Theory and Research in Education最新文献

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Democratic education and the epistemic quality of democratic deliberation 民主教育与民主审议的认识论素质
IF 1.2
Theory and Research in Education Pub Date : 2023-07-01 DOI: 10.1177/14778785231187304
Anniina Leiviskä
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引用次数: 0
We need a field of educational ethics 我们需要一个教育伦理的领域
IF 1.2
Theory and Research in Education Pub Date : 2023-07-01 DOI: 10.1177/14778785231187193
M. Levinson
{"title":"We need a field of educational ethics","authors":"M. Levinson","doi":"10.1177/14778785231187193","DOIUrl":"https://doi.org/10.1177/14778785231187193","url":null,"abstract":"During the early years of the COVID-19 pandemic, decision-makers faced numerous ethical questions in biomedical science, public health, educational policy, and education practice. Bioethicists were key partners in informing decision-making in their areas of expertise; educational ethicists, on the other hand, had to fight our way to the table if we got in the building at all. How did bioethics go from non-existent as a field in 1960 to ubiquitous a half-century later, and how could normative work in and about education make the same leap? This article uses bioethics as a foil to argue for why we need a new field of educational ethics, what such a field could accomplish, and how it might do so. It describes the kinds of problems that bioethics was created to address and the different roles that bioethicists play. The article argues that edethicists can and should address the same kinds of problems as well as play similar scholarly, clinical, and policy-oriented roles.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"21 1","pages":"197 - 215"},"PeriodicalIF":1.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44572477","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: 1
The conservatism objection to educating for the virtues of citizenship 保守主义反对公民美德教育
IF 1.2
Theory and Research in Education Pub Date : 2023-06-21 DOI: 10.1177/14778785231180820
Benjamin Sachs-Cobbe
{"title":"The conservatism objection to educating for the virtues of citizenship","authors":"Benjamin Sachs-Cobbe","doi":"10.1177/14778785231180820","DOIUrl":"https://doi.org/10.1177/14778785231180820","url":null,"abstract":"Since the 1990s, education for the virtues of citizenship has become widespread in the United States and United Kingdom. It is intended to inculcate virtues such as courtesy, respect and truthfulness in school children. This essay defends education for the virtues of citizenship against two criticisms. According to the first, which might be called the ‘status quo bias’ criticism, inculcating such virtues is a recipe for stasis. According to the second, which might be called the ‘individualism’ criticism, EVC sends the message that the citizen herself is primarily responsible for her fate. The authors who raise these two criticisms tend to link EVC with ‘conservatism’ or one of its cognate terms. If education for the virtues of citizenship really is conservative, this raises the worry that education for the virtues of citizenship is partisan, which would surely render it morally objectionable. In this paper, I distinguish big-C Conservatism from small-c conservatism, and interpret the education for the virtues of citizenship critics as contending that education for the virtues of citizenship is Conservative (i.e. aligned with the political philosophies of right-leaning parties) in virtue of being individualistic, and conservative in virtue of being status quo biased. Against the individualism criticism, I point out that the strand of conservatism of which economists like Hayek and Friedman are the standard-bearers is anti-individualistic in virtue of holding that we need good economic policy to make up for the fact that we cannot count on individual economic actors to exercise sound moral judgement, and that the strand of conservatism inspired by commentators like Burke, Nisbet and Scruton is anti-individualistic in virtue of its emphasis on community. Hence, the inference from individualism to Conservatism doesn’t go through. Against the status quo bias criticism, I contend that it is unpredictable who will benefit from citizens being resistant to change. Hence, while it may be right to label such resistance ‘conservative’, such conservatism is not partisan.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"21 1","pages":"135 - 154"},"PeriodicalIF":1.2,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48802543","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
Caught in a school choice quandary: What should an equity-minded parent do? 陷入择校困境:一个有公平意识的家长该怎么办?
