Results for 'Religious Education'

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  1.  77
    Content Analysis of The Catholic School and Religion and National Values, Primary 1- 6: Implications for Religious Education in Catholic Primary Schools Within Calabar Archdiocese - Cross River State.Emmanuel Orok Duke - 2016 - International Journal of Research in Basic and Lifelong Education 5 (1).
    The secular character of the Nigerian state should not impede collaboration between the Roman Catholic Schools Management Board and the Government of Cross River State (Nigeria) in the area of religious education. Based on the above claim, this paper is an exercise in content analysis of The Catholic School{\\ial is, the document regulating Catholic principles of education in schools) and Religion and National Values: Primary 1- 5(text on curricular contents of religious education at the primary (...)
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  2.  12
    Mapping the Moral Assumptions of Multi-Faith Religious Education.Jason Metcalfe & Daniel Moulin-Stozek - 2018 - British Journal of Religious Education:1-10.
    When Religious Education (RE) in England and Wales transitioned from Christian confessionalism to a multi-faith approach in the latter half of the twentieth century, the subject’s moral aims were reasserted. In this article, we explore the moral assumptions of this transformation and map some of their connections to other theological and ethical ideas. Inspired by Deleuze and Guattari’s metaphor of a rhizome, we make two novel contributions to scholarship in this regard. First, through some salient examples we show (...)
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  3.  10
    Religious Education Teachers’ Perspectives on Character Education.Jason Metcalfe & Daniel Moulin-Stozek - 2020 - British Journal of Religious Education:None.
    This article presents the findings of a qualitative interview study undertaken with RE teachers (n = 30), working in English schools with secondary status. Despite recent policy interest in character education, there is a lacuna of information about the extent RE contributes to character education. The present study focuses on teachers’ perspectives on virtue literacy, a theme identified across participants in response to open-ended prompts about RE, religion and character. The participants in the sample hold different worldviews and (...)
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  4. Why Education in Public Schools Should Include Religious Ideals.Doret J. de Ruyter & Michael S. Merry - 2009 - Studies in Philosophy and Education 28 (4):295-311.
    In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these (...)
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  5. The Art of the Possible: Sulagic, Ceric, and the Rest on Fairness and Religious Education.Rory J. Conces - 2012 - Bosnia Daily.
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  6.  92
    Philosophy for/with Children, Religious Education and Education for Spirituality. Steps Toward a Review of the Literature.Maughn Rollins Gregory & Stefano Oliverio - 2018 - In Ellen Duthie, Félix García Moriyón & Rafael Robles Loro (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family resemblances. Current proposals in Philosophy for Children. Madrid, Spain: Anaya. pp. 279-296.
    The authors describe the organization of a review of research literature on the relationship between Philosophy for/with Children (P4/wC) and religious education/education for spirituality (RE-EfS). They summarize a debate about whether the two are mutually enhancing or incompatible. They explain delimiting the scope of the project and present a grid of research questions used to analyze the literature. They summarize findings on how P4/wC is relevant to five categories of aims of RE-EfS: hermeneutical, cultural, socio-political, moral/spiritual, and (...)
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  7.  55
    Should the State Fund Religious Schools?Michael S. Merry - 2007 - Journal of Applied Philosophy 24 (3):255–270.
    In this article, I make a philosophical case for the state to fund religious schools. Ultimately, I shall argue that the state has an obligation to fund and provide oversight of all schools irrespective of their religious or non-religious character. The education of children is in the public interest and therefore the state must assume its responsibility to its future citizens to ensure that they receive a quality education. Still, while both religious schools and (...)
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  8.  77
    The Case for Introducing the Study of Religion in India.Arvind Sharma - 2016 - Argument: Biannual Philosophical Journal 6 (1):21-29.
    The author o ers a brief report of introducing the study of religion in India since 194 While doing so he refers to the Constitution of India, so-called Nehruvian Consensus, the Kothari Commission which made an important distinction between ‘religious education’ and ‘educa- tion about religion’, as well as several other bodies responsible for national policy on education, which gave a unique shape of Indian secularism.
