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Who should make decisions about children's education?In Randall R. Curren (ed.), Handbook of philosophy of education, Routledge. 2023.
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Values and evidence in educational decision-makingIn Randall R. Curren (ed.), Handbook of philosophy of education, Routledge. 2023.
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27Strong Gender EgalitarianismPolitics and Society 36 (3): 360-372. 2008.Perhaps the most intractable aspect of gender inequality concerns inequalities within the family around the domestic division of labor, especially over child care and other forms of caregiving. These enduring gender inequalities constitute a significant obstacle to achieving “strong gender egalitarianism”—a structure of social relations in which the division of labor around housework and caregiving within the family and occupational distributions within the public sphere are unaffected by gender…Read more
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24Educational Goods Reconsidered: A ResponseJournal of Philosophy of Education 54 (5): 1382-1394. 2020.We gratefully reply to our five commentators, responding to their criticisms and comments under the following headings: parochialism and curriculum; rationality and truth; production and distribution; perfectionism, decision-making and disagreement; adultism and parents' interests; non-consequential educational goods; and self-education.
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26Educational Goods: Values, Evidence, and Decision‐Making—A SummaryJournal of Philosophy of Education 54 (5): 1346-1348. 2020.Journal of Philosophy of Education, EarlyView.
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11Debating Education: Is There a Role for Markets?Oup Usa. 2019.Debating Education puts two leading scholars in conversation with each other on the subject of education-specifically, what role, if any, markets should play in policy reform. The authors focus on the nature, function, and legitimate scope of voluntary exchange as a form of social relation, and how education raises concerns that are not at issue when it comes to trading relationships between consenting adults.
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29The Aims of Higher Education: Problems of Morality and Justice (edited book)University of Chicago Press. 2015.This book features a group of top-notch philosophers tackling some of the biggest questions in higher education: What role should the liberal arts have in a college education? Should colleges orient themselves to the educational demands of the business sector? What is the role of highly selective colleges in the public sphere? To what extent should they be subsidized directly, or indirectly, by the public? Should they simply teach students skills and academic knowledge, or should they play a rol…Read more
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17Book ReviewsHans. Oberdiek, Between Forbearance and Acceptance.Lanham, Md.: Rowman & Littlefield, 2001. Pp. ix+182. $24.95 (review)Ethics 113 (3): 716-718. 2003.
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25This paper considers four institutional models for funding higher education in the light of principles of fairness and meritocracy, with particular reference to the debate in the UK over ‘top-up fees’. It concludes that, under certain plausible but unproven assumptions, the model the UK government has adopted is fairer and more meritocratic than alternatives, including, surprisingly, the Graduate Tax.
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18Civic education and liberal legitimacyIn Stephen Everson (ed.), Ethics: Companions to Ancient Thought, Vol. 4, Cambridge University Press. pp. 108--4. 1998.
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8Education: Not a Real Utopian DesignPolitics and Society 42 (1): 51-72. 2014.This paper identifies four criteria, all of which an ideal real utopian proposal would meet. We argue for a moderate skepticism that it is possible to give a real utopian proposal to guide the design of education for a society that meets these criteria; both for the practical reason that what happens in schools depends on the background environment within which they operate, and for the principled reason that when educating children we should attend to their individual future well-being in ways …Read more
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29Educational Justice and Socio-Economic Segregation in SchoolsJournal of Philosophy of Education 41 (4): 575-590. 2007.Sociologists exploring educational injustice often focus on socio-economic segregation as a central measure of injustice. The comprehensive ideal, furthermore, has the idea of socio-economic integration built into it. The current paper argues that socio-economic segregation is valuable only insofar as it serves other, more fundamental values. This matters because sometimes policy-makers will find themselves facing trade-offs between increasing integration and promoting the other, more fundamenta…Read more
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34The egalitarian virtues of educational vouchersJournal of Philosophy of Education 28 (2). 1994.The paper argues that there is no fundamental incompatibility between the use of vouchers and managed market mechanisms in the distribution of education und the principled aims of egalitarian educational policy. It takes those aims to be equality of opportunity, education for autonomy, and democratic education, and shows in each case how a voucher scheme could accommodate the aim. It explains why a judiciously designed voucher scheme may constitute a more politically feasible method of achieving…Read more
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1CitizenshipIn Catriona McKinnon (ed.), Issues in Political Theory, Oxford University Press. 2008.
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80Neutrality, Publicity, and State Funding of the ArtsPhilosophy and Public Affairs 24 (1): 35-63. 1995.
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11Is There a Neutral Justification for Liberalism?†Pacific Philosophical Quarterly 77 (3): 193-215. 2017.Neutralist defenses of liberalism fail because they cannot account for essential features of an acceptable liberal theory: a firm guarantee for a sphere of individual liberty, an account of our interest in being able to revise our moral commitments, a wide range of applicability, and the possibility of legitimate government in the face of rejection by unreasonable citizens. A liberalism based on the value of autonomy can address the problems which motivate neutralists, while succeeding in provid…Read more
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36Distribution of what? How will we know if we have achieved education for all by 2015?3rd Conference on the Capabilities Approach. 2003.In 1990 at the Jomtein Conference in Thailand organised by UNESCO, UNICEF, UNDP and the World Bank the 157 governments present agreed to a Declaration, the World Declaration on Education for All that signalled their commitment to achieve Education for All (EFA) by 2000. EFA was not defined succinctly, but was laid out as comprising: universal access to education services ‘of quality’; equity with regard to removing disparities ‘in access to learning opportunities’ for certain groups (girls.
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2508What's wrong with privatising schools?Journal of Philosophy of Education 38 (4). 2004.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,…Read more
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85Should We Teach Patriotic History?In Kevin McDonough & Walter Feinberg (eds.), Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities, Oxford University Press Uk. 2003, 2007.Harry Brighouse’s essay concludes Part I of the book by taking up one aspect of the task of clarifying the role of common education, by applying it to the teaching of patriotism in public schools. He asks whether liberal and cosmopolitan values are compatible with a common education aimed at fostering patriotic attachment to the nation. He examines numerous arguments recently developed to justify fostering patriotism in common schools from a liberal–democratic perspective, and finds them all wan…Read more
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19A Modest Defence of School ChoiceJournal of Philosophy of Education 36 (4): 653-659. 2002.This is a response to Samara Foster’s engaging critique of my book School Choice and Social Justice. In this response to her criticisms I clarify and try to correct some apparent misunderstandings of the book, but also take the opportunity to pose again a challenge to opponents of choice which neither she, nor other of my critics, has taken up.
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44Political Equality and the Funding of Political SpeechSocial Theory and Practice 21 (3): 473-500. 1995.
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