Results for 'educational equality'

964 found
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  1. Educational equality versus educational adequacy: A critique of Anderson and Satz.Harry Brighouse & Adam Swift - 2009 - Journal of Applied Philosophy 26 (2):117-128.
    Some theorists argue that rather than advocating a principle of educational equality as a component of a theory of justice in education, egalitarians should adopt a principle of educational adequacy. This paper looks at two recent attempts to show that adequacy, not equality, constitutes justice in education. It responds to the criticisms of equality by claiming that they are either unsuccessful or merely show that other values are also important, not that equality is not (...)
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  2. Equality and Educational Justice.Michael Merry - 2018 - In M. A. Peters (ed.), Encyclopedia of Educational Philosophy and Theory. Springer.
    Taking equality seriously means that we ought to consider the ways in which persons are not only unfairly advantaged or disadvantaged from the start – e.g., through genetic inheritance, wealth, or a parent’s educational background – but also how opportunities and rewards that result from these basic inequalities are later exacerbated in the distribution of goods and opportunities. The basic point of equality as a normative principle is not that everyone have similar things or achieve similar outcomes, (...)
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  3. Equity not equality: the undocumented migrant child’s opportunity to access education in South Africa.Sarah Blessed-Sayah & Dominic Griffiths - 2024 - Educational Review 76 (1):46-68.
    Access to education for undocumented migrant children in South Africa remains a significant challenge. While the difficulties related to their inability to access education within the country have been highlighted elsewhere, there remains a lack of clarity on an approach to how this basic human right can be achieved. In this conceptual paper, we draw on the distinction between equality and equity, and describe the various ways in which education has been conceptualised in the South African Constitution – which (...)
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  4. What does equality in education mean?Stefan Gosepath - 2014 - In Kirsten Meyer (ed.), Education, Justice, and the Human good: Fairness and equality in the education system. Routledge. pp. 100-112.
    In this paper I would like to suggest that we should distinguish between three levels of education in schools: basic education for all, the cultivation of individual talents and capacities; and the selection for higher education and the job market. On each level egalitarians should in my view demand a different kind of equality and a different kind of metric. Since for the selection for higher education and the job market equality of opportunity seems the approriate metric of (...)
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  5. Integration, Equality, and the Backlash Against Racial Justice Education: Comments on Stitzlein, Glass, and Fraser-Burgess.Lawrence Blum - 2022 - Philosophy of Education 78 (4):127-136.
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  6. Democratic Equality and Public Education.Marilyn Robb - unknown
    This project seeks to address the way in which democratic citizens are equal, and the kind of equality of opportunity that follows from this notion of equality. I will then apply this theoretical discussion to public education, a fundamental component of any notion of equality of opportunity. I am asserting principles that may inform questions of equality in any democracy, but I am giving specific content to the way these ideals have been articulated in one particular (...)
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  7. Custom Freedom and Equality: Mary Astell on marriage and women's education.Karen Detlefsen - 2016 - In Penny Weiss & Alice Sowaal (eds.), Feminist Interpretations of Mary Astell. Pennsylvania State University Press. pp. 74-92.
    Whatever may be said about contemporary feminists’ evaluation of Descartes’ role in the history of feminism, Mary Astell herself believed that Descartes’ philosophy held tremendous promise for women. His urging all people to eschew the tyranny of custom and authority in order to uncover the knowledge that could be found in each one of our unsexed souls potentially offered women a great deal of intellectual and personal freedom and power. Certainly Astell often read Descartes in this way, and Astell herself (...)
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  8. Equality of opportunity and complex equality: The special place of schooling. [REVIEW]Harry Brighouse - 2007 - Res Publica 13 (2):147-158.
    This paper is an engagement with Equality by John Baker, Kathleen Lynch, Judy Walsh and Sara Cantillon. It identifies a dilemma for educational egalitarians, which arises within their theory of equality, arguing that sometimes there may be a conflict between advancing equality of opportunity and providing equality of respect and recognition, and equality of love care and solidarity. It argues that the latter values may have more weight in deciding what to do than traditional (...)
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  9. equality and conscience: ethics and the provision of public services.Annabelle Lever - 2016 - In Cécile Laborde & Aurélia Bardon (eds.), Religion in Liberal Political Philosophy. New York, NY: oxford university press.