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  9. Is Teaching Children Young Earth Creationism Child Abuse?Helen De Cruz - 2013 - The Philosophers' Magazine 63:21-23.
    Richard Dawkins has argued on several occasions that bringing up your child religiously is a form of child abuse. According to Dawkins, teaching children about religion is fine (it helps them to understand cultural references, for instance), but indoctrinating children – by which Dawkins means any form of education that teaches religious beliefs as facts – is morally wrong and harmful. Dawkins is not alone: the American theoretical physicist Lawrence Krauss, for instance, recently argued that teaching Young Earth (...)
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  10. A Consistency Challenge for Moral and Religious Beliefs.Scott Aikin - 2009 - Teaching Philosophy 32 (2):127-151.
    What should individuals do when their firmly held moral beliefs are prima facie inconsistent with their religious beliefs? In this article weoutline several ways of posing such consistency challenges and offer a detailed taxonomy of the various responses available to someone facing a consistency challenge of this sort. Throughout the paper, our concerns are primarily pedagogical: how best to pose consistency challenges in the classroom, how to stimulate discussion of the various responses to them, and how to relate such (...)
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  11.  72
    La educación religiosa y los fines de la educación liberal. Análisis de compatibilidad.Carlos Sánchez Corrales - 2020 - Aporía. Revista Internacional de Investigaciones Filosóficas 2019 (18):57-72.
    The present paper tries to answer the question Is religious education compatible with the purposes of liberal education? This work argues that it is possible, and desirable, that democratic states built on liberal ideals include religious education in all schools since increasing the number of options among which the future citizen may choose the conception of the good with which he or she wishes to live is a condition for autonomy as one of its educational (...)
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  12. Political Liberalism, Autonomy, and Education.Blain Neufeld - forthcoming - In The Palgrave Handbook of Citizenship and Education.
    Citizens are politically autonomous insofar as they are subject to laws that are (a) justified by reasons acceptable to them and (b) authorized by them via their political institutions. An obstacle to the equal realization of political autonomy is the plurality of religious, moral, and philosophical views endorsed by citizens. Decisions regarding certain fundamental political issues (e.g., abortion) can involve citizens imposing political positions justified in terms of their respective worldviews upon others. Despite citizens’ disagreements over which worldview is (...)
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  13.  34
    Problems of Religious Luck, Chapter 2: The New Problem of Religious Luck.Guy Axtell - manuscript
    One main kind of etiological challenge to the well-foundedness of someone’s belief is the consideration that if you had a different education/upbringing, you would very likely accept different beliefs than you actually do. Although a person’s religious identity and attendant religious beliefs are usually the ones singled out as targets of such “contingency” or “epistemic location” arguments, it is clear that a person’s place and time has a conditioning effect in all domains of controversial views, and over (...)
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  14. Religious Conservatives and Safe Sex: Reconciliation by Nonpublic Reason.Robert S. Taylor - 2014 - American Political Thought 3 (2):322-340.
    Religious conservatives in the U.S. have frequently opposed public-health measures designed to combat STDs among minors, such as sex education, condom distribution, and HPV vaccination. Using Rawls’s method of conjecture, I will clear up what I take to be a misunderstanding on the part of religious conservatives: even if we grant their premises regarding the nature and source of sexual norms, the wide-ranging authority of parents to enforce these norms against their minor children, and the potential sexual-disinhibition (...)
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  15. A Kapwa-Infused Paradigm in Teaching Catholic Theology/Catechesis in a Multireligious Classroom in the Philippines.Willard Enrique Macaraan - 2019 - Teaching Theology and Religion 22 (2):102-113.
    The increasing religious diversity in educational space has raised a legitimate question on how Catholic theology/ catechesis must be taught in Philippine Catholic universities given the institutional mandate to educate students “into the faith of the Church through teaching of Christian doctrine in an organic and systematic way” (Wuerl, 2013, 1). On this note, the paper makes reference to “centered plural- ism” (CP), a positional posture espoused by Georgetown University in dealing with this predicament. In an attempt to (re) (...)
