-
23Introduction to the suite: The Child as Reader, Philosopher, and Social Critic: Evaluating the Vision of Gareth B. MatthewsJournal of Philosophy of Education 57 (2): 571-574. 2023.Gareth B. Matthews (1929–2011) was a specialist in ancient and medieval philosophy whose conversations with young children led him to discover their penchant for philosophical thinking, which often enriched his own. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which our book, Gareth B. Matthews, The Child’s Philosopher, features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews’ schola…Read more
-
16Response to commentators on Gareth B. Matthews, The Child’s Philosopher (2022)Journal of Philosophy of Education 57 (2): 602-610. 2023.In this article we respond to the reviews, which appear in this issue, by Harry Brighouse, David Bakhurst, and Sheron Fraser-Burgess of our edited book Gareth B. Matthews, The Child’s Philosopher (Routledge 2022a). We are grateful for their sympathetic yet critical perspectives, which we take to be the very kind of engagement the philosophy for children movement requires in order to become more integrated with professional philosophical and educational theory and practice. We particularly value …Read more
-
15Learning Our ConceptsIn Stefaan E. Cuypers & Christopher Martin (eds.), Reading R. S. Peters Today, Wiley‐blackwell. 2011-09-16.This chapter contains sections titled: Introduction R. S. Peters and Analytic Philosophy of Education Revisiting First‐Order Ordinary Language‐Use Conclusion Notes References.
-
17Iris Murdoch as EducatorIn Nora Hämäläinen & Gillian Dooley (eds.), Reading Iris Murdoch’s Metaphysics as a Guide to Morals, Springer Verlag. pp. 125-143. 2019.In this chapter, I address the central and vital role of education in Iris Murdoch’s philosophy. Beginning with her idea of life as a spiritual pilgrimage, I consider two aspects of her thinking. First, I examine her belief in the unavoidable nature of morality and explain that it is implied by her commitment to the progressive character of consciousness. Good can be learnt through everything because human experience is formative. Thus, life forces the concept of value upon us. Second, I expand …Read more
-
9The Bonds of Learning: Dialogue and the Question of Human SolidarityPhilosophy of Education 64 120-128. 2008.
-
Australian practices go overseasIn Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia, Routledge. 2019.
-
60Gareth B. Matthews, The Child's Philosopher (edited book)Routledge. 2021.Gareth B. Matthews, The Child’s Philosopher brings together groundbreaking essays by renowned American philosopher Gareth B. Matthews in three fields he helped to initiate: philosophy in children’s literature, philosophy for children, and philosophy of childhood. In addition, contemporary scholars critically assess Matthews’ pioneering efforts and his legacy. Matthews (1929-2011) was a specialist in ancient and medieval philosophy who had conversations with young children, discovering that they …Read more
-
30Introduction: exploring Cora Diamond’s significances for education and educatorsEthics and Education 16 (1): 1-19. 2021.This paper introduces the special section on Cora Diamond’s significance for education and educators. The introduction is meant to be the beginning of a conversation, and—to that end—the special section editors suggest lines of connections that philosophers of education might draw between their work and the work of Cora Diamond. Their list is not meant to be exhaustive, but it is meant to suggest Diamond’s far-reaching significance for education and educators.
-
27Making Space for Irony: A Review of Peter Roberts’ Happiness, Hope, and Despair—Rethinking the Role of Education (review)Studies in Philosophy and Education 39 (5): 559-563. 2020.
-
30Kant’s Critical Philosophy as Pedagogical Praxis: A Call to Learn to Philosophize: A review of G. Felicitas Munzel’s Kant’s Conception of Pedagogy: Toward Education for FreedomStudies in Philosophy and Education 38 (3): 335-338. 2018.
