Theory and Research in Education最新文献_第2页

A non-ideal aim of redressing epistemic injustices in corruptive educational environments: Toward restorative epistemic justice 在腐败的教育环境中纠正认知不公正的非理想目标:走向恢复性的认知正义

Theory and Research in Education Pub Date : 2023-10-19 DOI: 10.1177/14778785231207976

Kunimasa Sato

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引用次数: 0

Epiphany as a pragmatic response to claims of indoctrination in public schools 主显节是对公立学校教化主张的务实回应

Theory and Research in Education Pub Date : 2023-10-18 DOI: 10.1177/14778785231206342

William Walker Ballard

引用次数: 0

Schools and the principle of non-intrusion into the private 学校和不干涉私人的原则

Theory and Research in Education Pub Date : 2023-10-18 DOI: 10.1177/14778785231208057

Tarna Kannisto

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引用次数: 0

Book review: Walter C Parker, Education for Liberal Democracy: Using Classroom Discussion to Build Knowledge and Voice 书评:沃尔特·C·帕克，《自由民主教育:利用课堂讨论建立知识和声音》

Theory and Research in Education Pub Date : 2023-10-17 DOI: 10.1177/14778785231208268

Tatiana Geron

引用次数: 0

Analytic philosophy of education: Some suggested questions and directions 分析教育哲学:一些建议问题和方向

Theory and Research in Education Pub Date : 2023-10-17 DOI: 10.1177/14778785231206286

Christian Norefalk, Marianna Papastephanou

引用次数: 0

Book review: Randall Curren, Handbook of Philosophy of Education 书评:兰德尔·柯伦，《教育哲学手册》

Theory and Research in Education Pub Date : 2023-10-16 DOI: 10.1177/14778785231208269

A. C. Nikolaidis

引用次数: 0

Open-mindedness: A double-edged sword in education 开放思想:教育中的一把双刃剑

Theory and Research in Education Pub Date : 2023-10-06 DOI: 10.1177/14778785231203100

Luke Tucker

{"title":"Open-mindedness: A double-edged sword in education","authors":"Luke Tucker","doi":"10.1177/14778785231203100","DOIUrl":"https://doi.org/10.1177/14778785231203100","url":null,"abstract":"This article examines the question of whether and under what conditions teaching open-mindedness to students could have negative effects. While there has been much discussion in the literature about the potential downsides of being open-minded, the question of whether teaching this trait to young, untutored minds could result in more negative effects than positive has received little attention. Yet, given that a primary focus of the literature is providing models for use in educational contexts, exploring the potential risks of encouraging students to emulate such models is imperative. In this regard, the article presents three concerns. The first is that students may lack the full intellectual character to avoid the pitfalls of open-mindedness that have already been noted in the literature. The second concern is that students who exercise open-mindedness may incur social costs that cannot be compensated for by epistemic goods. The third concern is that educators, particularly at universities, often face certain non-ideal conditions that may make it difficult for them to effectively cultivate open-mindedness in students. I ultimately conclude that, in light of these concerns, we should approach teaching for open-mindedness with great caution. However, we should not avoid it altogether. Preliminary suggestions are offered on how instructors may attune their approach to teaching for open-mindedness to mitigate the identified concerns.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135350289","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

Entangled phronesis and the four causes of emulation: Developmental insights into role modelling 纠缠的行为和模仿的四个原因:对角色建模的发展见解

Theory and Research in Education Pub Date : 2023-09-30 DOI: 10.1177/14778785231203104

Emerald Henderson

{"title":"Entangled <i>phronesis</i> and the four causes of emulation: Developmental insights into role modelling","authors":"Emerald Henderson","doi":"10.1177/14778785231203104","DOIUrl":"https://doi.org/10.1177/14778785231203104","url":null,"abstract":"A new theory of emulation – the method by which one learns from moral role models – is emerging through the combined efforts of philosophers, psychologists and educationists. Using a previous argument reconceptualising emulation as a moral virtue as a philosophical springboard, in this paper, I extend this theory by building a more robust case for how emulation qua role modelling works in practice through direct appeal to Aristotle’s account of causation: the four causes. Historically revered for their explanatory power, I argue that reconstructing the four causes and synthesising them with emulation enables us to better comprehend it as a quadripartite causal process. Through doing so, I propose that emulation is driven by ‘entangled phronesis’ – a mechanism which enables immature moral learners to acquire virtue by sharing in the phronesis, that is, practical wisdom, of a role model. Since the degree of entanglement depends upon a learner’s phase of virtuous character development, I also divide emulation into two types: pre-phronetic ‘habituated emulation’ and phronetically-informed ‘complete emulation’. Combined with my four-causal account of emulation, these concepts represent a novel contribution to neo-Aristotelian character developmental theory and help explain – step-by-step – the method by which one potentially acquires moral virtue and phronesis from moral role models.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136341737","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