    We live with the legacy of injustice, political as well as personal. Even if our governments are now democratically elected and governed, our societies are scarred by forms of power and privilege accrued from a time in which people’s race, sex, class and religion were grounds for denying them a role in government, or in the selection of those who governed them. What does that past imply for the treatment of religion in democratic states? The problem is particularly pressing once (...)
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  10. Fantastic Educational Gaps and Where to Find Them: LERB – A Model to Classify Inequity and Inequality.Anh-Duc Hoang - 2019 - Journal of International Education and Practice 2 (4):19-28.
    In today’s world, education is less being considered as an outcome, but more as a journey. As the adventurers, our students are facing more and more complex challenges. Previously, the socio-economic status of a student’s family seemed to be one of the biggest factors among inequality causes. Nowadays, the chaotic situation of today's VUCA world (volatility, uncertainty, complexity, and ambiguity) is generating more and more types of inequity and inequality. Thus, the purpose of the study is to develop LERB - (...)
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  11. Educational Justice and the Gifted.Michael S. Merry - 2008 - Theory and Research in Education 6 (1):47-70.
    In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied educational justice if they fail to receive an education that adequately challenges them. I further argue (...)
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  12. Transcending Equality Versus Adequacy.Joshua Weishart - 2014 - Stanford Law Review 66 (3):477.
    A debate about whether all children are entitled to an “equal” or an “adequate” education has been waged at the forefront of school finance policy for decades. In an era of budget deficits and harsh cuts in public education, I submit that it is time to move on. Equality of educational opportunity has been thought to require equal spending per pupil or spending adjusted to the needs of differently situated children. Adequacy has been understood as a level of (...)
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  13. Equality, Citizenship and Segregation: A defense of separation.Michael S. Merry - 2013 - New York: Palgrave Macmillan.
    In this book I argue that school integration is not a proxy for educational justice. I demonstrate that the evidence consistently shows the opposite is more typically the case. I then articulate and defend the idea of voluntary separation, which describes the effort to redefine, reclaim and redirect what it means to educate under preexisting conditions of segregation. In doing so, I further demonstrate how voluntary separation is consistent with the liberal democratic requirements of equality and citizenship. The (...)
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  14. 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 (...)
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  15.  45
    Religious Freedom v. Sex Equality.Sarah Song - 2006 - Theory and Research in Education 4 (1):23-40.
    This essay examines Susan Moller Okin’s writing on conflicts between religious freedom and sex equality, and her criticism of ‘political liberal’ approaches to these conflicts, which I take to be a part of her lifelong critique of the public–private distinction. I argue that, while Okin ultimately accepted a version of the distinction, she was much less hopeful than most liberal theorists that private actions could be made just without a great deal of public coercion. This comes through especially in (...)
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  16. Revisiting the Aged-based Educational Ideas of Plato.Hamidur Rahman - 2023 - International Journal of Arts and Humanities Studies 3 (3):01-07.
    Education is crucial to the overall development of all communities. Since the early days of Greek philosophy, philosophers have made significant contributions to the advancement of education for both individuals and the states. Greek philosophers, notably Plato, emphasized the importance and relevance of education for his conceptual ideal state. His educational ideas were rooted in his philosophy, notably idealism, and it continues to have a great effect, particularly on education. Idealism focuses on ideas and believes that genuine knowledge can (...)
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  17. Hypothetical Insurance and Higher Education.Ben Colburn & Hugh Lazenby - 2016 - Journal of Philosophy of Education 50 (4):587-604.
    What level of government subsidy of higher education is justified, in what form, and for what reasons? We answer these questions by applying the hypothetical insurance approach, originally developed by Ronald Dworkin in his work on distributive justice. On this approach, when asking how to fund and deliver public services in a particular domain, we should seek to model what would be the outcome of a hypothetical insurance market: we stipulate that participants lack knowledge about their specific resources and risks, (...)
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  18. Activist‐led Education and Egalitarian Social Change.Cain Shelley - 2021 - Journal of Political Philosophy 29 (4):456-479.
    In this article, I offer an account of what one of the short-term political aims of proponents of greater equality ought to be. I claim that the strengthening of reflective capacity—citizens’ ability to impose a temporary level of distance from their commitments, to consider alternatives to them, and to evaluate their origins and validity—ought to be one key aim of egalitarian politics under present political conditions. I then propose activist-led education programs as one desirable means to deliver this end (...)
