• Editorial
    with Andrew Peterson
    Journal of Philosophy in Schools 7 (1): 1. 2020.
  •  4
    Reluctant Heroes and Itchy Capes: The Ineluctable Desire to Be the Savior
    Journal of Aesthetic Education 53 (4): 71. 2019.
    In "The Imagination of Disaster," written at or close to the height of the Cold War, Sontag ruminates on what America's interest in, if not preoccupation with, science fiction films tell us about ourselves.1 Their popularity cannot be explained in terms of their entertainment value alone; or if it can, then why audiences found such films entertaining is something that itself needs explanation. Almost all films in the hero genre are also science fiction and are concerned with disasters of one kin…Read more
  •  12
    Moral education within the social contract: Whose contract is it anyway?
    Journal of Moral Education 48 (4): 515-528. 2019.
    ABSTRACTIn A Theory of Moral Education, Michael Hand defends the importance of teaching children moral standards, even while taking seriously the fact that reasonable people disagree about morality. While I agree there are universal moral values based on the kind of beings humans are, I raise two issues with Hand’s account. The first is an omission that may be compatible with Hand’s theory; the role of virtues. A role for the cultivation of virtues and rational emotions such as compassion is vit…Read more
  •  11
    Post-postmodernism: a call to optimism
    Educational Philosophy and Theory 50 (14): 1378-1379. 2018.
  •  3
    with Andrew Peterson
    Journal of Philosophy in Schools 1 (1). 2014.
  •  5
    with Andrew Peterson
    Journal of Philosophy in Schools 2 (1). 2015.
    Welcome to the second issue of the Journal of Philosophy in Schools. We are pleased to report that our first issue received a wonderful reception. As of the 5th May 2015 the issue had received over 44,500 total abstract views, giving an average of over 4000 views per article. Total article downloads were over 6000, giving the issue an average article download of over 550. We have 853 Facebook ‘likes’ for our page, and 372 followers on Twitter. We thank you for your support and hope to continue t…Read more
  •  10
    with Andrew Peterson
    Journal of Philosophy in Schools 2 (2). 2015.
    It is with pleasure that we welcome new and returning readers to the third issue of the Journal of Philosophy in Schools. Our second issue, published earlier this year, has reinforced the fact that there is an enthusiastic audience for academic research and reflection on philosophy with children, philosophy in schools and, by extension, philosophy and education. As of 1st November 2015, issue 2 had received over 16,943 total abstract views, giving an average of over 2420 views per article. Total…Read more
  •  3
    with Andrew Peterson
    Journal of Philosophy in Schools 5 (2). 2018.
    This year the Journal of Philosophy in Schools kicked off with a special issue, volume 5 number 1, comprising seven invited articles that addressed the foundational question of why philosophy should be taught in schools. Deftly guest edited by Michael Hand from the University of Birmingham, the papers make a cumulative and convincing argument for why philosophy should be taught across the pre-tertiary educational curriculum. The issue makes a strong argument that may be used to defend and propag…Read more
  •  6
    with Andrew Peterson
    Journal of Philosophy in Schools 4 (1). 2017.
    We are pleased to publish Volume 4 Number 1 of Journal of Philosophy in Schools in an open-access format. This issue contains five original articles exploring the efficacy of teaching philosophy to children in a variety of countries and cultural contexts. In this issue, we have researchers and practitioners represented from Hawai‘i, Israel, Canada, America and the United Kingdom. This international and multicultural mix serves to remind us that philosophy can be taught in any country and with ch…Read more
  •  5
    with Andrew Peterson
    Journal of Philosophy in Schools 3 (2). 2016.
    Welcome to the fifth issue of the Journal of Philosophy in Schools. In April this year the Federation of Australasian Philosophy in Schools Associations held its biennial conference in Wellington, New Zealand. Organised by the then Chairperson of FAPSA, Dr Vanya Kovach, the conference was a great success and attracted many teachers as well as local and international academics working in the fields of Philosophy, Education, and Philosophy of Education. The two-day conference was supplemented by a…Read more
  •  5
    with Andrew Peterson
    Journal of Philosophy in Schools 3 (1). 2016.
    Welcome to the fourth issue of the Journal of Philosophy in Schools. 2016 marks our third year of publishing the JPS online in an open-access forum, and we are so pleased with the support and positive responses we continue to receive for this initiative. We are delighted to offer you another five original articles in this issue that all engage with how philosophy is practiced with young people in various educational contexts. We are also steadily growing our social media presence and are excited…Read more
  •  6
    A Moral Education
    Philosophy Now 128 40-41. 2018.
  •  20
    Thoughts on Film: Critically engaging with both Adorno and Benjamin
    Educational Philosophy and Theory 47 (6): 622-637. 2015.
    There is a traditional debate in analytic aesthetics that surrounds the classification of film as Art. While much philosophy devoted to considering film has now moved beyond this debate and accepts film as a mass art, a subcategory of Art proper, it is worth reconsidering the criticism of film pre-Deleuze. Much of the criticism of film as pseudo-art is expressed in moral terms. Adorno, for example, critiques film as ‘mass-cult’, mass-produced culture which presents a ‘flattened’ version of reali…Read more
  •  13
    Book review- Identity and personhood: Confusions and clarifications across disciplines (review)
    Journal of Philosophy in Schools 2 (2): 83-84. 2015.
    Splitter commences this book by telling the reader that it was a pedagogical incident that led him to write it. Presenting a philosophical seminar series on the topic of ‘identity’ to bright undergraduate students in America from a range of disciplines heightened his realisation that we don’t all use the word in the same way to refer to the same thing. We wouldn’t normally think too much about it, assuming that identity, especially one’s own, is an obvious, assumed entity. However, it is not, re…Read more
  •  59
    Trust as a virtue in education
    Educational Philosophy and Theory 50 (2): 193-202. 2018.
