Philosophical Inquiry in Education最新文献_第10页

Descartes in a 'Headstand': Introducing 'Body-Oriented Pedagogy' “倒立”中的笛卡儿:引入“身体导向教学法”

Philosophical Inquiry in Education Pub Date : 2020-09-21 DOI: 10.7202/1071570AR

Oren Ergas

引用次数: 2

LGBTQ Role Models and Curricular Controversy in Canada: A Student Symposium 加拿大LGBTQ角色模范与课程争议:学生研讨会

Philosophical Inquiry in Education Pub Date : 2020-09-14 DOI: 10.7202/1071462ar

Nadine Boulay, Betty Yeung, C. Leung, David P. Burns

引用次数: 2

Knowledge as a Public Good : Comments on Special Issue: What is the Good University? 知识是公共产品：特刊评论：什么是好大学？

Philosophical Inquiry in Education Pub Date : 2020-09-14 DOI: 10.7202/1071439ar

Howard R. Woodhouse

引用次数: 1

Law and Disorder: Ontario Catholic Bishops’ Opposition to Gay-Straight Alliances 法律与混乱:安大略天主教主教反对同性恋-异性恋联盟

Philosophical Inquiry in Education Pub Date : 2020-09-14 DOI: 10.7202/1071463ar

Tonya Callaghan

{"title":"Law and Disorder: Ontario Catholic Bishops’ Opposition to Gay-Straight Alliances","authors":"Tonya Callaghan","doi":"10.7202/1071463ar","DOIUrl":"https://doi.org/10.7202/1071463ar","url":null,"abstract":"Originating in the United States, a Gay/Straight Alliance (GSA) is an in-school student club whose focus is on making the school a safe space for lesbian, gay, bisexual, transgender and queer students and their straight allies by raising awareness about, and hopefully reducing, school-based homophobia. The ongoing struggle for GSAs in Canadian Catholic schools is one example of how clashes continue to be played out between Catholic canonical law and Canadian common law regarding sexual minorities. This paper draws upon Foucault’s Discipline and Punish: The Birth of the Prison, and The History of Sexuality Vol. 1: An Introduction to analyze one particularly influential curricular and policy document entitled Pastoral Guidelines to Assist Students of Same-Sex Orientation from the Ontario Conference of Catholic Bishops. This paper posits that Catholic doctrine about non-heterosexuality functions as a Foucaultian Panopticon enabling Catholic education leaders to observe and correct the behaviour of non-heterosexual teachers and students that they deem runs counter to the values of the Vatican. This paper argues that successful resistance to the powerful disciplining regime of the Catholic school is possible.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71186428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Flourishing and Well-being in the Academy: A Capabilities Approach 学院的繁荣与幸福：一种能力方法

Philosophical Inquiry in Education Pub Date : 2020-07-30 DOI: 10.7202/1070740AR

Dianne Gereluk

引用次数: 4

Special Issue Introduction: What is the Good University? 特刊简介：什么是好大学？

Philosophical Inquiry in Education Pub Date : 2020-07-30 DOI: 10.7202/1070736AR

Christopher Martin

引用次数: 0

Leadership in Educational Studies: Lessons from Established Leaders 教育研究中的领导力:来自知名领导者的经验教训

Philosophical Inquiry in Education Pub Date : 2020-07-30 DOI: 10.7202/1070742AR

L. Waks

{"title":"Leadership in Educational Studies: Lessons from Established Leaders","authors":"L. Waks","doi":"10.7202/1070742AR","DOIUrl":"https://doi.org/10.7202/1070742AR","url":null,"abstract":"In this paper, I want to share some lessons that I have learned about leadership in educational studies— both from existing theory and research and from my work over the last fifteen years soliciting and publishing autobiographical personal statements of the leaders in many areas of educational studies including history, philosophy, sociology, curriculum, social education, critical pedagogy, gender studies and others. I offer these lessons as informal suggestions for further research on knowledge leadership in education and as useful guidance for young scholars aspiring to knowledge leadership roles. After focusing on knowledge leadership, I take note of some existing theories and suggest that they fail adequately to consider the temporal dimension—the conditions that make for leadership in particular time periods including the present. I then use Kuhn’s (1970) paradigm theory as a general frame to account for the temporal factor. I associate knowledge leadership with the shaping and carrying forward of emerging paradigms. I use existing theories and Kuhn’s paradigm theory as searchlights to explore recent leadership in two fields of educational studies: philosophy of education and curriculum studies. These explorations are preliminary, but could be readily extended as a useful database on contemporary leaders in these and other subfields of educational studies fields exists.1 Because educational studies as a field aims to add to the understanding and improvement of educational practice, work in the field can be conceived as researchers taking resources (theories, methods, empirical research results) from the research literature and bringing them to existing problems. These may be problems in current research, but unless the field remains isolated in its ivory tower, its cumulative work must eventually engage practitioners (teachers, supervisors, curriculum designers, policy leaders) and lead to practical improvement—resolving problems of practical life.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47377118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Political Authority, Personal Autonomy and Higher Education 政治权威、个人自治与高等教育

Philosophical Inquiry in Education Pub Date : 2020-07-30 DOI: 10.7202/1070739AR

Christopher Martin

{"title":"Political Authority, Personal Autonomy and Higher Education","authors":"Christopher Martin","doi":"10.7202/1070739AR","DOIUrl":"https://doi.org/10.7202/1070739AR","url":null,"abstract":"Does the liberal state have a role in helping mature citizens make worthwhile educational choices? The question has clear relevance for the aims of higher education in a liberal democratic society. As systems of higher education internationalize, it has become difficult for liberal states to steer high education policy in directions that serve civic interests. This is, in part, because political liberalismimposes restrictions on what one might call directive educational authority: the power to direct citizens toward specific kinds of knowledge, understanding and skills in the interests of making their lives better. This restriction follows from the view that citizens have the capacity to make thier own decisions about how best to live, including decisions about the kind of education they need. My aim in this paper is to make the case for a more direct role for the state in promoting a good life through higher education. In particular, I argue that the liberal state’s obligation to promote autonomy across its citizenry confers legitimate educational authority over post-compulsory, as well as compulsory, education. This argument affirms the State’s educational obligations to citizens beyond a basic or compulsory education. Getting in the way of this affirmation, however, is an overly restrictive account of educational authority that occludes these obligations under the guise of respect for autonomy. Accordingly, in making my case I propose an autonomy-based account educational authority derived from Joseph Raz’s Service Conception, defending this account against the charge that such authority is illegitimately paternalistic.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44460202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Always Already Political 始终具有政治性

Philosophical Inquiry in Education Pub Date : 2020-07-30 DOI: 10.7202/1070745AR

Trevor Norris

引用次数: 0

If It's the Institution That's Causing the Decline, Change the Institution: Comment on Colgan 如果制度导致衰落，那就改变制度:科尔根评论

Philosophical Inquiry in Education Pub Date : 2020-07-30 DOI: 10.7202/1070744AR

H. Siegel

引用次数: 0