - Journal of Ethics and Social Philosophy 22 (2).
    Deepfakes are algorithmically modified video and audio recordings that project one person’s appearance on to that of another, creating an apparent recording of an event that never took place. Many scholars and journalists have begun attending to the political risks of deepfake deception. Here we investigate other ways in which deepfakes have the potential to cause deeper harms than have been appreciated. First, we consider a form of objectification that occurs in deepfaked ‘frankenporn’ that digitally fuses the parts of different (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  9. Teaching children to think ethically.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 32 (2):75-81.
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  10. Does philosophy kill culture?Susan T. Gardner & Jason Chen - 2020 - Journal of Philosophy in Schools 7 (1):4.
    Given that one of the major goals of the practice of Philosophy for Children (P4C) is the development of critical thinking skills (Sharp 1987/2018, pp. 4 6), an urgent question that emerged for one of the authors, who is of Chinese Heritage and a novice practitioner at a P4C summer camp was whether this emphasis on critical thinking might make this practice incompatible with the fabric of Chinese culture. Filial piety (孝), which requires respect for one’s parents, elders, and ancestors (...)
    Download  
     
    Export citation  
     
    Bookmark  
  11. Agitating for Munificence or Going out of Business.Susan T. Gardner - 2008 - Proceedings of the Xxii World Congress of Philosophy 3:21-29.
    If you cannot, then you ought not. Taking its own precepts seriously, philosophy, in the face of scientific deterministic success, has abandoned its original calling of inspiring munificence and, in doing so, has undercut much of its own relevance. But this need not be the case. If we adopt a more finely grained set of theoretical glasses, we will see that human freedom is simply the icing on a deterministic layer cake that launches entities, both phylogenetically and ontogenetically, from the (...)
    Download  
     
    Export citation  
     
    Bookmark  
  12. Sisyphus and Climate Change: Educating in the Context of Tragedies of the Commons.Susan T. Gardner - 2021 - Philosophies 6 (1):4.
    The tragedy of the commons is a primary contributing factor in ensuring that humanity makes no serious inroads in averting climate change. As a recent Canadian politician pointed out, we could shut down the Canadian economy tomorrow, and it would make no measurable difference in global greenhouse gas emissions. When coordinated effort is required, it would seem that doing the “right thing” alone is irrational: it will harm oneself with no positive consequences as a result. Such is the tragedy. And (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  13. Love Thy Neighbour? Maybe Not.Susan T. Gardner - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Frankfurt, Germany: Peter Lang GmbH. pp. 421.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  14. Reasonable doubt : uncertainty in education, science and law.Tony Gardner-Medwin - 2011 - In Philip Dawid, William Twining & Mimi Vasilaki (eds.), Evidence, Inference and Enquiry. Oxford: Oup/British Academy. pp. 465-483.
    The use of evidence to resolve uncertainties is key to many endeavours, most conspicuously science and law. Despite this, the logic of uncertainty is seldom taught explicitly, and often seems misunderstood. Traditional educational practice even fails to encourage students to identify uncertainty when they express knowledge, though mark schemes that reward the identification of reliable and uncertain responses have long been shown to encourage more insightful understanding. In our information-rich society the ability to identify uncertainty is often more important than (...)
    Download  
     
    Export citation  
     
    Bookmark  
  15. What Would Socrates Say To Mrs Smith?Susan Gardner - 2011 - Philosophy Now 84:13-15.
    In the face of disobedience, and in the name of the short-term goal of a smooth-functioning and/or happy household, parents often feel caught between two diametrically opposed parenting strategies; make it happen or let it go. However, either strategy of dictator or friend can seriously jeopardize a child’s long-term best interests. If children, adolescents, young adults, full adults or oldsters are even to hear, let alone reasonably answer, the prudential and ethical “whys” that their intended actions scream, they will need (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  16. Questioning to Hesitation, Rather Than Hesitating to Question: A Pragmatic Hermeneutic Perspective On Educational Inquiry.Susan T. Gardner - 2011 - Philosophy Study 1 (5):352-358.
    Download  
     