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  19. Chapter 7: Climate Education for Women and Youth.Chuck Chuan Ng - 2021 - Washington D.C.: Global Youth Climate Network (GYCN).
    CLIMATE EDUCATION FOR WOMEN AND YOUTH Around the world, people still lack basic awareness and understanding of the drivers and impact of climate change, as well as options for reducing carbon emissions and adapting to the climate change impacts. In addition, climate change impacts are not equally distributed. Gender inequalities and development gaps increase the impacts of climate change for women and young people. Driving climate action through educating and empowering women and youth could lead to building resilience within communities. (...)
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  20. On the Presence of Educated Religious Beliefs in the Public Sphere.Gheorghe-Ilie Farte - 2015 - Argumentum. Journal of the Seminar of Discursive Logic, Argumentation Theory and Rhetoric 13 (2):146-178.
    Discursive liberal democracy might not be the best of all possible forms of government, yet in Europe it is largely accepted as such. The attractors of liberal democracy (majority rule, political equality, reasonable self-determination and an ideological framework built in a tentative manner) as well as an adequate dose of secularization (according to the doctrine of religious restraint) provide both secularist and educated religious people with the most convenient ideological framework. Unfortunately, many promoters of ideological secularization take too strong (...)
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  21. STEM education and outcomes in Vietnam: Views from the social gap and gender issues.Quan-Hoang Vuong, Pham Thanh Hang, Tran Trung, Vuong Thu Trang, Nguyen Manh Cuong, Nguyen Phuc Khanh Linh, La Viet Phuong & Manh-Toan Ho - manuscript
    United Nations’ Sustainable Development Goals 4 Quality Education has highlighted major challenges for all nations to ensure inclusive and equitable quality access to education, facilities for children, and young adults. The SDG4 is even more important for developing nations as receiving proper education or vocational training, especially in science and technology, means a foundational step in improving other aspects of their citizens’ lives. However, the extant scientific literature about STEM education still lacks focus on developing countries, even more so in (...)
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  22. Equality once again: Social Polic and the idea of Levelling Down.Tomer Lotan - 2010 - Dissertation, London School of Economics
    The striving for a more equal society has been an inspiring ideal for social policy and a powerful engine for the foundations of the welfare state. However, equality as a political concept has been subject to ongoing criticism and has been gradually denounced. In an attempt to reclaim the appeal of economic equality, this paper endeavors to cross the common boundaries of redistribution and to offer a different equalizing strategy titled "Levelling Down". This strategy has been extensively debated (...)
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  23. 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 parents (...)
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  24. Reconstituting the Right to Education.Joshua Weishart - 2016 - Alabama Law Review 67 (4):915.
    Confronting persistent and widening inequality in educational opportunity, advocates have regarded the right to education as a linchpin for reform. In the forty years since the Supreme Court relegated that right to the domain of state constitutional law, its power has surged and faded in litigation challenging state school finance systems. Like so many of the students it is meant to protect, however, the right to education has generally underachieved, in part because those wielding it have not always appreciated (...)
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  25. 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 correct, (...)
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  26. Responsibility and School Choice in Education.Ben Colburn - 2012 - Journal of Philosophy of Education 46 (2):207-222.
    Consider the following argument for school choice, based on an appeal to the virtues of the market: allowing parents some measure of choice over their particular children's education ultimately serves the interests of all children, because creating a market mechanism in state education will produce improvements through the same pressures that lead to greater efficiency and quality when markets are deployed in more familiar contexts. The argument fails, because it is committed to a principle of equal concern, which implies that (...)
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  27. A Snapshot of Educational Research in 2019.Anh-Duc Hoang - manuscript
    2019 is a year witnessing the explosion of many high-tech applications in learning and teaching with integrated multimedia technologies (virtual reality - VR, augmented reality - AR), group and team collaboration technology, class organization, class management, and school ... It is indisputable that the application of new technology generates more interest in the learning and collaboration process. However, we are seemingly fraught with intractable problems within the transformation of a VUCA world (volatility - fragility, uncertainty, uncertainty, complexity - complexity, ambiguity (...)
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  28. Postdigital Prospects for Blockchain-Disrupted Higher Education: Beyond the Theater, Memes and Marketing Hype.Shane J. Ralston - 2020 - Postdigital Science and Education 2 (1):280-288.
