Results for 'Pedagogy of the Oppressed'

947 found
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  1. Pedagogy of the oppressed.Paul N. Rengma - manuscript
    The paper brings a critique of Freire’s notions in regard to education, philosophy, and politics. It explains how exploitation and oppression affect humanization. It also criticizes the “Banking model” of education and recommends the dialogical approach which can transform individuals.
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  2. Violence, Education, and the Tradition of the Oppressed in Benjamin and Du Bois.Iaan Reynolds - 2023 - Radical Philosophy Review 26 (1):41-65.
    This paper discusses two thinkers who locate the possibility of revolutionary historical change in political projects oriented toward the formation of subjects and cultivation of sensibility. I begin by considering the relationship between historical violence and education in the works of Walter Benjamin. After introducing the provocative association of education with divine violence found in “Toward the Critique of Violence,” I expand on Benjamin’s conception of pedagogical force. Highlighting the centrality of education in Benjamin’s early work, I argue that his (...)
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    The Political Angle of Critical Pedagogy: Exposing Paulo Freire’s Theory of Domination.Lj Zaphan Lamboloto - 2024 - Psychology and Education: A Multidisciplinary Journal 18 (9):903–912.
    Paulo Freire’s contribution to pedagogical discourses is commonly encapsulated behind the notions of the “banking method” and “culture of silence” which connotes classroom practices that subjects the learner into domesticating pedagogical methods and contents. In Freire’s Pedagogy of the Oppressed, this phenomenon is not only restricted to classroom dynamics, but in fact, reflective of domination in the public sphere. In this work, therefore, I will discuss the political angle of Freire’s critical pedagogy founded in his analysis of (...)
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  4. The Incoherence of the Interactional and Institutional Within Freire’s Politico-Educational Project.Neil Wilcock - 2020 - Studies in Philosophy and Education 39 (4):399-414.
    In this paper I draw apart two different contexts of Freirean pedagogical practice that I label interactional and institutional. The interactional refers to the immediate learning environment with relation to the interaction between the students and the teacher. In contrast, the institutional refers to how the institutions of education are managed, constructed, and organised and how they relate to the individuals those institutions are composed of. I begin by presenting a brief overview of Freire’s argument in favour of a revolutionary (...)
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  5. Pedagogi Shalom: Analisis Kristis Terhadap Pedagogi Kritis Henry A. Giroux dan Relevansinya Bagi Pendidikan Kristen di Indonesia.Zummy Anselmus Dami - 2019 - Jurnal Filsafat 29 (1):134-165.
    This paper is a critical analysis towardcritical pedagogy in education using the concept of the pedagogy of shalom. Critical analysis is undertakennot to imply that critical pedagogy as formulated by Giroux is a wrong conceptbut this paper aims to recover the fragility and refining that has not been perfect through the values of the divine pedagogy of shalom. Critical pedagogy and shalom pedagogy struggle to question and challenge the mindset and lifestyle underlying the (...) of neoliberal that emphasisses market fundamentalism and ultimately create oppression, social injustice and revokedemocracy. Based on this orientation, pedagogy of shalomis introduced to reinforce the foundations and basic theories of critical pedagogy so it doesnnot merely align to activism, withoutreconciliation and to avoid arrogant of social movements and the criticism to power but without theestablishmentof love. The main objective is to achieve social and political changes to thebetter so that public can live injust, free, prosperous and equitablesociety.This article further seeks possibility to apply the concept of the pedagogy of shalom in the context of Christian education in Indonesia. (shrink)
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  6. Maimed, Disabled, Enslaved as Commodity: Child Maiming in the Lens of Critical Consciousness.John C. H. Hu - 2023 - Annals of Philosophy, Social and Human Disciplines 2023 (1):1-17.