Analytic philosophy of education and the postcolonial moment 分析教育哲学与后殖民时代

IF 1.2

Theory and Research in Education Pub Date : 2023-07-01 DOI: 10.1177/14778785231184870

S. Daniels, P. Enslin

{"title":"Analytic philosophy of education and the postcolonial moment","authors":"S. Daniels, P. Enslin","doi":"10.1177/14778785231184870","DOIUrl":"https://doi.org/10.1177/14778785231184870","url":null,"abstract":"Of all possible future directions for analytic philosophy of education, few are as overdue as thoroughly confronting the legacy of colonialism and the postcolonial moment. Rightly credited with establishing the credibility and standing of philosophy of education, by 1980, analytic philosophy of education was the dominant though not unchallenged approach to philosophy of education in the Anglo-American world. While its dominance has declined and philosophy of education has become more diverse, analytic philosophy of education retains a strong international presence in educational theory. By contrast, postcolonial theory – the critical study of colonialism and its aftermath – has attracted growing interest across many academic disciplines, developing from the 1970s onwards from its early location in literary and cultural studies. After outlining the emergence of analytic philosophy of education, and the subsequent reshaping of philosophy of education, we describe postcolonial theory and the place of education in both colonialism and postcolonial thought. Having thus located analytic philosophy of education and the postcolonial turn in their own times and contexts, we consider the postcolonial challenge to Western philosophy and how analytic philosophy of education could respond, developing our stance on a postcolonial future direction for analytic philosophy of education. We argue that the future of philosophy of education is now inescapably postcolonial and that it should retain its analytical strengths.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"21 1","pages":"216 - 231"},"PeriodicalIF":1.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44865156","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

Book reviews: Lauren Bialystok and Lisa M. F. Andersen, Touchy Subject: The History and Philosophy of Sex Education 书评:劳伦·比亚韦斯托克和丽莎·m·f·安德森，《敏感话题:性教育的历史和哲学》

IF 1.2

Theory and Research in Education Pub Date : 2023-07-01 DOI: 10.1177/14778785231187197

Emily Y. Tran

{"title":"Book reviews: Lauren Bialystok and Lisa M. F. Andersen, Touchy Subject: The History and Philosophy of Sex Education","authors":"Emily Y. Tran","doi":"10.1177/14778785231187197","DOIUrl":"https://doi.org/10.1177/14778785231187197","url":null,"abstract":"curtailed by court cases in the name of preventing a disruptive learning environment (pp. 92–95). This is clearly part of the problem. The concrete recommendations in the final chapter are perhaps the most illuminating and practically useful part of the book. Here, Ben-Porath offers detailed guidance for students, faculty, staff, and administrators. Students need to be willing to collaborate across identity groups, and administrators can incentivize this collaboration by sponsoring social events between groups typically at odds (p. 151). Campus events can employ ‘free speech observers’, individuals trained in university speech policies who can intervene when necessary to ensure the speech rights of all relevant parties are honored, protestors and speakers alike (pp. 145–146). Faculty can be more deliberate about courting controversy in the classroom, constructing lesson plans with more care and attention to the issues (pp. 147–151). Her tips are applicable, actionable, and ethically wise. The bottom line is that we find ourselves in a world historic crisis of distrust, disinformation, and polarization. Cancel Wars is the kind of book we need to help manage that crisis. Ben-Porath makes a strong case that the university should serve as a beacon in these troubling times – a facilitator of knowledge, speech, inclusion, and trust.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"21 1","pages":"234 - 237"},"PeriodicalIF":1.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47114790","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