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  16. Negatywna wolność religijna i przekonania sekularystyczne w świetle sprawy Lautsi przeciwko Włochom [Negative Religious Freedom and Secular Thought in the Light of the Case of Lautsi v. Italy].Marek Piechowiak - 2011 - Przegląd Sejmowy 19 (5 (106)):37-68.
    The article provides an analysis of the European Court of Human Rights judgments in the case of Lautsi v. Italy (application no. 30814/06), also known as the Italian crucifix case. The applicant claimed that displaying crucifixes in the Italian State-school classrooms attended by her children was contrary to the principle of secularism, by which she wished to bring up her children, and therefore infringed her right to ensure their education and teaching in conformity with her religious and philosophical (...)
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  17. Positive Philosophy, Innovative Method and Present Education System.Desh Raj Sirswal - 2015 - Intellection : A Bi-Annual Interdisciplinary Research Journal, (II):1-13.
    Philosophy is an important relation with education as it gives theoretical ground for its development. Principles and values of life learnt through education and experience gives birth to philosophy. Philosophy lays the foundation of leading one’s life based on principles. Education is the source of learning and philosophy it’s applications in human life. While discussing about the real nature of philosophy in present time, we should have a single criteria as if it to be acceptable to all (...)
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  18. Why General Education? Peters, Hirst and History.John White - 2009 - Philosophy of Education 43 (Supplement s1):123-141.
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical (...)
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  19. Education and a Meaningful Life.John White - 2009 - Oxford Review of Education 35 (4):423-435.
    Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one on which this paper focuses. Meaningfulness in this non-religious sense is a necessary condition of a life of well-being, having to do with the nesting of one’s reasons for action within increasingly pervasive structures of activity and attachment. Sometimes a (...)
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  20.  24
    Aspects of the Rapid Development of Christian Religious Travel in the 4th Century A.D.Jan M. Van der Molen - Mar 20, 2020 - University of Groningen.
    'People travelled for numerous reasons,' so J.W. Drijvers submits at the beginning of his piece on travel and pilgrimage literature. Be it ‘commerce, government affairs, religion, education, military business or migration,’ people ‘made use of the elaborate system of roads and modes of transport such as wagons, horses and boats’ to traverse the far-reaching stretches of the Roman Empire. And for 4th century Christians in particular, participating in religious festivals as well as interaction with holy sites, sacred artifacts (...)
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  21.  38
    Islamophobia in European Schools: A Multinational Phenomenological Research.Ali Baltacı & Murat Kayacan - 2019 - ULUM Journal of Religious Inquiries 2 (1):5-28.
    This study, which aims to investigate the existence of Islamophobia in European schools, an important part of the social structure, is designed as a phenomenological study. Data were collected through interviews with 36 teachers working in seven different European countries. As a result of the study, Islamophobia has been identified as an unignorable and a major problem in European schools. Moreover, it reveals that the teachers do not have enough knowledge about Islam, but the majority of participants have open or (...)
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  22.  82
    Music Policies İn Turkish Single-Party Era: Religious Music Example.Uğur Alkan - 2018 - Tasavvur - Tekirdag Theology Journal 4 (2):452 - 469.
    Upon abolition of the sultanate, proclamation of the Republic, and termination of the seemingly existing caliphate position, the 1921 Constitution was replaced with the 1924 Constitution, which would remain in full force until 1961. It is observed that as a result of all such consecutive developments, the no. 677 Law on Preclusion and Abolition of Lodges, Zawiyahs, Tomb Keepers and Some Titles, which had been presented to the assembly with a bill prepared by Refik Koraltan, a member of the parliament (...)
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  23. The Conundrum of Religious Schools in Twenty-First Century Europe.Michael Merry - 2015 - Comparative Education 51 (1):133-156.
    In this paper I examine in detail the continued – and curious – popularity of religious schools in an otherwise ‘secular’ twenty-first century Europe. To do this I consider a number of motivations underwriting the decision to place one’s child in a religious school and delineates what are likely the best empirically supported explanations for the continued dominant position of Protestant and Catholic schools. I then argue that institutional racism is an explanatory variable that empirical researchers typically avoid, (...)
