-
1Fair Is Fair: Outcome Assessment, Constitutive Luck, and Teacher EvaluationPhilosophy of Education 68 331-339. 2012.
-
12Schooling's Relative Nonautonomy: Technocratically Subordinated Schooling and Desublimated EducationEducational Theory 71 (1): 75-94. 2021.Education’s autonomy cannot be found in schooling. For a theory of education to also adequately support education’s autonomy, it must decouple itself from schooling since schooling is a technology of efficiency and acculturation that serves technocratic interests that strip autonomy from education. Using Christer Fritzell’s examination of relative autonomy of schools, Matthew Hayden and William Gregory Harman will show that the ideological domination of schooling by technocratic interests struct…Read more
-
7Thinking in Educational Research: Applying Philosophy and TheoryEducational Theory 70 (3): 373-376. 2020.
-
20Education in Morality Through NatalityTeaching Ethics 17 (1): 9-22. 2017.This article revisits John Wilson’s “first steps” in moral education—a conceptual analysis of morality—and what he calls an education in morality. Education in morality focuses on morality as a form of life with a specific domain in which it aims to initiate students, and on education as a growth-oriented, progressive activity. Arendt’s conception of natality in education is then used to show how it provides a catalyst for growth, discovery, and tradition-trumping newness, and acts as a stepping…Read more
-
11Cosmopolitan Education and Moral Education: Forging Moral Beings Under Conditions of Global UncertaintyDissertation, Teachers College, Columbia University. 2012.The accelerating pace of globalization places an imperative on formal schooling to figure out how to educate students for the rapidly changing world that today reaches even into the smallest towns and regions of our shared globe. This project attempts to respond to that imperative by examining the moral component of schooling, and specifically, what might be the best way to provide moral education. I begin from a premise that prevalent existing moral education constructs fall short of this task …Read more
-
26Whither Thou Goest, Philosophy of Education …Studies in Philosophy and Education 33 (6): 667-672. 2014.In their article, Publish yet perish: On the pitfalls of philosophy of education in an age of impact factors, the authors want to bring to our attention the increased use of quantitative metrics to measure scholarly output of academics, that such measurements are not only incomplete, but that they disadvantage philosophy of education scholars in particular, and that an alternative form of evaluation—one that focuses on comparisons of philosophy of education scholars within their own sub-discipli…Read more
-
19The Process Matters: Moral Constraints on Cosmopolitan EducationJournal of Philosophy of Education 50 (4). 2016.Cosmopolitan education aims to transmit cosmopolitan forms of life in order to participate morally in the world community. The primary characteristics of this cosmopolitan education are its acceptance of the shared humanity of all persons as a fact of human existence and as a motivating guide for human interaction, and the requirement of democratic inclusion in deliberations of the governance of those interactions, including morality. Such an education in cosmopolitan morality requires means tha…Read more
-
15The Process Matters: Moral Constraints on Cosmopolitan EducationJournal of Philosophy of Education 51 (1): 248-266. 2017.Cosmopolitan education aims to transmit cosmopolitan forms of life in order to participate morally in the world community. The primary characteristics of this cosmopolitan education are its acceptance of the shared humanity of all persons as a fact of human existence and as a motivating guide for human interaction, and the requirement of democratic inclusion in deliberations of the governance of those interactions, including morality. Such an education in cosmopolitan morality requires means tha…Read more
-
25Arendt and cosmopolitanism: the human conditions of cosmopolitan teacher educationEthics and Global Politics 5 (4). 2013.Despite the diversity of cosmopolitan philosophical thought, two constants remain: the significance of shared humanity and the idea that this fact should shape the way people live with each other. I will argue that Hannah Arendt’s conceptions of the human conditions of plurality, natality, and action offer cosmopolitan educators an improved grounding for their theoretical foundations and crucial points of emphasis for teacher education in opposition to the educationally destructive effects of st…Read more
-
176What Do Philosophers of Education Do? An Empirical Study of Philosophy of Education JournalsStudies in Philosophy and Education 31 (1): 1-27. 2011.What is philosophy of education? This question has been answered in as many ways as there are those who self-identify as philosophers of education. However, the questions our field asks and the research conducted to answer them often produce papers, essays, and manuscripts that we can read, evaluate, and ponder. This paper turns to those tangible products of our scholarly activities. The titles, abstracts, and keywords from every article published from 2000 to 2010 in four journals of educationa…Read more
Des Moines, Iowa, United States of America
Areas of Specialization
Moral Judgment |
Moral Normativity |
Practical Reason |