IF 1.2
Theory and Research in Education Pub Date : 2023-06-17 DOI: 10.1177/14778785231180469
M. Merry
{"title":"Caught in a school choice quandary: What should an equity-minded parent do?","authors":"M. Merry","doi":"10.1177/14778785231180469","DOIUrl":"https://doi.org/10.1177/14778785231180469","url":null,"abstract":"In this article, I examine a case involving an equity-minded parent caught in a quandary about which school to select for her child, knowing that her decision may have consequences for others. To do so, I heuristically construct a fictional portrait and explore the deliberative process a parent might have through a dialogue taking place among ‘friends’, where each friend personifies a different set of ethical considerations. I then briefly consider two competing philosophical assessments but argue that neither position helpfully assists in resolving the quandary. To conclude, I ask the provocative question whether parental motives – but also their school choices – actually matter if the inequitable outcomes seem to remain unchanged.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"21 1","pages":"155 - 175"},"PeriodicalIF":1.2,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49428964","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: Sigal R Ben-Porath, Cancel Wars: How Universities Can Foster Free Speech, Promote Inclusion, and Renew Democracy 书评:signal R Ben-Porath,《取消战争:大学如何促进言论自由、促进包容和更新民主》
IF 1.2
Theory and Research in Education Pub Date : 2023-05-30 DOI: 10.1177/14778785231178363
Z. Barber
{"title":"Book reviews: Sigal R Ben-Porath, Cancel Wars: How Universities Can Foster Free Speech, Promote Inclusion, and Renew Democracy","authors":"Z. Barber","doi":"10.1177/14778785231178363","DOIUrl":"https://doi.org/10.1177/14778785231178363","url":null,"abstract":"Some of the most vexing issues in ethics revolve around tradeoffs between fundamental values such as individual rights and the greater good, privacy and security, freedom and equality. In contemporary politics, there is perhaps no better example of such a tradeoff than the one underlying the current conflicts that have roiled college campuses: the tradeoff between the value of freedom of expression on the one hand, and the values of inclusion, belonging, and social harmony on the other. Universities ought to host fierce debate and foster unfettered intellectual exploration. Yet in an increasingly diverse and polarizing society, we also want universities to be as inclusive and welcoming as possible – we want all members of the campus community to flourish. Since speech itself can powerfully exclude, we seem at a loss when it comes to reconciling these competing values. What is so compelling about Sigal Ben-Porath’s new book Cancel Wars is her meticulous, and largely successful, attempt to smooth out the apparent tension between them. She demonstrates that free speech and inclusion may not be so conflictual as we might have thought. Her project is rooted in the particularly democratic role she envisions for universities in the wider context of society. She announces on the first page that ‘colleges are laboratories in which democracy is learned, practiced, and enhanced’ (p. 1). Colleges and universities play this role in two key ways. First, they produce and disseminate the shared knowledge foundational for building policy and navigating governance in a complex world. Politics needs a commonly understood reality to operate successfully. Second, universities ‘seed democratic habits and practices’ by fostering the interactions necessary for building trust and mutual understanding across diverse individuals (p. 1). These dual functions are vital in our polarized times, Ben-Porath observes in chapter 1. We seem no longer to know what or whom to trust, but universities are well-positioned to help. In chapter 2, Ben-Porath considers, and ultimately rejects, three commonly proposed avenues for establishing a shared epistemic foundation for democracy. We cannot rely on (1) a clear delineation of fact from opinion, on (2) well-defined groups of experts and technocrats, nor on (3) public faith in institutional reliability. Rather, Ben-Porath 1178363 TRE0010.1177/14778785231178363Theory and Research in EducationBook reviews book-review2023","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"21 1","pages":"232 - 234"},"PeriodicalIF":1.2,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46347263","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: 1
Self-selection or indoctrination in the study of (standard) economics: A systematic literature review (标准)经济学研究中的自我选择或灌输:系统的文献综述
IF 1.2
Theory and Research in Education Pub Date : 2023-05-30 DOI: 10.1177/14778785231178243
Cristina Miragaya-Casillas, Raimundo Aguayo-Estremera, A. Ruiz-Villaverde
{"title":"Self-selection or indoctrination in the study of (standard) economics: A systematic literature review","authors":"Cristina Miragaya-Casillas, Raimundo Aguayo-Estremera, A. Ruiz-Villaverde","doi":"10.1177/14778785231178243","DOIUrl":"https://doi.org/10.1177/14778785231178243","url":null,"abstract":"Considerable academic debate exists as to whether students with a background in economics exhibit distinct behavioural patterns that set them apart from students in other academic disciplines. Primarily, the debate concerns whether students who fit the stereotype of the economist choose to study economics (the self-selection hypothesis) or whether economics students develop these behavioural patterns in the course of their university studies (the indoctrination hypothesis). We conducted a systematic literature review that examines both hypotheses. According to the literature reviewed, the majority of researchers find the self-selection hypothesis to be the best supported. However, findings remain inconclusive due to several methodological limitations. In spite of that, this study should facilitate a deeper understanding of what causes behavioural changes in economics students and what exactly these behavioural differences are, among other relevant hypotheses.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"21 1","pages":"176 - 196"},"PeriodicalIF":1.2,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46884169","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
