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102Politics without ‘Brainwashing’: A Philosophical Defence of Social Justice EducationCurriculum Inquiry 44 (3). 2014.
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116Political and Metaphysical: Reflections on Identity, Education, and JusticePhilosophical Inquiry in Education 27 (2). 2020.
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48Philosophy of education in a new key: Snapshot 2020 from the United States and CanadaEducational Philosophy and Theory 54 (8): 1130-1146. 2022.This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...
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112Refuting Polonius: Sincerity, Authenticity, and 'Shtick'Philosophical Papers 40 (2). 2011.Abstract In this paper I probe the kinds of views about selfhood that inform our understanding of sincerity and authenticity and argue that the terms have separate, but related, boundaries. Borrowing Harry Frankfurt's notion of wholeheartedness, I argue that authenticity is a form of alignment or consistency within the self, which requires self-knowledge and intentionality in order to be actualized. Sincerity involves representing oneself truthfully to others but does not depend on the presence …Read more
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23Somogy Varga , Authenticity as an Ethical Ideal . Reviewed byPhilosophy in Review 33 (6): 496-499. 2013.
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18Open‐Mindedness from the Public Sphere to the ClassroomEducational Theory 69 (4): 377-381. 2019.
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16“I do have to represent the faith:” An Account of an Ecclesiological Problem When Teaching Philosophy in Ontario’s Catholic High SchoolsEncounters in Theory and History of Education 23 147-166. 2022.The Canadian province of Ontario introduced philosophy as a secondary school subject in 1995 (Pinto, McDonough, & Boyd, 2009). Since publicly-funded Catholic schools teach approximately 32% of all students in Ontario (Ontario Ministry of Education, 2022), the question arises regarding how teachers in those schools coordinate philosophy and Catholic teachings. This study employs a secondary analysis of interviews with six teachers from Ontario’s Catholic schools, and employs two of Avery Dulles’ …Read more
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11Respect Without Recognition: A Critique of the OCSTA’s “Respecting Difference” PolicyPaideusis: Journal of the Canadian Philosophy of Education Society 22 (1): 8-18. 2014.In 2012, a provincial bill amended the Ontario Education Act to provide more focused measures to eliminate bullying on the basis of sexual orientation. Bill 13 specifically requires that students be allowed to establish gay-straight alliances (GSAs), including in the publicly-funded Catholic school system. The Ontario Catholic School Trustees’ Association responded by proposing an alternative policy, called “Respecting Difference,” on the grounds that GSAs run contrary to Catholic teaching. Resp…Read more
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29Transgender Inclusion in Single-Sex CompetitionSocial Theory and Practice 42 (3): 605-635. 2016.Much ethical attention has been devoted to sex segregation and its relation to fairness in the world of sports, with prominent controversies about transgender and intersex athletes helping to advance the debate in recent years. In this paper, I deploy some of the discussion from philosophy of sport to examine the fairness of allowing a trans woman to compete in a beauty pageant. This requires scrutinizing the physical characteristics that are rewarded in such competitions and their distribution …Read more
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16Sex Education and the De-Polarization of Public ValuesPhilosophy of Education 77 (3): 105-120. 2021.
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20Touchy subject: the history and philosophy of sex educationUniversity of Chicago Press. 2022.In the United States, sex education is more than just an uncomfortable rite of passage, it's an amorphous curriculum that varies widely based on the politics, experience, resources, and biases of the people teaching it. Most often, it's a train wreck, overemphasizing or underemphasizing STIs, teen pregnancy, abstinence, and consent. In Touchy Subject, philosopher Lauren Bialystok and historian Lisa M. F. Andersen make the case for thoughtful sex education, explaining why it's worth fighting for …Read more
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52Philosophy across the Curriculum and the Question of Teacher Capacity; Or, What Is Philosophy and Who Can Teach It?Journal of Philosophy of Education 51 (4): 817-836. 2017.Pre-college philosophy has proliferated greatly over the last few decades, including in the form of ‘philosophy across the curriculum’. However, there has been very little sustained examination of the nature of philosophy as a subject relative to other standard pre-college subjects and the kinds of expertise an effective philosophy teacher at this level should possess. At face value, the minimal academic preparation expected for competence in secondary philosophy instruction, compared to the hig…Read more
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49Should teachers be authentic?Ethics and Education 10 (3): 313-326. 2015.Authenticity is often touted as an important virtue for teachers. But what do we mean when we say that a teacher ought to be ‘authentic’? Research shows that discussions of teacher authenticity frequently refer to other character traits or simply to teacher effectiveness, but authenticity is a unique concept with a long philosophical history. Once we understand authenticity as an ethical and metaphysical question, the presumed connection between authenticity and teaching appears less solid. Whil…Read more
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119Authenticity and the Limits of PhilosophyDialogue 53 (2): 271-298. 2014.À peu près tout le monde a déjà fait l’expérience intuitive de l’authenticité, d’un moment qui semble révéler une lueur de sa véritable identité. Pourtant, en posant l’existence d’un «vrai moi», l’idée d’authenticité pose des défis métaphysiques qui mettent en lumière les complexités de l’individualité. J’avance que pour être bien examinée, l’authenticité exige une structure essentialiste qui tend à s’appliquer à l’identité personnelle. J’examine ensuite les trois types d’approches les plus infl…Read more
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15Children, Religion, and the Ethics of Influence John Tillson Bloomsbury, 2019, Pp. 208Educational Theory 71 (1): 149-155. 2021.
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20Assessing a touchy subject: The problem of evaluating sex education then and nowJournal of Philosophy of Education 56 (5). 2022.Assessment is a necessary task in all areas of education, but there is no agreement on how to assess the impacts of different approaches to sex education, both on an individual level and on a population level over time. The history of mid-20th Century Family Life Education in the United States illuminates some of the obstacles that have made assessing sex education programmes so difficult: control groups, access to large numbers of research subjects and the means to verify self-reporting are elu…Read more
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78Meaning and Authenticity (review)Symposium: Canadian Journal of Continental Philosophy/Revue canadienne de philosophie continentale 13 (1): 144-147. 2009.
Areas of Specialization
Philosophy of Education |
Personal Identity and Normative Ethics |
Transgender Issues |
Social Philosophy |
Liberalism |