    With DLT’s success in driving the development of cryptocurrency (such as Bitcoin), the technology bridged to a myriad of knowledge-based applications, most notably in the areas of commerce, industry and government . In the language of technology sector insiders, these areas were ‘disrupted’ by Blockchain. Some higher education analysts, technology industry insiders and futurists have claimed that Blockchain technology will inevitably disrupt higher education in a similarly dramatic fashion. The aim of this commentary is to introduce a healthy dose of (...)
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  29. Rights of inequality: Rawlsian justice, equal opportunity, and the status of the family.Justin Schwartz - 2001 - Legal Theory 7 (1):83-117.
    Is the family subject to principles of justice? In "A Theory of Justice", John Rawls includes the (monogamous) family along with the market and the government as among the, "basic institutions of society", to which principles of justice apply. Justice, he famously insists, is primary in politics as truth is in science: the only excuse for tolerating injustice is that no lesser injustice is possible. The point of the present paper is that Rawls doesn't actually mean this. When it comes (...)
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  30. Gendered Representations of Male and Female Social Actors in Iranian Educational Materials.Ali Salami & Amir Ghajarieh - 2016 - Gender Issues 33 (3):258-270.
    This research investigates the representations of gendered social actors within the subversionary discourse of equal educational opportunities for males and females in Iranian English as a Foreign Language (EFL) books. Using critical discourse analysis (CDA) as the theoretical framework, the authors blend van Leeuwen’s (Texts and practices: Readings in critical discourse analysis, Routledge, London, 2003) ‘Social Actor Network Model’ and Sunderland’s (Gendered discourses, Palgrave Macmillan, Hampshire, 2004) ‘Gendered Discourses Model’ in order to examine the depictions of male and female (...)
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  31. Non-discrimination and equality in India: Contesting boundaries of Social Justice.Vidhu Verma - 2012 - London: Routledge.
    Social Justice is a concept familiar to most Indians but one whose meaning is not always understood as it signifies a variety of government strategies designed to enhance opportunities for underprivileged groups. By tracing the trajectory of social justice from the colonial period to the present, this book examines how it informs ideas, practices and debates on discrimination and disadvantage today. After outlining the historical context for reservations for scheduled castes and scheduled tribes that began under British colonial rule, the (...)
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  32. A Model of Critical Thinking in Higher Education.Martin Davies - 2011 - In M. B. Paulsen (ed.), Higher Education: Handbook of Theory and Research. Springer. pp. 41-92.
    “Critical thinking in higher education” is a phrase that means many things to many people. It is a broad church. Does it mean a propensity for finding fault? Does it refer to an analytical method? Does it mean an ethical attitude or a disposition? Does it mean all of the above? Educating to develop critical intellectuals and the Marxist concept of critical consciousness are very different from the logician’s toolkit of finding fallacies in passages of text, or the practice of (...)
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  33. Exemplars, Institutions, and Self-Knowledge in Schopenhauer as Educator.Sacha Golob - 2020 - Journal of Nietzsche Studies 52 (1):46-66.
    As a face in the mirror, so the morals of men are easily corrected with an exemplar.As Christopher Janaway observed, “the topic of Schopenhauer as Educator is really education rather than Schopenhauer.”2 Indeed, Nietzsche described it as addressing a “problem of education without equal”.3 This article reconstructs the pedagogical challenge and solution presented by Nietzsche in that text. It is obvious that Schopenhauer’s example is meant to underpin Nietzsche’s new pedagogy; what is less obvious is how exactly that exemplary role (...)
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  34. Reflections on Brown vs. Board of Education and School Integration Today.Lawrence Blum - 2019 - The Harvard Review of Philosophy 26:37-57.
    The Brown vs. Board of Education decision of 1954 mandated school integration. The decision also to recognize that inequalities outside the schools, of both a class- and race-based nature, prevent equality in education. Today, the most prominent argument for integration is that disadvantaged students benefit from the financial, social, and cultural “capital” of middle class families when the children attend the same schools. This argument fails to recognize that disadvantaged students contribute to advantaged students’ educational growth, and sends (...)
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  35. On Jean-Jacques Rousseau’s Ideal of Natural Education.Ruth A. Burch - 2017 - Dialogue and Universalism 27 (1):189-198.
