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8On the Ethical Priority of Problem Solving in Case‐Based Teacher Ethics: Grounding an Anti‐Oppressive ApproachEducational Theory 74 (3): 358-370. 2024.A central problem for phronetic case-based approaches to the ethics of teaching lies in the proper determination of normative ethical problems. Judgments about the character of normative ethical problems depend in part on background beliefs about what is (or is not) of ethical value. Thus, to distinguish genuinely normative ethical problems, teachers seem to first require knowledge of what is of ethical value, which practical problems themselves cannot generate. To resolve this practical and the…Read more
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34Is Comprehensive Liberal Social Justice Education Brainwashing?Philosophy of Education 77 (2): 44. 2021.
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24Is Inquiry Learning Unjust? Cognitive Load Theory and the Democratic Ends of EducationJournal of Philosophy of Education 54 (5): 1167-1185. 2020.Journal of Philosophy of Education, EarlyView.
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35Educating in the Seventh Fire: Debwewin, Mino‐bimaadiziwin, and Ecological JusticeEducational Theory 69 (5): 587-601. 2019.
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18Toward an ethics of professional understandingEthics and Education 11 (1): 5-16. 2016.In this paper, we advance a novel conception of normative ethics and draw out its implications within the domain of professional ethics. We argue that all moral agents, and thus professionals, share a fundamental and constitutive normative interest in correctly conceiving of their ends. All professionals, we claim, by virtue of their positions of social power, have special role responsibilities in cultivating and sustaining societies oriented by this shared ideal of practically oriented ethical …Read more
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