JOURNAL OF PHILOSOPHY OF EDUCATION最新文献_第3页

The Paradox of Epistemic Ability Profiling 认知能力分析的悖论

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-19 DOI: 10.1093/jopedu/qhad066

Ashley Taylor

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引用次数: 0

Does Mills’s Epistemology Suggest a Hermeneutic Injustice of White AfroSkepticism? 米尔斯的认识论是否暗示了白人非洲怀疑论的解释学不公正?

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-18 DOI: 10.1093/jopedu/qhad065

Sheron Fraser-Burgess

{"title":"Does Mills’s Epistemology Suggest a Hermeneutic Injustice of White AfroSkepticism?","authors":"Sheron Fraser-Burgess","doi":"10.1093/jopedu/qhad065","DOIUrl":"https://doi.org/10.1093/jopedu/qhad065","url":null,"abstract":"Abstract Charles Mills (1997) posits an epistemology of ignorance that underwrites the complicity of Whites as signatories of the racial contract. There is prevailing discourse about the complicity of White persons in perpetuating racism and whether they can experience epistemic injustice. In this paper, the claim to hermeneutical injustice, in particular, makes a further assertion that moral blameworthiness is mitigated for a subcategory of White Americans because of being socialized into a White-dominant culture of caste-based AfroSkepticism. I argue, based on Pierce’s conceptualization of doubt, as against Descartes, that AfroSkepticism is a totalizing belief system predicated on a racial group-based social epistemology and maintains a settled stance of questioning the commensurate citizenship of Blacks or American descendants of slaves. These perceived social costs warrant educational interventions that can dismantle its reasoning architecture. White AfroSkepticism poses a barrier to the teacher’s efforts to cultivate the democratic habitus in students; however, educator preparation that takes its existence into account can build on the standard classroom practices of critical social justice that promote equity, critical multicultural education, and critical thinking.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"217 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135823583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Making the Most of It: Thinking About Educational Time with Hägglund and Levinas 充分利用时间:与Hägglund和列维纳斯一起思考教育时间

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-17 DOI: 10.1093/jopedu/qhad067

Lana Parker

引用次数: 0

Kinopedagogy as Non-Conservative Education and Time as the Abode of Humans kinopedology是一种非保守的教育，时间是人类的居所

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-17 DOI: 10.1093/jopedu/qhad064

Stefano Oliverio

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引用次数: 1

Metaphilosophical myopia and the ideal of expansive pluralism 形而上学的短视与扩张性多元主义的理想

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-16 DOI: 10.1093/jopedu/qhad060

Ian James Kidd

引用次数: 0

Reading Kant as a radical empiricist Or how to find an orientation for education after progress 读康德作为一个激进的经验主义者，或者如何为进步后的教育找到一个方向

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-09 DOI: 10.1093/jopedu/qhad058

Joris Vlieghe

引用次数: 0

Resisting Policing in Higher Education: Willful White Ignorance in the Campus Safety Debate 抵制高等教育中的警务:校园安全辩论中的白人故意无知

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-09 DOI: 10.1093/jopedu/qhad062

Rebecca M Taylor, Martha Perez-Mugg

{"title":"Resisting Policing in Higher Education: Willful White Ignorance in the Campus Safety Debate","authors":"Rebecca M Taylor, Martha Perez-Mugg","doi":"10.1093/jopedu/qhad062","DOIUrl":"https://doi.org/10.1093/jopedu/qhad062","url":null,"abstract":"Abstract Activists have challenged the reach of the carceral state into higher education. Whether calling out the exclusion of currently and formerly incarcerated people from higher education or the ways campus police perpetuate the racial and economic biases that plague the US criminal legal system, these voices offer insights that higher education leaders should take seriously. Yet, these challenges are often met with appeals to safety, which purport to override concerns about the harms produced by extension of the criminal legal system into educational contexts. Campus safety debates offer an opportunity to examine the role of wilful ignorance in the perpetuation of systemic injustices on college and university campuses, highlighting tensions between the testimony of those challenging these systems and practices and prevailing narratives around safety. In analysing the operation of wilful ignorance in this context, we will focus on campus policing as a manifestation of carcerality in higher education. We argue that the perpetuation of policing in higher education in the USA reflects wilful White ignorance that represents both an epistemic and moral failing on the part of higher education leaders.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135141560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How the notion of epistemic injustice can mitigate polarisation in a conversation about cultural, ethnic and racial categorisations 认知不公正的概念如何缓解关于文化、民族和种族分类的对话中的两极分化

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-09 DOI: 10.1093/jopedu/qhad061