-
82Philosophy in Schools: Then and NowJournal of Philosophy in Schools 1 (1): 107-130. 2014.It is twelve years since the article you are about to read was published. During that time, the philosophy in schools movement has expanded and diversified in response to curriculum developments, teaching guides, web-based resources, dissertations, empirical research and theoretical scholarship. Philosophy and philosophy of education journals regularly publish articles and special issues on pre-college philosophy. There are more opportunities for undergraduate and graduate philosophy students to…Read more
-
17The Role of Confession in Community of InquiryThinking: The Journal of Philosophy for Children 16 (3): 30-35. 2003.
-
23Philosophy for Children and The Consolation of PhilosophyThinking: The Journal of Philosophy for Children 16 (2): 14-17. 2002.
-
22Reconstruction of Social StudiesEducation and Culture 34 (1): 19. 2018.The reconstruction of philosophy, of education, and of social ideals and methods thus go hand in hand.In society today, we are inundated with reports on climate change, nuclear accidents, sectarian violence, terrorism, school shootings, police brutality, shrill mainstream politics, dire poverty, civil wars, and migration crises. As we observe their proliferation and escalation, it can feel as if we lack not only solutions to these social ills, but, even more fundamentally, ways to communicate ab…Read more
-
35Thinking my way back to you: John Dewey on the communication and formation of conceptsEducational Philosophy and Theory 48 (10): 1029-1045. 2016.Contemporary educational theorists focus on the significance of Dewey’s conception of experience, learning-by-doing and collateral learning. In this essay, I reexamine the chapters of Dewey’s Democracy and Education, that pertain to thinking and highlight their relationship to Dewey’s How We Think: A Restatement of the Relation of Reflective Thinking in the Educative Process—another book written explicitly for teachers. In How We Think Dewey explains that nothing is more important in education t…Read more
-
10The 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.
-
36“There Is No Substitute for a Sense of Reality”: Humanizing the HumanitiesEducational Theory 65 (6): 635-654. 2015.Do the humanities have a future? In the face of an increased emphasis on the so-called practical applicability of education, some educators worry that the presence of humanistic study in schools and universities is gravely threatened. In the short-term, scholars have rallied to defend the humanities by demonstrating how they do, in fact, advance our practical interests. Martha Nussbaum, for example, argues that the humanities uniquely support democratic citizenship by cultivating critical thinki…Read more
-
18What Is A Global Experience?Education and Culture 31 (2): 13-26. 2015.The perceived importance of a global experience in higher education is hard to underestimate. University presidents are known to boast of their “percentage,” or the proportion of undergraduates who study abroad. At least part of the rationale is a cosmopolitan one: an essential part of being acknowledged as educated derives in part from an appreciation of different cultures and development of worldliness. The expectation is that a global experience will stand out as an enduring memorial of an en…Read more
-
Narrative and the Unity of a Life: The Ethical Significance of Kant's "Critique of Judgement"Dissertation, University of New South Wales (Australia). 2000.Alasdair MacIntyre and Paul Ricoeur both argue for the narrative unity of human life and see this as a basis for ethical theory. Differences aside, they argue that to conceive of one's life as a whole is to tell a story about it, and that, as the good life is the best possible living out of this whole, telling a story about one's life, is a founding move in the good life. Alternatively, Raimond Gaita argues that meaning bestows upon human life a distinctive kind of unity, which he refers to as t…Read more
-
59As Luck Would Have It: Thomas Hardy’s Bildungsroman on Leading a Human LifeStudies in Philosophy and Education 33 (6): 635-646. 2014.In this essay, I demonstrate the value of the Bildungsroman for philosophy of education on the grounds that these narratives raise and explore educational questions. I focus on a short story in the Bildungsroman tradition, Thomas Hardy’s “A Mere Interlude”. This story describes the maturation of its heroine by narrating a series of events that transform her understanding of what it means to lead a human life. I connect her conceptual shift with two paradigms for leading a human life. One stresse…Read more
New York City, New York, United States of America
Areas of Specialization
Applied Ethics |
Normative Ethics |