    Export citation  
     
    Bookmark  
  17. Combatting Consumer Madness.Wayne Henry, Mort Morehouse & Susan T. Gardner - 2017 - Teaching Ethics.
    In his 2004 article “Hannah Arendt and Jean Baudrillard: Pedagogy in the Consumer Society,” Trevor Norris bemoans the degree to which contemporary education’s focus can increasingly be described as primarily nurturing “consumers in training.” He goes on to add that the consequences of such “mindless” consumerism is that it “erodes democratic life, reduces education to the reproduction of private accumulation, prevents social resistance from expressing itself as anything other than political apathy, and transforms all human relations into commercial transactions of (...)
    Download  
     
    Export citation  
     
    Bookmark  
  18. Instructional Leadership Practices of School Administrators: The Case of El Salvador City Division, Philippines.Ma Leah Lincuna & Manuel Caingcoy - 2020 - Commonwealth Journal of Academic Research 1 (2):12-32.
    School administrators are mandated to take the instructional leadership roles. On this premise, a study assessed the extent of instructional leadership practices of public elementary school administrators in El Salvador City Division, Philippines. Also, it explored their actual practices, challenges encountered, and the ways they overcome the challenges in practicing instructional leadership. It employed a mixed-method research design. It administered the adopted assessment tool on instructional leadership to 15 school administrators and 12 of them were involved in the individual interviews. (...)
    Download  
     
    Export citation  
     
    Bookmark  
  19. Using Communal Inquiry as a Way of Increasing Group Cohesion in Soccer Teams.Alex Newby, Susan T. Gardner & Arthur Wolf - 2018 - Analytic Teaching and Philosophical Praxis 39 (1):34-45.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  20. "Back to the Future" in Philosophical Dialogue: A Plea for Changing P4C Teacher Education.Barbara Weber & Susan T. Gardner - 2009 - Analytic Teaching and Philosophical Praxis 29 (1).
    While making P4C much more easily disseminated, short-term weekend and weeklong P4C training programs not only dilute the potential laudatory impact of P4C, they can actually be dangerous. As well, lack of worldwide standards precludes the possibility of engaging in sufficiently high quality research of the sort that would allow the collection of empirical data in support the efficacy of worldwide P4C adoption. For all these reasons, the authors suggest that P4C advocates ought to insist that programs of a minimum (...)
    Download  
     
    Export citation  
     
    Bookmark  
  21. A harm based solution to the non-identity problem.Molly Gardner - 2015 - Ergo: An Open Access Journal of Philosophy 2:427-444.
    Many of us agree that we ought not to wrong future people, but there remains disagreement about which of our actions can wrong them. Can we wrong individuals whose lives are worth living by taking actions that result in their very existence? The problem of justifying an answer to this question has come to be known as the non-identity problem.[1] While the literature contains an array of strategies for solving the problem,[2] in this paper I will take what I call (...)
    Download  
     
    Export citation  
     
    Bookmark   29 citations  
  22. What Is Harming?Molly Gardner - 2021 - In J. McMahan, T. Campbell, J. Goodrich & K. Ramakrishnan (eds.), Principles and Persons: The Legacy of Derek Parfit. Oxford University Press. pp. 381 – 395.
    A complete theory of harming must have both a substantive component and a formal component. The substantive component, which Victor Tadros (2014) calls the “currency” of harm, tells us what I interfere with when I harm you. The formal component, which Tadros calls the “measure” of harm, tells us how the harm to you is related to my action. In this chapter I survey the literature on both the currency and the measure of harm. I argue that the currency of (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  23. David Boonin on the Non-Identity Argument: Rejecting the Second Premise.Molly Gardner - 2019 - Law, Ethics and Philosophy 7:29-47.
    According to various “harm-based” approaches to the non-identity problem, an action that brings a particular child into existence can also harm that child, even if his or her life is worth living. In the third chapter of The Non-Identity Problem and the Ethics of Future People, David Boonin surveys a variety of harm-based approaches and argues that none of them are successful. In this paper I argue that his objections to these various approaches do not impugn a harm-based approach that (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  24. Commentary on 'Inquiry is no mere conversation'.Susan T. Gardner - 2015 - Journal of Philosophy in Schools 2 (1):71-91.
    There is a long standing controversy in education as to whether education ought to be teacher- or student- centered. Interestingly, this controversy parallels the parent- vs. child-centered theoretical swings with regard to good parenting. One obvious difference between the two poles is the mode of communication. “Authoritarian” teaching and parenting strategies focus on the need of those who have much to learn to “do as they are told,” i.e. the authority talks, the child listens. “Non-authoritarian” strategies are anchored in the (...)
    Download  
     