    This essay seeks to acknowledge the unsettling reality of children being intentionally maimed towards disability and disfigurement as economic commodity. The issue is easily invisibilized in modern education, and understandably so: the trauma triggered by these bloody realities can automatically disqualify the content for formal in school education as a form of “unwelcome truth”. Freire and Fanon, however, did not shy away from the horrific state of life for the oppressed and the wretched in their consideration of pedagogy. (...)
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  7. Humanistic Education: Philosophical crossroads.Geoffrey Westropp - manuscript
    The educational philosophies of John Dewey, Paulo Freire and Tsunesaburo Makiguchi were born at different times and in different cultures but the themes they propound resonate with the ordinary people. Although there are ideas that are unique to each philosophy, this paper tries to uncover the themes that are similar in them. The purpose to uncovering these themes is to try in some way to form a unifying force that opens a path to making the ideas rather than the person (...)
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  8. Kjærlighetens rytme - Philosophia og pedagogiske relasjoner (The Rhythm of love - Philosophia and educational relations).Inga Bostad - 2022 - Norsk Filosofisk Tidsskrift 57 (3-4):160-168.
    This article presents and argues for love as part of philosophy of education, more specifically the pedagogical relationship. In light of the concept of an ethics of rhythm, inspired by Roland Barthes, it is argued that the concept of rhythms sheds critical light on the asymmetrical and oppressive potential of the pedagogical relationship, but also on the liberating one. Furthermore, this argument is put into a broader debate about the role of academia as hospitable, inviting and inclusive, which in turn (...)
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  9. Using Art to Resist Epistemic Injustice: The Aesthetics of the Oppressed and Democratic Freedom.Gustavo H. Dalaqua - 2020 - Contention 8 (1):93-114.
    This article argues that the aesthetics of the oppressed—a series of artistic practices elaborated by Augusto Boal (1931-2009) that comprises the theatre of the oppressed, the rainbow of desire technique, and legislative theatre—utilizes art in order to resist epistemic injustice and promote democratic freedom.
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  10. Pedagogy of Peace and Philosophy of War: the Search for Truth.Serhiy Klepko - 2017 - Future Human Image 7:46-49.
    Peace pedagogy and the Peace education are identified as relevant educational paradigm and set of educational projects aimed at solving problems of teaching non-violence and the capacity for peace in the context of the democratic movement for peace. There is a set of reasons to state that the education system of the world depends not only on technological trends and mastering the sum of strategies of war and peace but, first of all, on what extends the whole education is (...)
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  11. The Pedagogy of "As If".Johan Dahlbeck - 2024 - Educational Theory 74 (2):145-164.
    In this paper Johan Dahlbeck sets out to propose a pedagogy of “as if,” seeking to address the educational paradox of how students can be influenced to approximate a life guided by reason without assuming that they are already sufficiently rational to adhere to dictates of practical reason. He does so by outlining a fictionalist account, drawing primarily on Hans Vaihinger's systematic treatment of heuristic fictions and on Spinoza's ideas about how passive affects can be made to strengthen reason. (...)
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  12. The Harms of the Internalized Oppression Worry.Nicole Dular & Madeline Ward - forthcoming - Journal of Social Philosophy.
    In this paper, we locate a general rhetorical strategy employed in theoretical discourse wherein philosophers argue from the mere existence of internalized oppression to some kind of epistemic, moral, political, or cognitive deficiency of oppressed people. We argue that this strategy has harmful consequences for oppressed people, breaking down our analysis in terms of individual and structural harms within both epistemic and moral domains. These harms include attempting to undermine the self-trust of oppressed people, reinforcing unjust epistemic (...)
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  13. Listening.Zeyad El Nabolsy - 2019 - In Derek Ford (ed.), Keywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements. Boston: Brill. pp. 255-270.
    In this chapter I focus on listening as a potentially revolutionary pedagogical activity. I argue that listening should not be understood as an essentially passive state, and focus on pedagogical situations where the educator can be misled by prejudices regarding the abilities, or lack thereof, of the individuals that the educator is interacting with in a pedagogical context. While the claims which I argue for apply to pedagogues in formal classrooms, I will be mostly concerned with pedagogy in the (...)