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  24. PHILOSOPHY AND VALUES IN SCHOOL EDUCATION OF INDIA.Desh Raj Sirswal - 2010 - Suvidya Journal of Philosophy and Religion 4 (02):00.
    In this paper an attempt is made to draw out the contemporary relevance of philosophy in school education of India. It includes some studies done in this field and also reports on philosophy by such agencies like UNESCO & NCERT. Many European countries emphasises on the above said theme. There are lots of work and research done by many philosophers on philosophy for children. Indian values system is different from the West and more important than others. Education has (...)
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  25. Religious and Political Authority in the Kingdom of Saudi Arabia.Jon Mahoney & Kamel Alboaouh - 2017 - Manas Journal of Social Science 6 (02):241-257.
    Alfred Stepan’s “twin-tolerations” thesis (2000) is a model for explaining different ways that religious and political authority come to be reconciled. In this paper, we investigate some obstacles and challenges to realizing a reconciliation between religious and political authority in the Kingdom of Saudi Arabia (KSA) that might result in a transition away from a theocratic monarchy to a more consultative form of political authority. Whereas most analyses of religion and politics in KSA focus on geopolitics, the rentier (...)
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  26. Homeschooling, Freedom of Conscience, and the School as Republican Sanctuary: An Analysis of Arguments Representing Polar Conceptions of the Secular State and Religious Neutrality.P. J. Oh - 2016 - Dissertation, University of Jyväskylä
    This paper examines how stances and understandings pertaining to whether home education is civically legitimate within liberal democratic contexts can depend on how one conceives normative roles of the secular state and the religious neutrality that is commonly associated with it. For the purposes of this paper, home education is understood as a manifestation of an educational philosophy ideologically based on a given conception of the good. -/- Two polar conceptions of secularism, republican and liberal-pluralist, are explored. (...)
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  27. The Problem of Relevance and the Future of Philosophy of Religion.Thomas D. Carroll - 2016 - Metaphilosophy 47 (1):39-58.
    Despite the growth in research in philosophy of religion over the past several decades, recent years have seen a number of critical studies of this subfield in an effort to redirect the methods and topics of inquiry. This article argues that in addition to problems of religious parochialism described by critics such as Wesley Wildman, the subfield is facing a problem of relevance. In responding to this problem, it suggests that philosophers of religion should do three things: first, be (...)
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  28. The Role of Religious and Spiritual Values in Shaping Humanity (A Study of Dr. B.R. Ambedkar’s Religious Philosophy).Desh Raj Sirswal - 2016 - Milestone Education Review 7 (01):6-18.
    Values are an important part of human existence, his society and human relations. All social, economic, political, and religious problems are in one sense is reflection of this special abstraction of human knowledge. We are living in a globalized village and thinking much about values rather than practice of it. If we define religion and spirituality we can say that religion is a set of beliefs and rituals that claim to get a person in a right relationship with God, (...)
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  29.  94
    Philosophers in the Public Square: A Religious Resolution of Kant's Conflict of the Faculties.Stephen R. Palmquist - unknown
    This paper is, in part, a report on the conclusions reached at a retreat on Part One of Kant's Conflict of the Faculties, held at the Center for Insight into Philosophic Health, Education, and Renewal, in Mendocino, California. It argues that Kant's distinction between the public and private spheres does not remove but intensifies the philosopher's duty to influence the general public. I conclude with some reflections on how a Kantian philosopher might have a positive influence on religious (...)
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  30.  56
    Religious Experience As A Journey To Perfection: An Inquiry Into The Ideas of Al-Ghazali.Abdullah Akgul - 2019 - Bilimname 38 (2019):813-833.
    Religious experience is one of the fundamental problems of the philosophy of religion. Although it has entered the literature as a proof of God; discussions focus on its nature. The basic approaches to the nature of religious experience are: religious experience as a feeling, religious experience as a perception, religious experience as a comment. The main reason that makes the nature of religious experience controversial is that it consists of two concepts that have a (...)
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  31. The Common Vernacular of Power Relations in Heavy Metal and Christian Fundamentalist Performances.Christine James - 2010 - In Rosemary Hill Karl Spracklen (ed.), Heavy Fundametalisms: Music, Metal and Politics. Inter-Disciplinary Press.
