Results for 'education'

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  1. Education Enhances the Acuity of the Nonverbal Approximate Number System.Manuela Piazza, Pierre Pica, Véronique Izard, Elizabeth Spelke & Stanislas Dehaene - 2013 - Psychological Science 24 (4):p.
    All humans share a universal, evolutionarily ancient approximate number system (ANS) that estimates and combines the numbers of objects in sets with ratio-limited precision. Interindividual variability in the acuity of the ANS correlates with mathematical achievement, but the causes of this correlation have never been established. We acquired psychophysical measures of ANS acuity in child and adult members of an indigene group in the Amazon, the Mundurucú, who have a very restricted numerical lexicon and highly variable access to mathematics (...). By comparing Mundurucú subjects with and without access to schooling, we found that education significantly enhances the acuity with which sets of concrete objects are estimated. These results indicate that culture and education have an important effect on basic number perception. We hypothesize that symbolic and nonsymbolic numerical thinking mutually enhance one another over the course of mathematics instruction. (shrink)
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  2. Moral Education and Transcendental Idealism.Joe Saunders & Martin Sticker - 2020 - Archiv für Geschichte der Philosophie 102 (4):646-673.
    In this paper, we draw attention to several important tensions between Kant’s account of moral education and his commitment to transcendental idealism. Our main claim is that, in locating freedom outside of space and time, transcendental idealism makes it difficult for Kant to both provide an explanation of how moral education occurs, but also to confirm that his own account actually works. Having laid out these problems, we then offer a response on Kant’s behalf. We argue that, while (...)
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  3. Enacting Education.Mog Stapleton - 2020 - Phenomenology and the Cognitive Sciences 1.
    Education can transform our cognitive world. Recent use of enactivist and enactivist-friendly work to propose understanding transformational learning in terms of affective reframing is a promising first step to understanding how we can have or inculcate transformational learning in different ways without relying on meta-cognition. Building on this work, I argue that to fully capture the kind of perspectival changes that occur in transformational learning we need to further distinguish between ways of reorienting one’s perspective, and I specify why (...)
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  4. Moral Education at Work: On the Scope of MacIntyre’s Concept of a Practice.Matthew Sinnicks - 2019 - Journal of Business Ethics 159 (1):105-118.
    This paper seeks to show how MacIntyre’s concept of a practice can survive a series of ‘scope problems’ which threaten to render the concept inapplicable to business ethics. I begin by outlining MacIntyre’s concept of a practice before arguing that, despite an asymmetry between productive and non-productive practices, the elasticity of the concept of a practice allows us to accommodate productive and profitable activities. This elasticity of practices allows us to sidestep the problem of adjudicating between practitioners and non-practitioners as (...)
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  5. 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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  6. Epistemic Corruption and Education.Ian James Kidd - 2019 - Episteme 16 (2):220-235.
    I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.
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  7. Education and Articulation: Laclau and Mouffe’s Radical Democracy in School.Itay Snir - 2017 - Ethics and Education 12 (3):1-13.
    This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore (...)
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  8. Education Management in Managerialist Times: Beyond the Textual Apologists.Martin Thrupp & Robert Archer - 2003 - Maidenhead & Philadelphia: Open University Press.
    For academics and students, Education Management in Managerialist Times offers a critical guide to existing educational management texts and makes a strong case for redefining educational management along more socially and politically informed lines. The book also offers practitioners alternative management strategies intended to contest, rather than support, managerialism, while being realistic about the context within which those who lead and manage schools currently have to work.
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  9. Moral Education and the Spirited Part of the Soul in Plato's Laws.Joshua Wilburn - 2013 - Oxford Studies in Ancient Philosophy 45:63.
    In this paper I argue that although the Republic’s tripartite theory of the soul is not explicitly endorsed in Plato’s late work the Laws, it continues to inform the Laws from beneath the surface of the text. In particular, I argue that the spirited part of the soul continues to play a major role in moral education and development in the Laws (as it did in earlier texts, where it is characterized as reason’s psychic ‘ally’). I examine the programs (...)