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  14. CALVIN's IDEAS ABOUT THE CHURCH-STATE RELATIONSHIP AND IMPLICATION FOR THE CHURCHES AND THE PEDAGOGY OF THE PANCASILA-BASED STATE IN INDONESIA.Morris Philip Takaliuang, Erni Maria Clartje Efruan & Zummy Anselmus Dami Zummy - 2021 - European Journal of Science and Theology 17 (1):63-78.
    In the pedagogy of Pancasila-based State, the Church recognizes the existence and function of State as the instrument of God to prevent/punish evil and strive for justice of all people. Church and state relationships inherently contain potential conflicts. This is because both the Church and State have a thorough claim on human life, in the sense that all the facets of human life have a spiritual and political dimension. The tension of the relationship between Church and State should not (...)
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  15. Respecting the oppressed in the personal autonomy debate.Andréa Daventry - 2020 - Philosophical Studies 178 (8):2557-2578.
    It is common in the autonomy literature to claim that some more demanding theories of autonomy disrespect certain individuals by giving the result that those individuals lack autonomy. This claim is often made in the context of the debate between substantive and content-neutral theories of autonomy. Proponents of content-neutral theories often argue that, in deeming certain people non-autonomous—especially certain oppressed people who seem to have internalized their oppression in certain ways—the substantive theories disrespect those people. They take this as (...)
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  16. Education for Empire: American Schools, Race, and the Paths of Good Citizenship Review by Manuela A. Gomez. [REVIEW]Gomez Manuela - 2020 - Inter-American Journal of Philosophy 11 (2):68-73.
    Education for Empire: American Schools, Race, and the Paths of Good Citizenship (Stratton, 2016) is much more than a history book about American education. It is a critical work that provides philosophical undertones that challenge our perception about the imperial roles of the U.S. school system. Stratton very clearly and meticulously presents the intricate relationship between history, civics, and geography within school curricula and textbooks. He shows us how these subjects have been manipulated by those in power to promote a (...)
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  17. Performing Philosophy: The Pedagogy of Plato’s Academy Reimagined.Mateo Duque - 2023 - In Henry C. Curcio, Mark Ralkowski & Heather L. Reid (eds.), Paideia and Performance. Parnassos Press. pp. 87-106.
    In this paper, drawing on evidence internal to the Platonic dialogues (supplemented with some ancient testimonia), I answer the question, “How did Plato teach in the Academy?” My reconstruction of Plato’s pedagogy in the Academy is that there was a single person who read the dialogue aloud like a rhapsode (this is in contrast to the dramatic theatrical hypothesis, in which several speakers function as actors in the performance of a dialogue). After the rhapsodic reading, students were allowed to (...)
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  18. An Existentialist account of the role of humor against oppression.Chris A. Kramer - 2013 - Humor: International Journal of Humor Research 26 (4).
    I argue that the overt subjugation in the system of American slavery and its subsequent effects offer a case study for an existentialist analysis of freedom, oppression and humor. Concentrating on the writings and experiences of Frederick Douglass and the existentialists Simone De Beauvoir and Lewis Gordon, I investigate how the concepts of “spirit of seriousness”, “mystification”, and an existentialist reading of “double consciousness” for example, can elucidate the forms of explicit and concealed oppression. I then make the case that (...)
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  19. Recognition of struggle: Transcending the oppressive dynamics of desire.Magnus Hörnqvist - forthcoming - Constellations.
    The objective of this article is to see whether desire for recognition might contain an emancipatory aspect. Could this desire be a political ally? The argumentative strategy is to fully acknowledge the oppressive mechanisms at work before trying to find a way to other outcomes, including emancipation, with which desire for recognition has been associated in the tradition from Hegel. Through a re-interpretation of the master-and-slave dialectic, supplemented by sociological research on status expectations, I suggest a way out of the (...)