    Wittgenstein’s comment that what can be shown cannot be said has a special resonance with visual representations of power in both Heavy Metal and Fundamentalist Christian communities. Performances at metal shows, and performances of ‘religious theatre’, share an emphasis on violence and destruction. For example, groups like GWAR and Cannibal Corpse feature violent scenes in stage shows and album covers, scenes that depict gory results of unrestrained sexuality that are strikingly like Halloween ‘Hell House’ show presented by neo-Conservative, Fundamentalist (...)
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  32. Tu Quoque, Archbishop.Brendan Larvor - 2004 - Think 3 (7):101-108.
    Brendan Larvor finds that the Archbishop of Canterbury's recent arguments about religious education are a curate's egg.
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  33. Religious Beliefs and Philosophical Views: A Qualitative Study.Helen De Cruz - 2018 - Res Philosophica 95 (3):477-504.
    Philosophy of religion is often regarded as a philosophical discipline in which irrelevant influences, such as upbringing and education, play a pernicious role. This paper presents results of a qualitative survey among academic philosophers of religion to examine the role of such factors in their work. In light of these findings, I address two questions: an empirical one (whether philosophers of religion are influenced by irrelevant factors in forming their philosophical attitudes) and an epistemological one (whether the influence of (...)
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  34. "Cultural Additivity" and How the Values and Norms of Confucianism, Buddhism, and Taoism Co-Exist, Interact, and Influence Vietnamese Society: A Bayesian Analysis of Long-Standing Folktales, Using R and Stan.Quan-Hoang Vuong, Manh-Tung Ho, Viet-Phuong La, Dam Van Nhue, Bui Quang Khiem, Nghiem Phu Kien Cuong, Thu-Trang Vuong, Manh-Toan Ho, Hong Kong T. Nguyen, Viet-Ha T. Nguyen, Hiep-Hung Pham & Nancy K. Napier - manuscript
    Every year, the Vietnamese people reportedly burned about 50,000 tons of joss papers, which took the form of not only bank notes, but iPhones, cars, clothes, even housekeepers, in hope of pleasing the dead. The practice was mistakenly attributed to traditional Buddhist teachings but originated in fact from China, which most Vietnamese were not aware of. In other aspects of life, there were many similar examples of Vietnamese so ready and comfortable with adding new norms, values, and beliefs, even contradictory (...)
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  35. The Role of Philosophy in the Academic Study of Religion in Indian.Sonia Sikka - 2016 - Argument: Biannual Philosophical Journal 6 (1):55-80.
    Joseph T. O’Connell drew attention to the relative scarcity of academic work on religion in South Asia, and o ered as a plausible explanation for this state of a airs the tension between secular and religio‐political communal interests. This paper explores the potential role of phi‐ losophy as an established academic discipline within this situation, in the context of India. It argues that objective study, including evaluation, of the truth claims of various religious traditions is an important aspect of (...)
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  36. Evolution and Conservative Christianity: How Philosophy of Science Pedagogy Can Begin the Conversation.Christine James - 2008 - Spontaneous Generations 2 (1):185-212.
    I teach Philosophy of Science at a four-year state university located in the southeastern United States with a strong college of education. This means that the Philosophy of Science class I teach attracts large numbers of students who will later become science teachers in Georgia junior high and high schools—the same schools that recently began including evolution "warning" stickers in science textbooks. I am also a faculty member in a department combining Religious Studies and Philosophy. This means Philosophy (...)
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  37.  47
    University Students’ Perceptions Regarding The Holy Qur’An: A Metaphorical Study On Muslim Turk Sample (Üniversite Öğrencilerinin Kur'an-I Kerim'e Yönelik Algıları: Müslüman-Türk Örneklem) - English.Abdullah DAĞCI & Saffet Kartopu - 2016 - Journal of Turkish Studies 11 (7):101-120.
