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Susan Gardner
Capilano University
  1.  31
    Reasoning (or Not) with the Unreasonable.Susan T. Gardner, Anastasia Anderson & Wayne Henry - 2019 - Analytic Teaching and Philosophical Praxis 39 (2):1-10.
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  2. 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 (...)
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  3.  38
    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 (...)
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  4. Teaching Children to Think Ethically.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 32 (2):75-81.
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  5. 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 (...)
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  6.  16
    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.
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  7.  36
    AUTHENTICITY: IT SHOULD AND CAN BE NURTURED.Susan T. Gardner - 2015 - Mind, Culture, and Activity 22 (4):392-401.
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  8.  15
    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.
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  9.  14
    THE EVOLUTION OF CONNECTIVITY: A BRIDGE BEYOND.Susan T. Gardner - 2011 - In Barbara Weber, Eva Marsal & N. J. Dobashi (eds.), The Politics of Empathy: New Interdisciplinary Perspectives on an Ancient Phenomenon. Transaction Publishers. pp. 51-59.
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  10.  65
    Does Philosophy Kill Culture?Susan T. Gardner - 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 (...)
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  11.  8
    Autonomy: A Philosophical Capture.Susan T. Gardner - 2001 - Practical Philosophy 4 (2):19-22.
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  12.  61
    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 (...)
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  13.  57
    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 (...)
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  14.  7
    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 (...)
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  15.  30
    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.
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  16.  30
    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.
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  17.  92
    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 (...)
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  18.  45
    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.
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  19.  11
    RESPECT AND THE VEIL.Susan T. Gardner - 2013 - In Eva Marsal, Barbara Weber & Susan T. Gardner (eds.), Respect: How Do We Get There? A Philosophical Inquiry. Lit Verlag Fresnostre. pp. 23-33.
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  20.  17
    Sisyphus and Climate Change: Educating in the Context of Tragedies of the Commons.Susan T. Gardner - 2021 - Philosophies 6 (4):4-0.
    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 (...)
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  21.  70
    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 (...)
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  22.  55
    Truth: In Ethics and Elsewhere.Susan T. Gardner - 1999 - Analytic Teaching and Philosophical Praxis 19 (1):78-88.
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  23.  10
    What Kind of Magnet Is Freedom?Susan T. Gardner - 2020 - Analytic Teaching and Philosophical Praxis 40 (1):60-70.
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  24. Combatting Consumer Madness.Wayne Henry, Mort Morehouse & Susan T. Gardner - forthcoming - 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 (...)
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  25.  15
    Love Thy Neighbour? Maybe Not.Susan T. Gardner - 2009 - In Eva Marsal, Takara Dobashi & Barbara Weber (eds.), Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang. pp. 421.
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  26.  19
    Meeting Youngsters Where They “Are At”: Demonstrating its Advantages.Alex Newby & Susan T. Gardner - 2019 - Childhood and Philosophy 15 (1):1-26.
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  27.  79
    "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 (...)
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