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  20. Growing Resistance to Systems of Oppression: An Exploration of the Transformative Power of Urban Agriculture.Samantha Noll - 2020 - Open Philosophy 3 (1):566-577.
    Today the relationship between food and cities is revitalizing urban areas, as food production practices transform locales one block and one neighborhood at a time. The key catalysts of this transformation include the commitment to address the root causes of inequalities within food systems and the desire to increase local control over food systems that have been increasingly industrialized and globalized. These goals, encapsulated by the terms “food justice” and “food sovereignty,” play major roles in guiding local food initiatives in (...)
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  21. Sexism is Exhausting: Nietzsche and the Emotional Dynamics of Sexist Oppression.Kaitlyn Creasy - 2024 - In Rebecca Bamford & Allison Merrick (eds.), Nietzsche and Politicized Identities. Albany: State University of New York Press.
    In this paper, I examine a set of theoretical tools Nietzsche offers for making sense of the emotional dynamics and psychophysiological impacts of sexist oppression. Specifically, I indicate how Nietzsche’s account of the social and cultural production of emotional experience (i.e. his account of the transpersonal nature of emotional experience) can serve as a conceptual resource for understanding the detrimental emotional impacts of social norms, beliefs, and practices that systematically devalue certain of one’s ends and interests.
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  22. (1 other version)Pedagogies in the Wild—Entanglements between Deleuzoguattarian Philosophy and the New Materialisms: Editorial.Evelien Geerts & Delphi Carstens - 2021 - Matter: Journal of New Materialist Research 1 (2).
    Whether we are said to be living in the Anthropocene, the Capitalocene, or are witnessing the start of the Chthulucene, as feminist science studies scholar Donna J. Haraway (2016) would describe the current post-anthropocentric era, there is a demonstratable need for affective, entangled, transversal forms of thinking-doing today. Writing this editorial almost a year after the COVID-19 pandemic erupted, and that as inhabitants of Belgium and South Africa—countries with complex ongoing capitalist-colonial legacies, socio-political presents, and heavily but also differently hit (...)
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  23. A Contextualist Approach to Teaching Antisemitism in Philosophy Class.Elisabeth Widmer - 2022 - Journal of Didactics of Philosophy 6 (1).
    This paper argues for a ‘contextualist’ approach to teaching antisemitism in philosophy class. The traditional ‘systematic’ approach emphasizes recognizing and dismantling antisemitic aspects in canonical philosophical texts. The introduced contextualist approach broadens the perspective, treating philosophy as a continuous debate embedded in cultural realities. It focuses on historical controversies rather than isolated arguments, includes the voice and the perspectives of the oppressed, and so has the potential to broaden traditional philosophical canons. In the second half of the paper, we (...)
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  24. Everyday Scientific Imagination: A Qualitative Study of the Uses, Norms, and Pedagogy of Imagination in Science.Michael Stuart - 2019 - Science & Education 28 (6-7):711-730.
    Imagination is necessary for scientific practice, yet there are no in vivo sociological studies on the ways that imagination is taught, thought of, or evaluated by scientists. This article begins to remedy this by presenting the results of a qualitative study performed on two systems biology laboratories. I found that the more advanced a participant was in their scientific career, the more they valued imagination. Further, positive attitudes toward imagination were primarily due to the perceived role of imagination in problem-solving. (...)
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  25. Kant’s Lectures on Philosophical Theology -- Training-Ground for the Moral Pedagogy of Religion?Robert R. Clewis - 2015 - In Reading Kant's Lectures. Boston: De Gruyter. pp. 365-390.
    How serious was Kant about his suggestion, in the first edition Preface to Religion within the Bounds of Bare Reason (6:10), that he hoped his book would be suitable for use as compulsory reading for a philosophy class that theology students of the future would be required to take in their final year of study? This chapter (of a forthcoming anthology that will include chapters on all of Kant's lecturing activity) begins by sketching the pedagogical themes that develop progressively throughout (...)