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  10. Education for World Citizenship: Beyond National Allegiance.Muna Golmohamad - 2009 - Educational Philosophy and Theory 41 (4):466-486.
    A resurgence of national and international interest in citizenship education, citizenship and social cohesion has been coupled with an apparent emergence of a language of crisis. Given this background, how can or should one consider a subjective sense of membership in a single political community? What this article hopes to show is that confining the subject of citizenship or patriotism to a national framework is inadequate in as much as there are grounds to argue for a more expansive and, (...)
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  11. Civic Education and Liberal Legitimacy.Harry Brighouse - 1998 - Ethics 108 (4):719-745.
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  12. 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 life can (...)
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  13. Reforming Education and Changing Schools.Richard Bowe, Stephen J. Ball & Anne Gold - 1992 - British Journal of Educational Studies 40 (4):429-431.
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  14. 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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  15. Education, Values and Authority: A Semiotic View.Eetu Pikkarainen - 2014 - In Inna Semetsky & Andrew Stables (eds.), Pedagogy and Edusemiotics: theoretical challenges/practical opportunities. Sense Publisher. pp. 91-105.
    How can we theoretically and philosophically study the problem of values and authority in the context of education? The chapter uses the framework of action theoretical semiotics developed mainly on the conceptual structures of Greimassian semiotic theory. This detailed and elaborated theory of human discourse (utilized usually in terms of literary and “cultural” texts) will be expanded by biosemiotic and Peircean points of view to fit in the special problem area of education as transformation or extension from the (...)
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  16. Moral Education in the Liberal State.Kyla Ebels-Duggan - 2013 - Journal of Practical Ethics 1 (2):24-63.
    I argue that political liberals should not support the monopoly of a single educational approach in state sponsored schools. Instead, they should allow reasonable citizens latitude to choose the worldview in which their own children are educated. I begin by defending a particular conception of political liberalism, and its associated requirement of public reason, against the received interpretation. I argue that the values of respect and civic friendship that motivate the public reason requirement do not support the common demand that (...)
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  17. 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 religions have most adherents (...)
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  18. Education and Life's Meaning.Anders Schinkel, Doret J. Ruyter & Aharon Aviram - 2016 - Journal of Philosophy of Education 50 (2):n/a-n/a.
    There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying education. Our focus, however, lies on the contributory relation: our primary purpose is to (...)
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  19. Education, Fair Competition, and Concern for the Worst Off.Johannes Giesinger - 2011 - Educational Theory 61 (1):41-54.
    In this essay, Johannes Giesinger comments on the current philosophical debate on educational justice. He observes that while authors like Elizabeth Anderson and Debra Satz develop a so-called adequacy view of educational justice, Harry Brighouse and Adam Swift defend an egalitarian principle. Giesinger focuses his analysis on the main objection that is formulated, from an egalitarian perspective, against the adequacy view: that it neglects the problem of securing fair opportunities in the competition for social rewards. Giesinger meets this objection by (...)
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  20.  92
    Engineer Education as Citizenship Education.Ogawa Taiji, Murase Tomoyuki & Kei Nishiyama - 2020 - In Proceedings of InInternational Symposium on Advances in Technology Education Conference. International Symposium on Advances in Technology Education. pp. 326-331.
    Engineering and technology aim to lead a better life for people. But the meaning of “better” is highly contested in modern democratic societies where different citizens have different cultures and values. Engineers, as one of the citizens in such societies, are also living in multicultural and multi-value settings, and therefore they need to be responsible for such diversity when they engage in technological developments. Therefore, in engineering education, it is necessary to aim at not only acquiring the specialized technological (...)
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  21. Critical Thinking Education and Debiasing.Tim Kenyon & Guillaume Beaulac - 2014 - Informal Logic 34 (4):341-363.
    There are empirical grounds to doubt the effectiveness of a common and intuitive approach to teaching debiasing strategies in critical thinking courses. We summarize some of the grounds before suggesting a broader taxonomy of debiasing strategies. This four-level taxonomy enables a useful diagnosis of biasing factors and situations, and illuminates more strategies for more effective bias mitigation located in the shaping of situational factors and reasoning infrastructure—sometimes called “nudges” in the literature. The question, we contend, then becomes how best to (...)