    Export citation  
     
    Bookmark   5 citations  
  25. A Deontological Approach to Future Consequences.Molly Gardner - 2021 - In Stephen M. Gardiner (ed.), The Oxford Handbook of Intergenerational Ethics. Oxford University Press.
    This chapter defends a deontological approach to both the non-identity problem and what is referred to as the “inconsequentiality problem.” Both problems arise in cases where, although the actions of presently living people appear to have harmful consequences for future people, it is difficult to explain why there are moral reasons against such actions. The deontological response to both problems appeals to a distinction between causal and non-causal consequences. By acknowledging the moral importance of such a distinction, deontologists can vindicate (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  26. Selling "The Reason Game".Susan T. Gardner - 2015 - Teaching Ethics 15 (1):129-136.
    There is a clear distinction between genuine and fraudulent reasoning. Being seduced by the latter can result in horrific consequences. This paper explores how we can arm ourselves, and others with the ability to recognize the difference between genuine and pseudo-reasoning, with the motivation to maintain an unbending commitment to follow the “impersonal” “norm-driven” rules of reason even in situations in which “non-reasonable” strategies appear to support short-term bests interests, and with the confidence that genuine reasoning is the best defense (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  27. Human Agency.Susan T. Gardner - 2017 - International Journal of Applied Philosophy 31 (2):207-216.
    Let us suppose that we accept that humans can be correctly characterized as agents. Let us further presume that this capacity contrasts with most non-human animals. Thus, since agency is what uniquely constitutes what it is to be human, it must be of supreme importance. If these claims have any merit, it would seem to follow that, if agency can be nurtured through education, then it is an overarching moral imperative that educational initiatives be undertaken to do that. In this (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  28. Merleau-Ponty’s phenomenology in the light of Kant’s Third Critique and Schelling’s Real-Idealismus.Sebastian Gardner - 2016 - Continental Philosophy Review 50 (1):5-25.
    In this paper I offer a selective, systematic rather than historical account of Merleau-Ponty’s highly complex relation to classical German philosophy, focussing on issues which bear on the question of his relation to transcendentalism and naturalism. I argue that the concerns which define his project in Phenomenology of Perception are fundamentally those of transcendental philosophy, and that Merleau-Ponty’s disagreements with Kant, and the position he arrives at in The Visible and the Invisible, are helpfully viewed in light of issues which (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  29. A dialogue in support of social justice.Susan T. Gardner & Daniel J. Anderson - 2019 - Praxis and Saber 10 (21):215-233.
    There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that support social justice require that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this communicative approach unapologetically privileges reason in full view of theories and strategies that might seek (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  30. Taking a multiple intelligences perspective.Howard Gardner - 2017 - Behavioral and Brain Sciences 40.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  31. Education and Resentment.Susan T. Gardner & Daniel J. Anderson - 2021 - Open Journal for Studies in Philosophy 5 (1):19-32.
    That the world is awash with resentment poses a genuine question for educators. Here, we will suggest that resentment can be better harnessed for good if we stop focusing on people and tribes and, instead, focus on systems: those invisible norms that often produce locked-in structures of social interaction. A “systems lens” is vast, so fixes will have to be an iterative process of reflection, and revision toward a more just system. Nonetheless, resentment toward the status quo may be an (...)
    Download  
     
    Export citation  
     
    Bookmark  
  32. A dialogue in support of social justice.Susan Gardner & Daniel Johnson - 2019 - Praxis 23 (10):216-233.
    There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that supports social justice requires that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this social justice communicative approach unapologetically privileges reason in full view of theories and strategies that (...)
    Download  
     
    Export citation  
     
    Bookmark  
  33. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education, edited by Maughn Rollins Gregory and Megan Jane Laverty.Susan T. Gardner - 2019 - Teaching Philosophy 42 (1):61-64.
    Download  
     