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  26. Punishing the Oppressed and the Standing to Blame.Andy Engen - 2020 - Res Philosophica 97 (2):271-295.
    Philosophers have highlighted a dilemma for the criminal law. Unjust, racist policies in the United States have produced conditions in which the dispossessed are more likely to commit crime. This complicity undermines the standing of the state to blame their offenses. Nevertheless, the state has reason to punish those crimes in order to deter future offenses. Tommie Shelby proposes a way out of this dilemma. He separates the state’s right to condemn from its right to punish. I raise doubts about (...)
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  27. Fostering Inclusivity through Social Justice Education: An Interdisciplinary Approach.Paul E. Carron & Charles McDaniel - 2020 - In Paul E. Carron & Charles McDaniel (eds.), Breaking Down Silos: Innovation, Collaboration, and EDI Across Disciplines. pp. 51-60.
    Teaching at a private, conservative religious institution poses unique challenges for equality, diversity, and inclusivity education (EDI). Given the realities of the student population in the Honors College of a private, religious institution, it is necessary to first introduce students to the contemporary realities of inequality and oppression and thus the need for EDI. This chapter proposes a conceptual framework and pedagogical suggestions for teaching basic concepts of social justice in a team-taught, interdisciplinary social science course. The course integrates four (...)
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  28. Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel.Arie Kizel - 2014 - Advances in Research on Teaching 22:113 – 136.
    This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS)  a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example  that is, it offers empowering dialogues within the traditional (...)
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  29. Oppression, Privilege, & Aesthetics: The Use of the Aesthetic in Theories of Race, Gender, and Sexuality, and the Role of Race, Gender, and Sexuality in Philosophical Aesthetics.Robin James - 2013 - Philosophy Compass 8 (2):101-116.
    Gender, race, and sexuality are not just identities; they are also systems of social organization – i.e., systems of privilege and oppression. This article addresses two main ways privilege and oppression (e.g., racism, misogyny, heteronormativity) are relevant topics in and for philosophical aesthetics: (i) the role of the aesthetic in privilege and oppression, and (ii) the role of philosophical aesthetics, as a discipline and a body of texts, in constructing and naturalizing relations of privilege and oppression (i.e., white heteropatriarchy). The (...)
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  30. Being Haunted by—and Reorienting toward—What ‘Matters’ in Times of (the COVID-19) Crisis: A Critical Pedagogical Cartography of Response-ability.Evelien Geerts - 2021 - In Vivienne Bozalek & Michalinos Zembylas (eds.), Higher Education Hauntologies: Living with Ghosts for a Justice-to-Come. Routledge.
    Recent new materialist and posthumanist research in curriculum and pedagogy studies is focusing more and more on the intertwinement between social justice, fairness, and accountability, and how to put these ideals to use to create inclusive, consciousness-raising canons, curricula, and pedagogies that take the dehumanized and the more-than-human into account. Especially pedagogical responsibility, often rephrased as ‘response-ability’ to accentuate the entanglements that this notion engenders versus forgotten or forcefully eradicated knowledges, and between teacher and student as intra-active learners, is (...)
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  31. Piety without Metaphysics: The Moral Pedagogy of Hume’s Dialogues Concerning Natural Religion.Joshua P. Hochschild - 2020 - Urbaniana University Journal 73 (3):73-99.
    Urbaniana University Journal 73.3 (2020): 73-99. -/- A close reading of Hume’s Dialogues Concerning Natural Religion reveals that it is not what it appears. Rather than a work of natural theology, meant to show something about arguments concerning the existence and nature of God, the Dialogues turn out to embody a moral pedagogy exemplifying and attempting to instill a conception of piety and religion as virtues. This paper defends this interpretation by reviewing three alternative, but ultimately inadequate, interpretations of (...)