Commentary on The Right to Higher Education 高等教育权述评
IF 1.2
Theory and Research in Education Pub Date : 2023-03-01 DOI: 10.1177/14778785231160062
Lauren Bialystok
{"title":"Commentary on The Right to Higher Education","authors":"Lauren Bialystok","doi":"10.1177/14778785231160062","DOIUrl":"https://doi.org/10.1177/14778785231160062","url":null,"abstract":"Martin’s argument for the right to higher education is an exercise in ideal theory, which specifically distances itself from the familiar failings of compulsory education. I argue that even using sufficientarian criteria for admission to higher education would perpetuate non-ideal patterns of inequality and that reasonable forms of selectivity would still limit access to autonomy-promoting higher education. Martin’s case should prompt us to think about arbitrary divisions between compulsory and post-compulsory education in an autonomy-oriented system.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"21 1","pages":"71 - 76"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45426912","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
More than race? Mills, ethnicity, and education 不仅仅是种族?米尔斯、种族和教育
IF 1.2
Theory and Research in Education Pub Date : 2023-03-01 DOI: 10.1177/14778785231162088
Winston C. Thompson
{"title":"More than race? Mills, ethnicity, and education","authors":"Winston C. Thompson","doi":"10.1177/14778785231162088","DOIUrl":"https://doi.org/10.1177/14778785231162088","url":null,"abstract":"Building on the careful racial analyses of Charles W. Mills, this article uses the example case of Black ethnics to illustrate the general plausibility of ethnic identity as a useful political analytic category, suggesting that the absence of ethnic identity in racial analyses mutes important aspects of the lived experiences of racialized persons as individuals and in aggregation. The article establishes the possibility of ethnicity as an identity modifier, providing additional specificity to racial identity narratives. Building on these positions, the article turns to educational contexts to explore the ways in which ethnicity (as introduced in the preceding sections) stands to offer additional specificity to justice-oriented analyses of educational policy and practice.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"21 1","pages":"3 - 17"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49342237","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
Structural white ignorance and education for racial justice 白人结构性无知与种族正义教育
IF 1.2
Theory and Research in Education Pub Date : 2023-03-01 DOI: 10.1177/14778785231162106
A. Nikolaidis
{"title":"Structural white ignorance and education for racial justice","authors":"A. Nikolaidis","doi":"10.1177/14778785231162106","DOIUrl":"https://doi.org/10.1177/14778785231162106","url":null,"abstract":"While white ignorance is primarily produced and reproduced through social-structural processes, philosophy of education scholarship has focused on agent-centered educational solutions. This article argues that agent-centered solutions are ineffective and that education for disrupting white ignorance must be structure-centered. Specifically, the article contends that (1) social-structural processes often render being in a state of white ignorance reasonable and that (2) assigning white ignorant agents individual responsibility for overcoming their ignorance is often unreasonable. Consequently, epistemic virtue-based approaches to education are insufficient and inappropriate. Instead, the author proposes prioritizing political forms of education. This includes educating students on how to participate in political action and using political action to educate the public.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"21 1","pages":"52 - 70"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43551215","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: 1
Fairness, autonomy, and a right to higher education 公平、自主和接受高等教育的权利
IF 1.2
Theory and Research in Education Pub Date : 2023-03-01 DOI: 10.1177/14778785231160094
David O’Brien
{"title":"Fairness, autonomy, and a right to higher education","authors":"David O’Brien","doi":"10.1177/14778785231160094","DOIUrl":"https://doi.org/10.1177/14778785231160094","url":null,"abstract":"In The Right to Higher Education, Christopher Martin develops a powerful, autonomy-based argument that there is a moral right to access to higher education. I raise three concerns about whether this argument succeeds. The first is a concern about the conception of autonomy at the heart of Martin’s argument; the second is a concern about possible overgeneralizations of the argument; and the third is a concern about whether Martin’s view is consonant with judgments about fairness.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"21 1","pages":"88 - 92"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41840848","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
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