    ................English....................... The purpose of this study is to reveal university students’ perceptions regarding Holy Qur’an through metaphors. The survey group of study consists of 194 participants who were studying in Theology Department and Social Service Department at Gümüşhane University in the 2014-2015 academic terms. Both quantitative and qualitative methods are used together. The study’s data was collected through a form with the phrase “The Holy Qur’an is similar/like…, because...” and some demographical variables. The Content Analysis Technique was used to interpret (...)
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  38.  7
    Catholic Education, An Option For Christian Humanism, From And For Communion: Basic Criteria For The Application Of Veritatis Gaudium.Carlos Arboleda Mora - 2019 - Dissertation, Universidad Pontificia Bolivariana
    The new Christian humanism is not about concepts and theories. It is a mystical experience of the centrality of Jesus Christ, of His face of mercy, of love given and delivered. Love is the gift that we must accept and respond to with love, especially with an ethic of love that makes us stand in solidarity with nature, with each other, and with the poor in a special way. We are a gift that is communicated. We must use the resources (...)
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  39. Swami Vivekananda , Indian Youth and Value Education.Desh Raj Sirswal - 2014 - In Atanu Mohapatra (ed.), Vivekananda and Contemporary Education in India: Recent Perspectives. Surendra Publications. pp. 167-180.
    Swami Vivekananda is considered as one of the most influential spiritual educationist and thinker of India. He was disciple of Ramakrishna Paramahamsa and the founder of Ramakrishna Math and Ramakrishna Mission. He is considered by many as an icon for his fearless courage, his positive exhortations to the youth, his broad outlook to social problems, and countless lectures and discourses on Vedanta philosophy. For him, “Education is not the amount of information that is put into your brain and runs (...)
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  40. Circular and Question-Begging Responses to Religious Disagreement and Debunking Arguments.Andrew Moon - forthcoming - Philosophical Studies:1-25.
    Disagreement and debunking arguments threaten religious belief. In this paper, I draw attention to two types of propositions and show how they reveal new ways to respond to debunking arguments and disagreement. The first type of proposition is the epistemically self-promoting proposition, which, when justifiedly believed, gives one a reason to think that one reliably believes it. Such a proposition plays a key role in my argument that some religious believers can permissibly wield an epistemically circular argument in (...)
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  41. Changing Views at Banaras Hindu University on the Academic Study of Religion: A First Report From an on-Going Research Project.Åke Sander, Clemens Cavallin & Sushil Kumar - 2016 - Argument: Biannual Philosophical Journal 6 (1):107-142.
    Given India’s vibrant religious landscape, there is a somewhat surprising paucity of depart‐ ments, centres or even programs for the academic study of religion. This article discusses this issue based on the preliminary results of an interview study conducted at Banaras Hindu University (BHU), Varanasi, India, in 2014 and 20 Its focus is on the views of university teachers and researchers concerning the place, role and function of religion and religious stud‐ ies at BHU. Twenty‐eight semi‐structured interviews were (...)
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  42.  57
    A Field Research On The Implementation Of The Lesson Of Arabic Language Teaching Program (Tekirdağ (Turkey)/Süleymanpaşa district as a model).Osman Arpaçukuru - 2018 - Tasavvur - Tekirdag Theology Journal 4 (1):167 - 190.
    Imam Hatip schools (religious vocational schools) in Turkey have been taught teaching Arabic for many years. However, the objectives of learning Arabic have not yet been realized. The Education Council of the Ministry of Education prepares educational plans and programs for Arabic lessons in order to increase the quality of Arabic language teaching, the first of these programs was in 1973. This research is a field study carried out in 2016 on how to implement the educational programs (...)
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  43. Essays on Positive Philosophy (E-Book).Desh Raj Sirswal - 2016 - Centre for Positive Philosophy and Interdisciplinary Studies (CPPIS), Pehowa (Kurukshetra).
    The present book, “Essays on Positive Philosophy” is an anthology of revised papers presented in several places. I am thankful to the organizers of the seminars who gave me an opportunity to share my ideas on their platform. The first paper “Philosophy and Values in Public Affairs: An Appraisal” presented in National Seminar on Philosophy in Practice: Making Sense of Human Existence organized by Society for Philosophical Praxis Counselling and Spiritual Healing held on 23rd Feb, 2014 at Department of Philosophy, (...)