    The aim of this contribution is to critically explore the understanding, the goals and the meaning of education in the philosophy of education by Jean-Jacques Rousseau. In his educational novel Emile: or On Education [Emile ou De l’éducation] (1762) he depicts his account of the natural education. Rousseau argues that all humans share one and the same development process which is independent of their social background. He regards education as an active process of perfection which is curiosity-driven and intrinsic (...)
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  36. DR. AMBEDKAR'S IDEAS ON EDUCATION AND SOCIAL CHANGE.Desh Raj Sirswal - 2011 - Wesleyan Journal of Research 4 (01):180-183.
    The present education does riot yield required results mainly because it is divorced from the real social content and social goals. We as the citizens of the republic are constitutionally committed to democracy, social justice, equality of opportunity, secularism and above all to a welfare state. Educational policy and educational programmes should not merely equip an individual to adjust with society to its customs and conventions, but it should enable him to bring desirable changes in the society. (...)
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  37. Ecological Imagination and Aims of Moral Education Through the Kyoto School and American Pragmatism.Steven Fesmire - 2012 - In Paul Standish & Naoko Saito (eds.), Education and the Kyoto School of Philosophy. Springer Verlag. pp. 109-130.
    Cross-cultural dialogue between the Kyoto School of modern Japanese philosophy and the classical pragmatist tradition in American philosophy can help educators to clarify aims for greater ecological responsiveness in moral education. This dialogue can contribute to meeting an urgent practical need to cultivate ecological imagination, and an equally practical need to make theoretical sense of the way in which ecological perception becomes relevant to moral deliberation. The first section of this chapter explores relational thinking in the Kyoto School and American (...)
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  38. Iranian Efl Learners’ Educational Psychology In English Language Contexts.Bahram Moghaddas & Behnaz Pooryousef - 2019 - International Journal of Academic Accounting, Finance and Management Research (IJAAFMR) 3 (4):19-26.
    Abstract: There are inherently relations between English language learning education and learners’ psychology. Learners possess their individual ways of comprehending and employing the language. Speaking in front and at the presence of others make them embarrassed and petrified in language classrooms. This matter causes the learners to behave in a particular psychological way either consciously or unconsciously through repetitions of some words or phrases, reveal sentences nervously, lack of confidence and produce ungrammatical sentences while communicating with others. As a result, (...)
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  39. Welcome to Hell on Earth - Artificial Intelligence, Babies, Bitcoin, Cartels, China, Democracy, Diversity, Dysgenics, Equality, Hackers, Human Rights, Islam, Liberalism, Prosperity, The Web.Michael Starks - 2020 - Las Vegas, NV USA: Reality Press.
    America and the world are in the process of collapse from excessive population growth, most of it for the last century and now all of it due to 3rd world people. Consumption of resources and the addition of one or two billion more ca. 2100 will collapse industrial civilization and bring about starvation, disease, violence and war on a staggering scale. Billions will die and nuclear war is all but certain. In America this is being hugely accelerated by massive immigration (...)
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  40. 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 (...)
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  41. Truth and Education: Gandhian Concept of Satya (Truth) for Philosophical Education.Baiju Anthony - 2018 - Dissertation, Ignou
    Man is a seeker by nature. He searches for truth. An ordinary man cannot be indifferent to truth because of the deep quest within him for truth. Gandhi lived his whole life in the perpetual quest for truth. He lived and moved in pursuit of this goal. This pursuit of seeking truth under the banner of philosophical education makes educational philosophizing moral. One can perfect these ideologies of different schools and make philosophizing in education better by placing truth in (...)
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  42. Prospects of a Dusselian Ethics of Liberation among US Minorities: The Case of Affirmative Action in Higher Education.Sergio A. Gallegos - 2015 - Inter-American Journal of Philosophy 6 (1):1-15.
    This paper proposes an application of Enrique Dussel’s ethics of liberation to an issue of crucial importance to US minorities: the debate on affirmative action. Over the past fifty years, this debate has been framed in terms of the opposition between advocates of affirmative action who claim that it is needed in order to achieve the integration and participation of traditionally oppressed groups to society without which there is no equality of rights, and critics who argue that affirmative action (...)
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  43. Barriers and Biases: Under-Representation of Women in Top Leadership Positions in Higher Education in Tanzania.Watende Pius Nyoni & Chen He - 2019 - International Journal of Academic Multidisciplinary Research (IJAMR) 3 (5):20-25.