Ingvill Bjørnstad Åberg

{"title":"How the notion of epistemic injustice can mitigate polarisation in a conversation about cultural, ethnic and racial categorisations","authors":"Ingvill Bjørnstad Åberg","doi":"10.1093/jopedu/qhad061","DOIUrl":"https://doi.org/10.1093/jopedu/qhad061","url":null,"abstract":"ABSTRACT It is a common contention that education done uncritically and unreflectively may serve to sustain and justify the status quo, in terms of mechanisms of cultural or racial privileging and marginalization. This article explores an argument made from within anti-oppressive education theory and advocated by theorist Kevin Kumashiro, namely that transformative education must entail altering harmful citational practices. I see two shortcomings in relation to this argument: first, its focus on discursive practice entails a prerequisite of high discursive literacy. Second, it may lead to a failure to give credit to people’s intentions, risking a conflation of honest mistakes and wilful ignorance, and depriving us of theoretical nuance. While a well-argued and important call, I argue in this article that both shortcomings lead to the risk of a polarized conversation. Focusing on cultural, ethnic, and racial categorization, and using social studies as an illustration, it is suggested that applying notions from the theoretical concept of epistemic injustice may open up a space for granting nuanced credit to people’s intentions, thereby mitigating the risk of polarization. Rather than viewing attention to outcome and attention to intention as oppositional to one another, it is argued that both theoretical perspectives may benefit from the insights of the other. By applying needed context-specificity and nuance to categorizations of dominance and marginalization in individual discursive exchange, this can be done without granting priority to the experience of dominantly situated knowers.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135141561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Testimonial Justice and the Voluntarism Problem: The Virtue of Just Acceptance 证言正义与唯意志论问题:公正接受的美德

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-09 DOI: 10.1093/jopedu/qhad063

Kunimasa Sato, Ben Kotzee

{"title":"Testimonial Justice and the Voluntarism Problem: The Virtue of Just Acceptance","authors":"Kunimasa Sato, Ben Kotzee","doi":"10.1093/jopedu/qhad063","DOIUrl":"https://doi.org/10.1093/jopedu/qhad063","url":null,"abstract":"Abstract This paper examines the ‘voluntarism’ challenge for achieving testimonial justice and advocates the virtue of just acceptance of testimony as the right target for efforts to alleviate testimonial injustice. First, we review the credibility deficit case of interpersonal testimonial injustice and explain how the doxastic voluntarism problem poses a challenge to redressing such testimonial injustice. Specifically, the voluntarism problem seems to rule out straightforward control over what and whom people believe; thus, the solution to the problem of testimonial injustice cannot lie in voluntarily self-correcting unjust credibility judgments and replacing them with just testimonial beliefs. Second, we identify three distinctive characteristics of acceptance of testimony, as distinct from belief, and argue that, while it might be difficult to form credibility judgements completely voluntarily, it is easier to control one’s attitude of acceptance towards speakers’ testimony. We hold that shifting focus from testimonial belief to acceptance can overcome the problem of (synchronic) involuntarism about testimonial belief. Third, we articulate a vision of a virtue of just acceptance of testimony that can move a hearer to collect the right evidence to reliably find the answer to whether a speaker’s testimony is true. Finally, we demonstrate that encouraging people to take a virtuous attitude of just acceptance towards speakers’ testimony forms the basis of a remedial vision of education that can play a distinctive role in fostering the virtue of just acceptance aimed at testimonial justice.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135141557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning After Progress? Isabelle Stengers, Artificial Learning, and the Future as Problem 进步后再学习?伊莎贝尔·斯坦厄斯，人工学习和未来问题

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-03 DOI: 10.1093/jopedu/qhad059

Hans Schildermans

{"title":"Learning After Progress? Isabelle Stengers, Artificial Learning, and the Future as Problem","authors":"Hans Schildermans","doi":"10.1093/jopedu/qhad059","DOIUrl":"https://doi.org/10.1093/jopedu/qhad059","url":null,"abstract":"Abstract The aim of this article is to rethink the relation between education and progress, claiming that discourses of progress tend to project specific visions of the future and thereby instrumentalize education to achieve these visions while foreclosing other possible futures. The first part of the paper argues that the historical pact between education and progress has been recently recast in terms of learning. Learning receives at the same time an economic and a political interpretation in this context, turning issues such as unemployment or social justice into learning problems. What both interpretations seem to share, however, is that learning is conceived of as a pathway to futures already known. Drawing on the philosophy of Isabelle Stengers, in whose work the concept of learning acquires a vital position, the article reframes learning in terms of a situated encounter made possible within an artificial environment, whereby the future is not being projected, but becomes thoroughly problematic—a matter of collective concern. Recent calls to ‘learn to live with’ Covid-19, but also the effects of climate change, form the point of departure for reworking the concept of learning from the inside out.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135688833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0