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  44. Exemplarism in Moral Education: Problems with Applicability and Indoctrination.Michel Croce - 2019 - Journal of Moral Education 48 (3):291-302.
    This article introduces an account of moral education grounded in Zagzebski’s recent Exemplarist Moral Theory and discusses two problems that have to be solved for the account to become a realistic alternative to other educational models on the market, namely the limited-applicability problem and the problem of indoctrination. The first problem raises worries about the viability of the account in ordinary circumstances. The second charges the proposed educational model with indoctrinating students. The main goal of this article is to (...)
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  45.  72
    Moral Exemplars in Education: A Liberal Account.Michel Croce - 2020 - Ethics and Education (x):186-199.
    This paper takes issue with the exemplarist strategy of fostering virtue development with the specific goal of improving its applicability in the context of education. I argue that, for what matters educationally, we have good reasons to endorse a liberal account of moral exemplarity. Specifically, I challenge two key assumptions of Linda Zagzebski’s Exemplarist Moral Theory (2017), namely that moral exemplars are exceptionally virtuous agents and that imitating their behavior is the main strategy for acquiring the virtues. I will (...)
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  46. Religious Exclusivism Unlimited: JEROEN DE RIDDER.Jeroen de Ridder - 2011 - Religious Studies 47 (4):449-463.
    Like David Silver before them, Erik Baldwin and Michael Thune argue that the facts of religious pluralism present an insurmountable challenge to the rationality of basic exclusive religious belief as construed by Reformed Epistemology. I will show that their argument is unsuccessful. First, their claim that the facts of religious pluralism make it necessary for the religious exclusivist to support her exclusive beliefs with significant reasons is one that the reformed epistemologist has the resources to reject. (...)
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  47.  25
    Scaling the ‘Brick Wall’: Measuring and Censuring Strongly Fideistic Religious Orientation.Guy Axtell - forthcoming - In Problems of Religious Luck: Assessing the Limits of Reasonable Religious Disagreement.
    This chapter sharpens the book’s criticism of exclusivist responsible to religious multiplicity, firstly through close critical attention to arguments which religious exclusivists provide, and secondly through the introduction of several new, formal arguments / dilemmas. Self-described ‘post-liberals’ like Paul Griffiths bid philosophers to accept exclusivist attitudes and beliefs as just one among other aspects of religious identity. They bid us to normalize the discourse Griffiths refers to as “polemical apologetics,” and to view its acceptance as the only (...)
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  48.  25
    Educational Inequality and State-Sponsored Elite Education: The Case of the Dutch Gymnasium.Michael Merry & Willem Boterman - 2020 - Comparative Education 56.
    In this paper the authors examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end they examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. They argue that there is a strong correlation between a higher (...)
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  49. How Can Neuroscience Contribute to Moral Philosophy, Psychology and Education Based on Aristotelian Virtue Ethics?Hyemin Han - 2016 - International Journal of Ethics Education 1 (2):201-217.
    The present essay discusses the relationship between moral philosophy, psychology and education based on virtue ethics, contemporary neuroscience, and how neuroscientific methods can contribute to studies of moral virtue and character. First, the present essay considers whether the mechanism of moral motivation and developmental model of virtue and character are well supported by neuroscientific evidence. Particularly, it examines whether the evidence provided by neuroscientific studies can support the core argument of virtue ethics, that is, motivational externalism. Second, it discusses (...)
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  50. Goldman and Siegel on the Epistemic Aims of Education.Alessia Marabini & Luca Moretti - forthcoming - Journal of Philosophy of Education.
    Philosophers have claimed that education aims at fostering disparate epistemic goals. In this paper we focus on an important segment of this debate involving conversation between Alvin Goldman and Harvey Siegel. Goldman claims that education is essentially aimed at producing true beliefs. Siegel contends that education is essentially aimed at fostering both true beliefs and, independently, critical thinking and rational belief. Although we find Siegel’s position intuitively more plausible than Goldman’s, we also find Siegel’s defence of it (...)
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