    Export citation  
     
    Bookmark  
  34. The Twilight of Legality.John Gardner - 2019 - Australasian Journal of Legal Philosophy 43 (1):1-16.
    This paper argues that juridification has become the enemy of legality. By 'juridification' is meant the proliferation of legal norms and legally recognized norms. By legality is meant conformity with the ideal of the rule of law. The paper begins with the most obvious ways in which juridification threatens legality. Too much law makes the law on any subject hard to discover, hard to remember, and hard to follow. It also makes us too dependent on the discretion of petty officials, (...)
    Download  
     
    Export citation  
     
    Bookmark  
  35. Perceiving “The Philosophical Child”: A Guide for the Perplexed.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 33 (2):73-76.
    Though Jana Mohr Lone refers to children’s striving to wonder, to question, to figure out how the world works and where they fit as the “philosophical self,” like its parent discipline, it could be argued that the philosophical self is actually the “parent self,”—the wellspring of all the other aspects of personhood that we traditionally parse out, e.g., the intellectual, moral, social, and emotional selves. If that is the case, then to be blind to “The Philosophical Child,” the latter being (...)
    Download  
     
    Export citation  
     
    Bookmark  
  36. Communicating Toward Personhood.Susan T. Gardner - 2009 - Analytic Teaching and Philosophical Praxis 29 (1).
    Marshalling a mind-numbing array of data, Harvard political scientist Robert D. Putnam, in his book Bowling Alone, shows that on virtually every conceivable measure, civic participation, or what he refers to as “social capital,” is plummeting to levels not seen for almost 100 years. And we should care, Putnam argues, because connectivity is directly related to both individual and social wellbeing on a wide variety of measures. On the other hand, social capital of the “bonding kind” brings with it the (...)
    Download  
     
    Export citation  
     
    Bookmark  
  37. Agitating for Munificence or Going Out of Business: Philosophy’s Dilemma.Susan T. Gardner - 2011 - Analytic Teaching and Philosophical Praxis 31 (1):1-4.
    Philosophy has a dirty little secret and it is this: a whole lot of philosophers have swallowed the mechanistic billiard ball deterministic view of human action—presumably because philosophy assumes that science demands it, and/or because modern attempts to articulate in what free will consists seem incoherent. This below-the-surface-purely-academic commitment to mechanistic determinism is a dirty little secret because an honest public commitment would render virtually all that is taught in philosophy departments incomprehensible. Can “lovers of wisdom” really continue to tolerate (...)
    Download  
     
    Export citation  
     
    Bookmark  
  38. The complexity of respecting together: From the point of view of one participant of the 2012 vancouver naaci conference.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 33 (1):1-12.
    Dedication: I would like to dedicate this essay to Mort Morehouse, whose intelligence, warmth, and good humour sustains NAACI to this day. I would like, too, to dedicate this essay to Nadia Kennedy who, in her paper “Respecting the Complexity of CI,” suggests that respect for the rich non-reductive emergent memories and understandings that evolve out of participating in the sort of complex communicative interactions that we experienced at the 2012 NAACI conference requires “a turning around and looking back so (...)
    Download  
     
    Export citation  
     
    Bookmark  
  39. Our Duties to Future Generations.Molly Gardner - 2013 - Dissertation, University of Wisconsin-Madison
    In this dissertation, I explicate some of the moral duties we have to future humans. I defend the view that (DV1) we have pro tanto duties of nonmaleficence and beneficence to and regarding at least some future humans; (DV2) in the present circumstances, this duty of nonmaleficence grounds reasons for us to refrain from damaging certain features of the natural environment; and (DV3) in the present circumstances, this duty of beneficence grounds reasons for at least some of us to bring (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  40. Inquiry Is No Mere Conversation Facilitation Of Inquiry Is Hard Work!Susan Gardner - 1995 - Analytic Teaching and Philosophical Praxis 16 (2):102-111.
    Download  
     