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  32. Judith Butler and a Pedagogy of Dancing Resilience.Joshua M. Hall - 2020 - Journal of Aesthetic Education 54 (3):1-16.
    This essay is part of a larger project in which I construct a new, historically-informed, social justice-centered philosophy of dance, centered on four central phenomenological constructs, or “Moves.” This essay in particular is about the fourth Move, “resilience.” More specifically, I explore how Judith Butler engages with the etymological aspects of this word, suggesting that resilience involves a productive form of madness and a healthy form of compulsion, respectively. I then conclude by showing how “resilience” can be used in the (...)
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  33. Badiouian Philosophy, Critical Pedagogy, and the K12: Suturing the Educational with the Political.Regletto Aldrich Imbong - 2015 - Phavisminda Journal 14:35-48.
    This paper addresses specific concerns that emerge as a consequence to the current educational reforms in the Philippines. These concerns are philosophical and pedagogical. The philosophical concern underscores the importance to situate philosophical thought within concrete historical conditions. In this way, philosophy does not only become a pure abstract enterprise, but an intellectual struggle at the service of historical novelties. I propose a philosophical paradigm that values collective practice at the service of truth. As new situations demand new interpretations and (...)
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  34. Translating the Idiom of Oppression: A Genealogical Deconstruction of FIlipinization and the 19th Century Construction of the Modern Philippine Nation.Michael Roland Hernandez - 2019 - Dissertation, Ateneo de Manila University
    This doctoral thesis examines the phenomenon of Filipinization, specifically understood as the ideological construction of a “Filipino identity” or ‘Filipino subject-consciousness” within the highly determinate context provided by the Filipino ilustrado nationalists such as José Rizal, Marcelo H. del Pilar and their fellow propagandists inasmuch as it leads to the nineteenth (19th) century construction of the modern Philippine nation. Utilizing Jacques Derrida’s deconstructive thinking, this study undertakes a genealogical critique engaged on the concrete historical examination of what is meant by (...)
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  35. (1 other version)The educational fiction of agential control: Some preliminary notes on a pedagogy of ‘as if’.Johan Dahlbeck - 2023 - Educational Philosophy and Theory (1):100-110.
    This paper addresses the rift between the teacher’s sense of self as a causal agent and the experience of being in lack of control in the classroom, by way of Hans Vaihinger’s philosophy of ‘as if.’ It is argued that understanding agential control in terms of a valuable educational fiction—a practical (ethical) fiction in Vaihinger’s vocabulary—can offer a way of bridging this rift and can help teachers make sense of the tension between their felt need to strive for control and (...)
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  36.  64
    Through the Lens of Poetry and Intersectionality. Uncovering Early Traces of Multiple Oppression in the Literary Works of Labouring-Class Women in the 18th Century.Eirini Mastori - 2024 - Dissertation, Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (Ucgs)
    This study explores the oppression faced by 18th-century labouring-class women through poetry and intersectionality. By employing Kimberlé Crenshaw's concept of intersectionality and Beverly Skeggs' theory of respectability, it examines how gender and class intertwine to create unique challenges. Analysing the lives and works of non-canonized women poets, the research unveils enduring patterns of overlapping oppressions, highlighting the significance of intersectionality in understanding women's experiences. This study offers fresh insights into their struggles, contributing to both literary analysis and women's studies. Keywords (...)
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  37. Education Sensitive to Origin: Pedagogical Framework that Finds Foundation in the Thought of Edith Stein.Luis Manuel Martínez Domínguez - 2023 - Cuadernos de Pensamiento 36 (2660-6070):343-369.
    In the predominant pedagogical frameworks of our days, rationalist, voluntarist or sentimentalist reductionisms are seen, from which it is about educating people regardless of their Origin and the singular and unrepeatable originality with which they have been given to existence. Faced with this anthropocentric confinement, Sensitive Education arises so that every person, regardless of their culture and creed, remains sensitive to their Origin and captures their own originality, which in the end is what they must accept and try to manifest (...)