    Abstract: This article mainly intends to identify barriers that cause the under-representation of women in top leadership positions in higher education in Tanzania. The study comprises the sample of 250 respondents with the use of a case study research design constructed on the application of mixed methods (qualitative and quantitative). Thus, non-probability sampling was applied to qualitative data collection while probability sampling was used in quantitative data. The findings show the fundamental relationship between individual, administrative and societal factors that block (...)
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  44. What's wrong with privatising schools?Harry Brighouse - 2004 - Journal of Philosophy of Education 38 (4):617–631.
    Full privatisation of schools would involve states abstaining from providing, funding or regulating schools. I argue that full privatisation would, in most circumstances, worsen social injustice in schooling. I respond to James Tooley's critique of my own arguments for funding and regulation and markets. I argue that even his principle of educational adequacy requires a certain level of state involvement and demonstrate that his arguments against a principle of educational equality fail. I show, furthermore, that he relies (...)
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  45. Skilled Migration: Who should pay for what?Speranta Dumitru - 2012 - Diversities 14 (1):8-23.
    Brain drain critiques and human rights advocates have conflicting views on emigration. From a brain drain perspective, the emigration harms a country when emigrants are skilled and the source country is poor. From the human rights perspective, the right "to leave any country, including one's own" is a fundamental right, protected for all, whatever their skills. Is the concern with poverty and social justice at odds with the right to emigrate? At the beginning of the l970s, the economist Jagdish Bhagwati (...)
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  46. Women, Liberty, and Forms of Feminism.Karen Detlefsen - 2017 - In Jacqueline Broad & Karen Detlefsen (eds.), Women and Liberty, 1600-1800: Philosophical Essays. New York, NY: Oxford University Press.
    This chapter shows how Mary Astell and Margaret Cavendish can reasonably be understood as early feminists in three senses of the term. First, they are committed to the natural equality of men and women, and related, they are committed to equal opportunity of education for men and women. Second, they are committed to social structures that help women develop authentic selves and thus autonomy understood in one sense of the word. Third, they acknowledge the power of production relationships, especially (...)
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  47. Can Schools Fairly Select Their Students?Michael Merry & Richard Arum - 2018 - Theory and Research in Education 16 (3):330-350.
    Selection within the educational domain breeds a special kind of suspicion. Whether it is the absence of transparency in the selection procedure, the observable outcomes of the selection, or the criteria of selection itself, there is much to corroborate the suspicion many have that selection in practice is unfair. And certainly as it concerns primary and secondary education, the principle of educational equity requires that children not have their educational experiences or opportunities determined by their postcode, their (...)
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  48. Political Quality.David Estlund - 2000 - Social Philosophy and Policy 17 (1):127.
    Political equality is in tension with political quality, and quality has recently been neglected. My thesis is that proper attention to the quality of democratic procedures and their outcomes requires that we accept substantive inequalities of political input in the interest of increasing input overall. Mainly, I hope to refute political egalitarianism, the view that justice or legitimacy requires substantive political equality, specifically equal availability of power or influence over collective choices that have legal force. I hope to (...)
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  49. (1 other version)Privacy, Democracy and Freedom of Expression.Annabelle Lever - 2015 - In Beate Roessler & Dorota Mokrosinska (eds.), The Social Dimensions of Privacy. Cambridge University Press. pp. 67-69.
    Must privacy and freedom of expression conflict? To witness recent debates in Britain, you might think so. Anything other than self-regulation by the press is met by howls of anguish from journalists across the political spectrum, to the effect that efforts to protect people’s privacy will threaten press freedom, promote self-censorship and prevent the press from fulfilling its vital function of informing the public and keeping a watchful eye on the activities and antics of the powerful.[Brown, 2009, 13 January]1 Effective (...)
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  50. Nonsense on Stilts about Science: Field Adventures of a Scientist- Philosopher.Massimo Pigliucci - 2012 - In J. Goodwin (ed.), Between Scientists and Citizens. CreateSpace.
    Public discussions of science are often marred by two pernicious phenomena: a widespread rejection of scientific findings (e.g., the reality of anthropogenic climate change, the conclusion that vaccines do not cause autism, or the validity of evolutionary theory), coupled with an equally common acceptance of pseudoscientific notions (e.g., homeopathy, psychic readings, telepathy, tall tales about alien abductions, and so forth). The typical reaction by scientists and science educators is to decry the sorry state of science literacy among the general public, (...)
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