-
1Philosophy for Children and/as Philosophical PracticeInternational Journal of Applied Philosophy 18 (2): 141-51. 2004.
-
38The world of instruction: undertaking the impossibleEthics and Education 9 (1): 42-53. 2014.Throughout history, philosophers have reflected on educational questions. Some of their ideas emerged in defense of, or opposition to, skepticism about the possibility of formal teaching and learning. These philosophers include Plato, Augustine, St Thomas Aquinas, Søren Kierkegaard, Martin Heidegger, and Ludwig Wittgenstein. Together, they comprise a tradition that establishes the impossibility of instruction and the imperative to undertake it. The value of this tradition for contemporary educat…Read more
-
213Teaching and PedagogyIn Richard Bailey (ed.), The Sage Handbook of Philosophy of Education, Sage Publication. pp. 223. 2010.
-
11The Moral SelfAustralasian Journal of Philosophy 79 (4): 587-589. 2001.Book Information The Moral Self. By Pauline Chazan. Routledge. London and New York. 1998. Pp. 225.
-
22John Bayley, Iris: A memoir of Iris Murdoch, London, Gerald Duckworth & co, ltd, 1998, pp. 189Australasian Journal of Philosophy 79 (1). 2001.This Article does not have an abstract
-
84Gert J.J. Biesta, Beyond Learning: Democratic Education for a Human FutureStudies in Philosophy and Education 28 (6): 569-576. 2009.
-
65Can you hear me now? Jean-Jacques Rousseau on listening educationEducational Theory 61 (2): 155-169. 2011.In this essay Megan J. Laverty argues that Jean-Jacques Rousseau's conception of humane communication and his proposal for teaching it have implications for our understanding of the role of listening in education. She develops this argument through a close reading of Rousseau's most substantial work on education, Emile: Or, On Education. Laverty elucidates Rousseau's philosophy of communication, beginning with his taxonomy of the three voices—articulate, melodic, and accentuated—illustrating the…Read more
-
107In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education (edited book)Routledge. 2017.In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of ‘the community of philosophical inquiry’ (CPI) as a way of practicing ‘Philosophy for Children’ and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp’s insightful and influential scholarship, bringing her enduring legacy to new generations of ac…Read more
-
44Learning Our ConceptsJournal of Philosophy of Education 43 (supplement s1): 27-40. 2009.Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order (our ordinary language-use) from second-order conceptual clarification (conducted exclusively by academically trained philosophers). This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit this distinction and argue that our first-order use o…Read more
-
224Introduction: Philosophy, Education and the Care of the SelfThinking: The Journal of Philosophy for Children 19 (4): 3-9. 2009.
-
37Simone WeilIn Julian Baggini & Jeremy Stangroom (eds.), Great thinkers A-Z, Continuum. pp. 244-246. 2004.
-
33Philosophical Dialogue and EthicsInternational Journal of Applied Philosophy 18 (2): 189-201. 2004.If philosophical dialogue is broadly defined by concepts that are central to our lives and essentially contested, then philosophical dialogue is ethically valuable because it engages participants in the kind of communal and reasonable deliberation necessary for ethical life. Discourse Ethics acknowledges the instrumental value of philosophical dialogue for the making of ethical judgments. I defend the intrinsically ethical value of philosophical dialogue on the grounds that it potentially orient…Read more
-
48Introduction: Philosophy for Children and/as Philosophical PracticeInternational Journal of Applied Philosophy 18 (2): 141-151. 2004.
-
34Putting Ethics at the CenterThinking: The Journal of Philosophy for Children 11 (3-4): 73-76. 1994.
-
16Kate Gordon Moore (1878-1963)Thinking: The Journal of Philosophy for Children 18 (1): 4-14. 2006.
-
13Philosophy of Education: Overcoming the Theory-Practice DividePaideusis: Journal of the Canadian Philosophy of Education Society 15 (1): 31-44. 2006.I argue that philosophy has a dual role in teacher education: first, it prompts teachers to take individual responsibility for and become more reflective about the values expressed by their teaching practices so as to enable them to teach with greater authenticity; second, it provides teachers with a disciplinary technique that is useful in the facilitation of student reflection and dialogue so as to enable students to think and live more authentically. In this paper, I focus on the former and s…Read more
New York City, New York, United States of America
Areas of Specialization
Applied Ethics |
Normative Ethics |