•  183
    Teaching and Pedagogy
    with David T. Hansen
    In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education, Sage Publication. pp. 223. 2010.
  •  151
  •  94
    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
  •  77
    Gert J.J. Biesta, Beyond Learning: Democratic Education for a Human Future
    Studies in Philosophy and Education 28 (6): 569-576. 2009.
  •  57
    Philosophy in Schools: Then and Now
    Journal 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
  •  56
    Can you hear me now? Jean-Jacques Rousseau on listening education
    Educational 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
  •  52
    As Luck Would Have It: Thomas Hardy’s Bildungsroman on Leading a Human Life
    Studies 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
  •  46
    Gareth 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
  •  40
    Listening: An exploration of philosophical traditions
    with Sophie Haroutunian-Gordon
    Educational Theory 61 (2): 117-124. 2011.
  •  38
  •  37
    Learning Our Concepts
    Journal 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
  •  35
    Megan Laverty
    with John Patrick Cleary
    Thinking: The Journal of Philosophy for Children 19 (2-3): 23-27. 2009.
  •  33
    Simone Weil
    In Julian Baggini & Jeremy Stangroom (eds.), Great Thinkers A-Z, Continuum. pp. 244-246. 2004.
  •  30
    Putting Ethics at the Center
    Thinking: The Journal of Philosophy for Children 11 (3-4): 73-76. 1994.
  •  27
    Philosophical Dialogue and Ethics
    International 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
  •  25
    Thinking my way back to you: John Dewey on the communication and formation of concepts
    Educational 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
  •  24
    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
  •  23
    The Mill on the Floss
    Thinking: The Journal of Philosophy for Children 12 (1): 47-49. 1994.
  •  22
    The world of instruction: undertaking the impossible
    Ethics 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
  •  20
    Philosophy (review)
    Inquiry: Critical Thinking Across the Disciplines 21 (3): 47-49. 2003.
  •  19
    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.
  •  18
    This Article does not have an abstract
  •  16
    J.M. Coetzee, Eros and Education
    Journal of Philosophy of Education 53 (3): 574-588. 2019.
  •  15
    Iris Murdoch, Romanticism and Education
    Philosophy of Education 77 (3): 80-84. 2021.
  •  15
    Simone Weil
    The Philosophers' Magazine 35 80-81. 2006.
  •  15
    A Freedom That is Close to Love
    Philosophy of Education 78 (2): 128-134. 2022.
  •  14
    Philosophy for Children and The Consolation of Philosophy
    Thinking: The Journal of Philosophy for Children 16 (2): 14-17. 2002.
  •  14
    The Role of Confession in Community of Inquiry
    Thinking: The Journal of Philosophy for Children 16 (3): 30-35. 2003.