    Export citation  
     
    Bookmark   8 citations  
  41. meeting youngsters where they “are at”: demonstrating its advantages.Alex Newby & Susan T. Gardner - 2019 - Childhood and Philosophy 15 (1):1-26.
    When Mathew Lipman first introduced Philosophy for Children to the world, his goal was not to sneak a little academic philosophy into the typical school curriculum, as one might expect from the titles of his first books: Philosophy in the Classroom and Philosophy Goes to School. His goal, rather, was to create a paradigm shift in the field of education itself: namely, to transform the typical hierarchical model into one in which the teacher/facilitator solicits responses from students and hence, in (...)
    Download  
     
    Export citation  
     
    Bookmark  
  42. Introducing the Medical Ethics Bowl.Allison Merrick, Rochelle Green, Thomas V. Cunningham, Leah R. Eisenberg & D. Micah Hester - 2016 - Cambridge Quarterly of Healthcare Ethics 25 (1):141-149.
    Although ethics is an essential component of undergraduate medical education, research suggests current medical ethics curricula face considerable challenges in improving students’ ethical reasoning. This paper discusses these challenges and introduces a promising new mode of graduate and professional ethics instruction for overcoming them. We begin by describing common ethics curricula, focusing in particular on established problems with current approaches. Next, we describe a novel method of ethics education and assessment for medical students that we have devised, the Medical Ethics (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  43. Reasoning (or not) with the Unreasonable.Susan T. Gardner, Anastasia Anderson & Wayne Henry - 2019 - Analytic Teaching and Philosophical Praxis 39 (2):1-10.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  44. TAKING SELVES SERIOUSLY.Susan T. Gardner - 2011 - In Barbara Weber, Eva Marsal, H. Karfriedrich, T. Dobashi & P. Schweitzer (eds.), Cultural Politics and Identity. Lit Verlag. pp. 79-89.
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  45. AUTHENTICITY: IT SHOULD AND CAN BE NURTURED.Susan T. Gardner - 2015 - Mind, Culture, and Activity 22 (4):392-401.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  46. Truth: In Ethics and Elsewhere.Susan T. Gardner - 1999 - Analytic Teaching and Philosophical Praxis 19 (1):78-88.
    Download  
     
    Export citation  
     
    Bookmark  
  47. COMPLEXITY, DIALOGUE, AND DEMOCRACY: THE EDUCATIONAL IMPLICATIONS.Susan T. Gardner - 2022 - Journal of Didactics of Philosophy 6 (1):1-17.
    There is an unacknowledged disagreement on what kind of dialogue best supports democracy. Many view democracy as analogous to a law court and so view “democratic dialogue” as a contest between competing advocates who have acquired the kind of “steel trap” critical thinking skills that are ideal for winning in the external marketplace of ideas. Others assume that the propensity to seriously reflect on opposing viewpoints within the minds of individuals is ideal for democratic maintenance. It will be argued here (...)
    Download  
     
    Export citation  
     
    Bookmark  
  48. P4C and “self-education”: How can philosophical dialogue best solicit selves?Susan T. Gardner - 2022 - In Dina Mendonça & F. Franken Figueiredo (eds.), Conceptions of Childhood and Moral Education in Philosophy for Children. Metzler. pp. 113-126.
    Though central to metaphysics, and exciting for entertainment, the fact that selves are invisible, has received insufficient attention in the field of P4C, and virtually none in the field of education in general. This may not be surprising as the enthusiasm to enrich “minds” both with essential information as well as with critical, creative, and cooperative inquiry skills, may blind educators to the fact that their initiatives (even those that are dialogical) may not touch how children view themselves, nor how (...)
    Download  
     
    Export citation  
     
    Bookmark  
  49. Philosophy for Children really works! A report on a two year empirical study.Susan T. Gardner - 1998 - Critical and Creative Thinking 6 (1):1-13.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  50. Guardians of the Possibility that Claims Can Be False.Susan T. Gardner - 2020 - Open Journal for Studies in Philosophy 4 (1):11-24.
    It is difficult to be a philosopher in this postmodern era. This is so because philosophers, who heretofore have been the archetype of persons eager to engage in reasoned discourse, regardless of their differences, suddenly seem unable to talk to each other, primarily due to claim by postmoderns that non-postmoderns are naïve in their blindness to the fact that truth the claims cannot be true in any objective sense, and that claims to objectivity have been used maliciously throughout the ages (...)
    Download  
     
    Export citation  
     
    Bookmark  
1 — 50 / 73