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  22. Why Character Education?Randall Curren - 2017 - Impact 2017 (24):1-44.
    Character education in schools has been high on the UK political agenda for the last few years. The government has invested millions in grants to support character education projects and declared its intention to make Britain a global leader in teaching character and resilience. But the policy has many critics: some question whether schools should be involved in the formation of character at all; others worry that the traits schools are being asked to cultivate are excessively competitive or (...)
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  23. The Semiotics of Education: A New Vision in an Old Landscape.Eetu Pikkarainen - 2011 - Educational Philosophy and Theory 43 (10):1135-1144.
    In this article, I attempt to describe how certain theoretical constructions of semiotics could be applied in educational theoretical work. First I introduce meaning as a basic concept of semiotics, thus also touching on concepts such as action, competence and causality. I am then able to define learning as a change of competences, and also refer to the pedagogical concept of learning i.e. Bildung, which can be roughly defined as valuable human learning. I then take up the problem of (...) as pedagogical direction and communication. Finally, I conclude with some considerations on the famous Greimassian semiotic square. (shrink)
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  24. Education and Responsiveness: On the Agency of Intersubjectivity.Brian Bruya - 2007 - In Roger T. Ames & Peter Herschock (eds.), Educations and Their Purposes: A Conversation among Cultures. University of Hawai'i Press.
    In typical monotransitive verbs, such as "to touch," the patient is a passive recipient of action. In this paper, I discuss a special class of monotransitive verbs in which the patient is not, and cannot be, just a passive recipient of action. These verbs, such as "to educate," hinge on intersubjective experience. This intersubjectivity throws a wrench into classical descriptions of grammatical transitivity, transforming the recipient of action from a passive patient receiving the action into an active agent accepting the (...)
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  25. Minima Pedagogica: Education, Thinking and Experience in Adorno.Snir Itay - 2017 - Journal of Philosophy of Education (1):1-15.
    This article attempts to think of thinking as the essence of critical education. While contemporary education tends to stress the conveying of knowledge and skills needed to succeed in present-day information society, the present article turns to the work of Theodor W. Adorno to develop alternative thinking about education, thinking, and the political significance of education for thinking. Adorno touched upon educational questions throughout his writings, with growing interest in the last ten years of his life. (...)
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  26. Kant on Education and Evil—Perfecting Human Beings with an Innate Propensity to Radical Evil.Klas Roth & Paul Formosa - 2018 - Educational Philosophy and Theory 51 (13):1304-1307.
    Kant begins his Lectures on Pedagogy by stating, “[t]he human being is the only creature that must be educated” (Kant, 2007, 9:441), and he argues that it is through education that we can transform our initial “animal nature into human nature” (ibid. 2007, 9:441). Kant understands education as involving an ordered process of care, discipline, instruction and formation through enculturating, civilizing and moralizing (Formosa 2011). Further, Kant envisages that we should pursue as a species the “moral perfection” that (...)
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  27. Public Goods and Education.Jonny Anomaly - 2018 - In Andrew I. Cohen (ed.), Philosophy and Public Policy. Lanham, MD: Rowman and Littlefield.
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  28. 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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  29.  83
    Evil, Virtue, and Education in Kant.Paul Formosa - 2019 - Educational Philosophy and Theory 51 (13):1325-1334.
    For Kant, we cannot understand how to approach moral education without confronting the radical evil of humanity. But if we start out, as Kant thinks we do, from a morally corrupt state, how...
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  30. Wellbeing and Education: Issues of Culture and Authority.John White - 2007 - Journal of Philosophy of Education 41 (1):17–28.
    The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy-making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that well-being goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally-relative ones, drawing attention to (...)
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    Knowledge, Belief, and Science Education.Waldomiro Silva-Filho, Charbel El-Hani & Tiago Ferreira - 2016 - Science & Education 25 (7 - 8):775-794.
    This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on (...)
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  32. Virtue Ethics, Positive Psychology, and a New Model of Science and Engineering Ethics Education.Hyemin Han - 2015 - Science and Engineering Ethics 21 (2):441-460.