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  38. The Notion of Pedagogical Authority in the Community of Inquiry.Peter Paul E. Elicor - 2017 - Kritike 11 (2):80-92.
    This article explores the notion of pedagogical authority as exercised in the Community of Inquiry, the method for facilitating Philosophy for Children (P4C). It argues that the teachers’ pedagogical authority in a Community of Inquiry is not predicated on their intellectual superiority or status. Rather it finds its legitimacy in their role as instigators of students’ thinking skills, which are assumed to be already possessed by the learners. This thesis is discussed in relation to Rancière’s concept of the dissociation of (...)
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  39. The moment of microaggression: The experience of acts of oppression, dehumanization and exploitation.Michael A. Dover - 2016 - Journal of Human Behavior in the Social Environment 27 (7-8):575-586.
    After a brief introduction and review of recent literature on microaggressions, a theoretical typology of three sources of social injustice (oppression, dehumanization, and exploitation) contributes to the theorization of the sources of microaggressions. A selected compendium of words and affective phrases generated in classroom exercises illustrates the nature of the experience of the moment of microaggression. Future research on microaggressions as well as evaluation of practice should examine the experience of microaggression, including being subjected to microaggression, initiating such acts, and (...)
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  40.  31
    (1 other version)Forgiveness, Exemplars, and the Oppressed.Myisha Cherry - 2017 - In Kathryn J. Norlock (ed.), The Moral Psychology of Forgiveness. Rowman & Littlefield International.
    I argue that while moral exemplars are useful, we must be careful in our use of them. I first describe forgiveness exemplars that are often used to persuade victims to forgive such as Nelson Mandela, Martin Luther King Jr., and Jesus of Nazareth. I also explain how, for Kant, highlighting these figures as moral exemplars can be useful. I then explain two kinds of rhetorical strategies that are used when attempting to convince victims to forgive. Last, I explain (a la (...)
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  41. Curricular Aspects of the Fogarty Bioethics International Training Programs.Sam Garner, Amal Matar, J. Millum, B. Sina & H. Silverman - 2014 - Journal of Empirical Research on Human Research Ethics: An International Journal 9 (2):12-23.
    The curriculum design, faculty characteristics, and experience of implementing masters' level international research ethics training programs supported by the Fogarty International Center was investigated. Multiple pedagogical approaches were employed to adapt to the learning needs of the trainees. While no generally agreed set of core competencies exists for advanced research ethics training, more than 75% of the curricula examined included international issues in research ethics, responsible conduct of research, human rights, philosophical foundations of research ethics, and research regulation and ethical (...)
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  42. Collaborative Pedagogical Practices in the Era of Radical Urban Transitions.Asma Mehan & Jessica Stuckemeyer - 2023 - Dimensions. Journal of Architectural Knowledge 3 (5/2023: Collaborations: Rethinki):125-140.
    Architectural research forms the basis of design in seeking a solution that considers the site’s sociopolitical and spatial-cultural factors and the built environment surrounding it. In addressing industrial heritage, industrial revolutions, energy transitions, and technological innovation uniquely shape the city. The transformation and new discourse between similar heritage and different sites allow for a combination of ideas with transnational and interdisciplinary depth, bolstering individual designs through a developed perspective on industrial architecture. This studio addresses the socio-political and spatial-cultural challenges of (...)
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  43. Un-Ringing the Bell: McGowan on Oppressive Speech and The Asymmetric Pliability of Conversations.Robert Mark Simpson - 2013 - Australasian Journal of Philosophy 91 (3):555-575.
