•  9
    Philosophy in Schools: Then and Now
    Journal of Philosophy in Schools 1 (1). 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
  •  4
    The Mill on the Floss
    Thinking: The Journal of Philosophy for Children 12 (1): 47-49. 1994.
  •  3
    The Role of Confession in Community of Inquiry
    Thinking: The Journal of Philosophy for Children 16 (3): 30-35. 2003.
  •  3
    Philosophy for Children and The Consolation of Philosophy
    Thinking: The Journal of Philosophy for Children 16 (2): 14-17. 2002.
  •  8
    Reconstruction of Social Studies
    with William Gaudelli
    Education 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
  •  10
    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
  •  4
    Pauline Chazan, The Moral Self
    Australasian Journal of Philosophy 79 (4): 587-588. 2001.
  •  8
    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
  •  4
    What Is A Global Experience?
    with William Gaudelli
    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
  •  33
    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
  •  1
    Philosophy for Children and/as Philosophical Practice
    International Journal of Applied Philosophy 18 141-51. 2004.
  •  10
    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
  •  72
    Teaching and Pedagogy
    with David T. Hansen
    In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education, Sage Publication. pp. 223. 2010.
  •  4
    The Moral Self
    Australasian Journal of Philosophy 79 (4): 587-589. 2001.
    Book Information The Moral Self. By Pauline Chazan. Routledge. London and New York. 1998. Pp. 225.
  •  11
    This Article does not have an abstract
  •  53
    Gert J.J. Biesta, Beyond Learning: Democratic Education for a Human Future
    Studies in Philosophy and Education 28 (6): 569-576. 2009.
  •  31
    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
  •  20
    Listening: An exploration of philosophical traditions
    with Sophie Haroutunian-Gordon
    Educational Theory 61 (2): 117-124. 2011.
  •  28
    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
  • Philosophy as Consolation
    Ethics Education 4 (4). 1998.
  • Introduction
    Thinking: The Journal of Philosophy for Children 19 (4): 3-9. 2009.
  •  26
    Simone Weil
    In Julian Baggini & Jeremy Stangroom (eds.), Great Thinkers A-Z, Continuum. pp. 244-246. 2004.
  •  14
    Megan Laverty
    with John Patrick Cleary
    Thinking: The Journal of Philosophy for Children 19 (2-3): 23-27. 2009.
  •  14
    Philosophical Dialogue and Ethics: Redefining the Virtues
    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
  •  14
  •  7
    Simone Weil
    The Philosophers' Magazine 35 80-81. 2006.
  • Narrative and Ethics Education
    Ethics Education 3 (4). 1997.
  •  20
    Putting Ethics at the Center
    Thinking: The Journal of Philosophy for Children 11 (3-4): 73-76. 1994.