    This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students’ moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation for (...)
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  33. Literate Education in Classical Athens1.T. J. Morgan - 1999 - Classical Quarterly 49 (1):46-61.
    In the study of education, as in many more travelled regions of Classical scholarship, democratic Athens is something of a special case. The cautions formulation is appropriate: in the case of education, surprisingly few studies have sought to establish quite how special Athens was, and those which have, have often raised more questions than they answered. The subject itself is partly to blame. The history of education invites comparison with the present day, while those planning the future (...)
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  34. Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
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  35. Ethics and HRM Education.Harry J. Van Buren & Michelle Greenwood - 2013 - Journal of Academic Ethics 11 (1):1-15.
    Human resource management (HRM) education has tended to focus on specific functions and tasks within organizations, such as compensation, staffing, and evaluation. This task orientation within HRM education fails to account for the bigger questions facing human resource management and employment relationships, questions which address the roles and responsibilities of the HR function and HR practitioners. An educational focus on HRM that does not explicitly address larger ethical questions fails to equip students to address stakeholder concerns about how (...)
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  36. Analysing Theoretical Frameworks of Moral Education Through Lakatos’s Philosophy of Science.Hyemin Han - 2014 - Journal of Moral Education 43 (1):32-53.
    The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This article systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of science, this article mainly utilizes the perspectives of Lakatos’s research program. In particular, the article considers the relations and interactions between different fields, including moral philosophy, psychology, and educational research. Finally, the (...)
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  37. Reconstruction in Philosophy Education: The Community of Inquiry as a Basis for Knowledge and Learning.Gilbert Burgh - 2009 - In Philosophy of Education Society of Australasia (ed.), Proceedings of the Philosophy of Education Society of Australasia 2008 Conference: The ownership and dissemination of knowledge. Claremont, WA, Australia: Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it (...)
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  38. The Psychology of Virtue Education.Nafsika Athanassoulis - 2016 - In From Personality to Virtue. pp. 207-228.
    In this chapter I want to take up the specific question of the relationship between moral education and empirical findings in psychology. I will argue that moral education programmes are theoretically possible and would benefit in their practical application from empirical research already in existence in psychology. I will argue that situationism does not pose a threat for moral education, properly conceived, and that, in fact, educators can and should make use of situational factors. It strikes me (...)
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  39. Performance Efficiency of University Education From Students Perspective.Samia A. M. Abdalmenem, Rasha O. Owda, Amal A. Al Hila, Samy S. Abu-Naser & Mazen J. Al Shobaki - 2018 - International Journal of Engineering and Information Systems (IJEAIS) 2 (11):10-24.
    The study aims to identify the efficiency of the university education performance from the perspective of postgraduate and undergraduate students in international and Palestinian universities. The analytical descriptive approach was used for this purpose and the questionnaire was used as a main tool for data collection. The study community consists of: post graduate students, (23850) graduate students and (146355) undergraduate students. The sample of the study was 378 graduate students and 383 undergraduate students. The random stratified sample was used. (...)
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  40. The Role of the Practice of Excellence Strategies in Education to Achieve Sustainable Competitive Advantage to Institutions of Higher Education-Faculty of Engineering and Information Technology at Al-Azhar University in Gaza a Model.Mazen J. Al Shobaki & Samy S. Abu Naser - 2017 - International Journal of Digital Publication Technology 1 (2):135-157.
    This study aims to look at the role of the practice of excellence strategies in education in achieving sustainable competitive advantage for the Higher educational institutions of the faculty of Engineering and Information Technology at Al-Azhar University in Gaza, a model, and the study considered the competitive advantage of educational institutions stems from the impact on the level of each student, employee, and the institution. The study was based on the premise that the development of strategies for excellence in (...)
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  41. Changing Higher Education and Welfare States in Postcommunist Central Europe: New Contexts Leading to New Typologies?Marek Kwiek - 2014 - Human Affairs 24 (1):48-67.