    In recent work Mary Kate McGowan presents an account of oppressive speech inspired by David Lewis's analysis of conversational kinematics. Speech can effect identity-based oppression, she argues, by altering 'the conversational score', which is to say, roughly, that it can introduce presuppositions and expectations into a conversation, and thus determine what sort of subsequent conversational 'moves' are apt, correct, felicitous, etc., in a manner that oppresses members of a certain group (e.g. because the suppositions and expectations derogate or demean members (...)
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  44. Sizifovska priča: Patologija etničkog nacionalizma i pedagogija kovanja humanih demokratija na Balkanu (A Sisyphean Tale: The Pathology of Ethnic Nationalism and the Pedagogy of Forging Humane Democracies in the Balkans).Rory J. Conces - 2005 - Dijalog 1:74-99.
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  45. Eine Sisyphos-Erzählung: Zur Pathologie des [religiösen] ethnischen Nationalismus und Praxis humaner Demokratieförderung auf dem Balkan (A Sisyphean Tale: The Pathology of [Religious] Ethnic Nationalism and the Pedagogy of Forging of Humane Democracies in the Balkans).Rory J. Conces - 2004 - Kakanien Revisited.
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  46. In dubio pro fide. The Fifth Council of the Lateran Decree Apostolici Regiminis (1513) and its Impact on Early Jesuit Education and Pedagogy.Christoph Sander - 2014 - Educazione. Giornale di Pedagogia Critica 3 (1):39-62.
    In 1513, the Fifth Council of the Lateran significantly impacted on early-modern Christian philosophy. As is well known, the papal bull Apostolici regiminis condemned certain philosophical doctrines contradicting the personal immortality of the soul. Moreover,the bull prohibited to defend the notion of a double truth in philosophical disputations and urged universities to meet the prescriptions of this decree. This article will shed light on how thispapal intervention in the practice of schooling was met at the early Jesuit college in Rome (...)
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  47. 18 Dewey’s and Freire’s Pedagogies of Recognition.Kim Díaz - 2011 - In Gregory Fernando Pappas (ed.), Pragmatism in the Americas. Fordham University Press. pp. 284-296.
    Subtractive schooling is a type of pedagogy that subtracts from the student aspects of her identity in order to assimilate and reshape her identity to fit the American mainstream. Here, I question the value of assimilation as it takes place in our public school systems. Currently, immigrant children are often made to feel inadequate for being culturally different. This is detrimental to their development as students given that at their young age they do not yet have the emotional maturity (...)
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  48. The Obligation to Resist Oppression.Carol Hay - 2011 - Journal of Social Philosophy 42 (1):21-45.
    In this paper I argue that, in addition to having an obligation to resist the oppression of others, people have an obligation to themselves to resist their own oppression. This obligation to oneself, I argue, is grounded in a Kantian duty of self-respect.
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  49. Resisting the Binary Divide in Higher Education: The Role of Critical Pedagogy.Alya Khan - 2018 - Journal for Critical Education Policy Studies 16 (1):30-58.
    The article explores the landscape in higher education in which old binary divisions are officially denied yet have been reinvigorated through a mix of conservative and neo-liberal policies. Efforts to resist such pressures can happen at different levels, including, in this case, module design and classroom practice. The rationale for such resistance is considered in relationship to the authors’ political and moral standpoints. Debates within higher education policy circles are invariably reduced to a series of oppositions: theory and practice; training (...)
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  50. Conformism, Ignorance & Injustice: AI as a Tool of Epistemic Oppression.Martin Miragoli - 2024 - Episteme: A Journal of Social Epistemology:1-19.
    From music recommendation to assessment of asylum applications, machine-learning algorithms play a fundamental role in our lives. Naturally, the rise of AI implementation strategies has brought to public attention the ethical risks involved. However, the dominant anti-discrimination discourse, too often preoccupied with identifying particular instances of harmful AIs, has yet to bring clearly into focus the more structural roots of AI-based injustice. This paper addresses the problem of AI-based injustice from a distinctively epistemic angle. More precisely, I argue that the (...)
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