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183Teaching and PedagogyIn Richard Bailey (ed.), The Sage Handbook of Philosophy of Education, Sage Publication. pp. 223. 2010.
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151Introduction: Philosophy, Education and the Care of the SelfThinking: The Journal of Philosophy for Children 19 (4): 3-9. 2009.
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94In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education (edited book)Routledge. 2017.In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of ‘the community of philosophical inquiry’ (CPI) as a way of practicing ‘Philosophy for Children’ and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp’s insightful and influential scholarship, bringing her enduring legacy to new generations of ac…Read more
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77Gert J.J. Biesta, Beyond Learning: Democratic Education for a Human FutureStudies in Philosophy and Education 28 (6): 569-576. 2009.
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57Philosophy 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
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56Can you hear me now? Jean-Jacques Rousseau on listening educationEducational Theory 61 (2): 155-169. 2011.In this essay Megan J. Laverty argues that Jean-Jacques Rousseau's conception of humane communication and his proposal for teaching it have implications for our understanding of the role of listening in education. She develops this argument through a close reading of Rousseau's most substantial work on education, Emile: Or, On Education. Laverty elucidates Rousseau's philosophy of communication, beginning with his taxonomy of the three voices—articulate, melodic, and accentuated—illustrating the…Read more
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52As 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
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46Gareth 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
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38Introduction: Philosophy for Children and/as Philosophical PracticeInternational Journal of Applied Philosophy 18 (2): 141-151. 2004.
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37Learning Our ConceptsJournal of Philosophy of Education 43 (supplement s1): 27-40. 2009.Richard Stanley Peters appreciates the centrality of concepts for everyday life, however, he fails to recognize their pedagogical dimension. He distinguishes concepts employed at the first-order (our ordinary language-use) from second-order conceptual clarification (conducted exclusively by academically trained philosophers). This distinction serves to elevate the discipline of philosophy at the expense of our ordinary language-use. I revisit this distinction and argue that our first-order use o…Read more
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33Simone WeilIn Julian Baggini & Jeremy Stangroom (eds.), Great Thinkers A-Z, Continuum. pp. 244-246. 2004.
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30Putting Ethics at the CenterThinking: The Journal of Philosophy for Children 11 (3-4): 73-76. 1994.
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27Philosophical Dialogue and EthicsInternational Journal of Applied Philosophy 18 (2): 189-201. 2004.If philosophical dialogue is broadly defined by concepts that are central to our lives and essentially contested, then philosophical dialogue is ethically valuable because it engages participants in the kind of communal and reasonable deliberation necessary for ethical life. Discourse Ethics acknowledges the instrumental value of philosophical dialogue for the making of ethical judgments. I defend the intrinsically ethical value of philosophical dialogue on the grounds that it potentially orient…Read more
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25Thinking 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
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24“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
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22The world of instruction: undertaking the impossibleEthics and Education 9 (1): 42-53. 2014.Throughout history, philosophers have reflected on educational questions. Some of their ideas emerged in defense of, or opposition to, skepticism about the possibility of formal teaching and learning. These philosophers include Plato, Augustine, St Thomas Aquinas, Søren Kierkegaard, Martin Heidegger, and Ludwig Wittgenstein. Together, they comprise a tradition that establishes the impossibility of instruction and the imperative to undertake it. The value of this tradition for contemporary educat…Read more
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19Introduction: 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.
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18John Bayley, Iris: A memoir of Iris Murdoch, London, Gerald Duckworth & co, ltd, 1998, pp. 189Australasian Journal of Philosophy 79 (1). 2001.This Article does not have an abstract
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18Kant’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.
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14Philosophy for Children and The Consolation of PhilosophyThinking: The Journal of Philosophy for Children 16 (2): 14-17. 2002.
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14The Role of Confession in Community of InquiryThinking: The Journal of Philosophy for Children 16 (3): 30-35. 2003.
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