    As social and political beings, we are able to flourish only if we collaborate with others. Trust, understood as a virtue, incorporates appropriate rational emotional dispositions such as compassion as well as action that is contextual, situated in a time and place. We judge responses as appropriate and characters as trustworthy or untrustworthy based on these factors. To be considered worthy of trust, as an individual or an institution, one must do the right thing at the right time for the righ…Read more
  •  11
    Film: Lost In Translation
    Philosophy Now 118 48-49. 2017.
  •  16
    Philosophy in the (Gender and the Law) Classroom
    Analytic Teaching and Philosophical Praxis 38 (1): 1-16. 2017.
    This article reflects on the ‘Philosophy and Gender’ project, which introduced the pedagogical technique known as the ‘Community of Inquiry’ into an undergraduate Gender and the Law course at the University of Western Australia. The Community of Inquiry is a pedagogy developed by Matthew Lipman in the discipline of Philosophy that facilitates collaborative and democratic philosophical thinking in the context of teaching philosophy in schools. Our project was to see if this pedagogy could advance…Read more
  •  292
    The Ethics of Narrative Art: philosophy in schools, compassion and learning from stories
    with Andrew Peterson
    Journal of Philosophy in Schools 5 (1): 92-110. 2018.
    Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. nove…Read more
  •  40
    Media and Moral Education demonstrates that the study of philosophy can be used to enhance critical thinking skills, which are sorely needed in today’s technological age. It addresses the current oversight of the educational environment not keeping pace with rapid advances in technology, despite the fact that educating students to engage critically and compassionately with others via online media is of the utmost importance. D’Olimpio claims that philosophical thinking skills support the adoptio…Read more
  •  30
    Against value in the arts and education (review)
    British Journal of Educational Studies 1-3. 2017.
  •  48
    Philosophy in Schools: An Introduction for Philosophers and Teachers. (review)
    Journal of Philosophy in Schools 3 (1): 104-106. 2016.
    Philosophy in Schools: An introduction for philosophers and teachers edited by Sara Goering, Nicholas J Shudak and Thomas E Wartenberg. Taylor & Francis, New York, NY. ISBN: 9780415640633. The edited collection Philosophy in Schools: An introduction for philosophers and teachers is exactly that; an introduction to the central ideas of the Philosophy in Schools movement, with tips and strategies as to how to implement Philosophy for Children in your classroom or educational space. With 25 chapter…Read more
  •  7
    Grounds for Respect: Particularism, Universalism and Communal Accountability (review)
    Achieving Ethical Excellence (Research in Ethical Issues in Organizations) 12 167-176. 2014.
  •  39
    Playing with Philosophy: Gestures, Performance, P4C and an Art of Living
    with Christoph Teschers
    Educational Philosophy and Theory 1-10. 2017.
    It can hardly be denied that play is an important tool for the development and socialisation of children. In this article we argue that, through dramaturgical play in combination with pedagogical tools such as the Community of Inquiry (CoI), in the tradition of Philosophy for Children (P4C), students can creatively think, reflect and be more aware of the impact their gestures (Schmid 2000b) have on others. One of the most fundamental aspects of the embodied human life is human interaction that i…Read more
  •  206
    Trust is vital for individuals to flourish and have a sense of well-being in their community. A trusting society allows people to feel safe, communicate with each other and engage with those who are different to themselves without feeling fearful. In this paper I employ an Aristotelian framework in order to identify trust as a virtue and I defend the need to cultivate trust in children. I discuss the case study of Buranda State School in Queensland, Australia as an instance of successful school …Read more
  •  6
    The Affect of good artworks can be difficult to explain or describe, particularly in relation to conceptual art. The experiential process of engaging with an artwork involves the spectator perceiving the physical art object as well as receiving a concept. For an aesthetic experience to result, or for the viewer to be affected, the artist must be skilled and the receiver must adopt the relevant attitude. Many theorists argue that the correct attitude to adopt is one that is objective and ‘disinte…Read more
  •  6
    Empirical evidence advancing the theory of anthropogenic climate change and resultant policy action has been framed through the perspectives of scientists, economists and politicians; the ultimate objective being to minimise the risk of dangerous climate change through the reduction of GHG emissions. However, policies designed to reduce carbon pollution have utilised cost benefit analysis , largely ignoring ethical implications of such actions. This has resulted in a climate debate that sideline…Read more
  •  16
    Ethical debate about the use of animals in science is argued within different ethical frameworks; mainly utilitarianism, deontology, relativism or emotional ethics, with some debaters preferring particular frameworks. Stakeholders to the debate are veterinarians, scientists using animals, animal welfare groups and the general public. To estimate the balance of ethical frameworks used, we ran a discourse analysis of written texts by each stakeholder . The discourse analysis targeted the descripti…Read more
  •  14
    In Australia, the ethics of the use of animals for scientific purposes are assessed by Animal Ethics Committees that are comprised of the four major parties involved in the animal experimentation debate: veterinarians, scientists using animals, animal welfare representatives and members of the public. AECs are required to assess animal experiments as ethical based on a cost/benefit analysis, suggesting the use of consequentialist ethics. However, people are more likely to use a mixture of framew…Read more
  •  11
    Much of the current philosophy of film literature follows Walter Benjamin’s optimistic account and sees film as a vehicle for screening philosophical thought experiments, and offering new perspectives on issues that have relevance to everyday life. If these kinds of films allow for philosophical thinking, then they are like other so-called ‘high’ artworks in that they encourage social, political and economic critique of social norms. Yet, most popular films that are digested in large quantities …Read more