    The paper links higher education reforms and welfare states reforms in postcommunist Central European countries. It links current higher education debates and public sector debates , stressing the importance of communist-era legacies in both areas. It refers to existing typologies of both higher education governance and welfare state regimes and concludes that the lack of the inclusion of Central Europe in any of them is a serious theoretical drawback in comparative social research. The region should still, after (...)
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  42. A Virtue Epistemology of the Internet: Search Engines, Intellectual Virtues and Education.Richard Heersmink - 2018 - Social Epistemology 32 (1):1-12.
    This paper applies a virtue epistemology approach to using the Internet, as to improve our information-seeking behaviours. Virtue epistemology focusses on the cognitive character of agents and is less concerned with the nature of truth and epistemic justification as compared to traditional analytic epistemology. Due to this focus on cognitive character and agency, it is a fruitful but underexplored approach to using the Internet in an epistemically desirable way. Thus, the central question in this paper is: How to use the (...)
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  43. Improving Epistemological Beliefs and Moral Judgment Through an STS-Based Science Ethics Education Program.Hyemin Han & Changwoo Jeong - 2014 - Science and Engineering Ethics 20 (1):197-220.
    This study develops a Science–Technology–Society (STS)-based science ethics education program for high school students majoring in or planning to major in science and engineering. Our education program includes the fields of philosophy, history, sociology and ethics of science and technology, and other STS-related theories. We expected our STS-based science ethics education program to promote students’ epistemological beliefs and moral judgment development. These psychological constructs are needed to properly solve complicated moral and social dilemmas in the fields of (...)
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  44. COSMIC EDUCATION: FORMATION OF A PLANETARY AND COSMIC PERSONALITY.Oleg Bazaluk & Tamara Blazhevich - 2012 - Philosophy and Cosmology 1 (10):147-160.
    The major stages of development of cosmic pedagogy have been researched. Based on the achievements of the modern neurosciences as well as of psychology, cosmology, and philosophy, the authors provide their reasoning for the cosmic education and its outlooks for the educational systems of the world. Through the studies of how important human mind is for the Earth and the cosmos and by researching the evolution of human mind within the structure of the Universe, the authors create a more (...)
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  45. Lawrence Kohlberg's Approach to Moral Education.F. Clark Power, Ann Higgins-D'alessandro & Lawrence Kohlberg - 1989
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  46. 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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  47. Why Machine-Information Metaphors Are Bad for Science and Science Education.Massimo Pigliucci & Maarten Boudry - 2011 - Science & Education 20 (5-6):471.
    Genes are often described by biologists using metaphors derived from computa- tional science: they are thought of as carriers of information, as being the equivalent of ‘‘blueprints’’ for the construction of organisms. Likewise, cells are often characterized as ‘‘factories’’ and organisms themselves become analogous to machines. Accordingly, when the human genome project was initially announced, the promise was that we would soon know how a human being is made, just as we know how to make airplanes and buildings. Impor- tantly, (...)
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  48. Social Responsibility in French Engineering Education: A Historical and Sociological Analysis.Christelle Didier & Antoine Derouet - 2013 - Science and Engineering Ethics 19 (4):1577-1588.
    In France, some institutions seem to call for the engineer’s sense of social responsibility. However, this call is scarcely heard. Still, engineering students have been given the opportunity to gain a general education through courses in literature, law, economics, since the nineteenth century. But, such courses have long been offered only in the top ranked engineering schools. In this paper, we intend to show that the wish to increase engineering students’ social responsibility is an old concern. We also aim (...)
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  49. Platonic Pessimism and Moral Education.Dominic Scott - 1999 - Oxford Studies in Ancient Philosophy 17.
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  50. Can Intimacy Justify Home Education?Michael S. Merry & Charles Howell - 2009 - Theory and Research in Education 7 (3):363-381.
    Many parents cite intimacy as one of their reasons for deciding to educate at home. It seems intuitively obvious that home education is conducive to intimacy because of the increased time families spend together. Yet what is not clear is whether intimacy can provide justification for one’s decision to home educate. To see whether this is so, we introduce the concept of ‘attentive parenting’, which encompasses a set of family characteristics, and we examine whether and under what conditions attentive (...)
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