Theory and Research in Education最新文献_第3页

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

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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

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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

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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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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

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

{"title":"Democratic education and the epistemic quality of democratic deliberation","authors":"Anniina Leiviskä","doi":"10.1177/14778785231187304","DOIUrl":"https://doi.org/10.1177/14778785231187304","url":null,"abstract":"This article examines the challenges that an epistemic account of deliberative democracy, according to which democratic deliberation has ‘truth-tracking’ capacities, encounters in contemporary polarized societies, and then discusses how these challenges could be addressed through democratic education. The focus of the article is especially on two phenomena indicated by recent empirical research: the increasing public distrust in experts and motivated reasoning that affects citizens’ belief-formation. The article suggests that some of the idealizing core assumptions of epistemic democracy make it difficult to recognize and address these phenomena as serious challenges to the epistemic quality of public deliberation. With these challenges in view, the article then addresses the question how the deliberative model of education should be revised or complemented for it to prepare students for epistemically good-quality public deliberation. The article proposes two pedagogical approaches: (1) fostering students’ epistemic trust through a ‘realistic’ account of science education, and by familiarizing students with adequate criteria for recognizing trustworthy experts, and (2) teaching integrative negotiation, which focuses on examining and explicating students’ interests and needs in situations in which motivated reasoning prevents them from meaningfully engaging with educationally and epistemically productive practices.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41655392","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

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

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":null,"pages":null},"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

引用次数: 0