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Leadership matters in democratic education: Calibrating the role of Principal in one democratic school Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-12-21 Fintan McCutcheon, Joanna Haynes
Through a series of conversations, Fintan McCutcheon and Joanna Haynes explore McCutcheon's reflections on school leadership in the contexts of the Educate Together movement (in the Republic of Ireland) and, specifically, in his aspiration to build an optimally democratic school in Balbriggan. Much of the academic and professional literature on school leadership depicts the role of school leaders as
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The libidinal body in community-based education: Evidence of somaesthetics from Borneo's Dayaknese communities Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-12-05 Setiono Sugiharto
Amidst the lingering prominence of idealist and rationalist traditions in the philosophy of education, the notion of living, sentient body (or soma) seems to have received scant attention by educational philosophers hitherto. These traditions—whose strong influence can be traced back to such philosophers as Plato, Descartes, Leibniz and Wolff—elevate and privilege the import of reasoning and mind over
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Philosophy of Gurukula education: Personal education and practical democracy Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-30 Jayaraman Jayalakshmi, Venkatasubramanian Smrithi Rekha
Education, which is as old as humanity, has existed in various personal forms in non-western societies, where an osmotic exchange of wisdom, values and life skills within families, tribes and communities was instrumental in the formation and continuation of diverse wisdom traditions all over the world. A personal system of education, called Gurukula (Sanskrit guru, teacher; kula, family) education
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‘A Summerhill in Scotland’? Experiences of freedom and community at Kilquhanity School (1940–1996) Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-26 Emily Charkin
In 1940, John and Morag Aitkenhead set up Kilquhanity School in rural Galloway, inspired by the writings of A.S. Neill and the practices at Summerhill School. In 1962, Aitkenhead wrote that he had swallowed ‘hook, line and sinker’ Neill's theories and that ‘but for him and his example, there could never have been this free school in Scotland’. Historians and commentators have tended to share his view
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Emerson's ‘Self-Reliance’ and political self-education Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-25 Léa Boman
This paper studies how Emerson's ‘Self-Reliance’ offers a meaningful account of political and moral self-education in Western democracies. Emerson's moral perfectionism involves an ethical, political and democratic individualism that needs to be reconsidered. This paper explores a perfectionist interpretation of the modern forms of self-education as political and ordinary practices, first with the
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A democratic school: Teacher reconciliation, child-centred dialogue and emergent democracy Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-24 Gillen Motherway
This article is an exploration of a democratic school where the author spent several years researching and engaging with teachers and students while investigating the practice of Philosophy for/with Children (P4C) within Irish Educate Together schools. I offer an account of how teachers in these contexts seek to reconcile and harmonise their P4C practice with their own educational and democratic outlooks
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Ignorance: Aesthetic unlearning Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-22 Emile Bojesen
This article proceeds from a consideration of what John Baldacchino calls ‘viable ignorance’, attempting to take leave from the critical and pedagogical obligations of certain elements of Barbara Johnson's ‘positive ignorance’. It considers Friedrich Nietzsche, Jean-François Lyotard and the composer, Karlheinz Stockhausen's reflections on modes of experience, and the cultivation of complementary dispositions
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Sex ed for social justice: Using principles of hip-hop–based education to rethink school-based sex education Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-21 Sin R. Guanci
Forming and sustaining healthy relationships of any kind requires empathy, thought, communication and effort, all of which are learned skills. Many of these skills can and should be learned in a variety of places, including and especially in schools. One of the most appropriate venues for teaching interpersonal relationship skills in school is through ‘sex ed’ classes. I argue that student-centred
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Introduction to the Suite: Political education for human transformation Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-21 Naoko Saito, Sandra Laugier
This is a brief introduction to the second part of a suite of papers on the theme ‘Political Education for Human Transformation’. Sceptical of the familiar and somewhat narrow frameworks for citizenship education, this East-West collaboration looks again at the very idea, and the possible means, of education for democracy. It examines the principle of an equality of voices as crucial to mature democratic
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Sexuality education and religion: From dialogue to conversation Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-18 Seán Henry, Joshua M. Heyes
The relationship between sexuality education and religion is often framed antagonistically, especially when it comes to tensions between the teaching of sexuality education and the priorities of some religious communities. In this paper, we argue that this antagonism can be structured as much by the prevalent forms of engagement that display it (dialogue and debate), as it is by the antagonism between
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The problem with faith-based carve-outs: RSE policy, religion and educational goods Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-18 Ruth J. Wareham
In September 2020, relationships and sex education (RSE) became compulsory in all English secondary schools, and relationships education became compulsory in all English primary schools, marking a significant step forward in the fight to establish children's rights. Although the new RSE regime will help to ensure that many English schools provide pupils with a far more comprehensive RSE curriculum
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What can philosophy contribute to ‘education to address pornography's influence’? Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-17 Aidan McGlynn
Responses to the pernicious influences of mainstream pornography on its viewers fall into two main sorts: regulation and education. Pornography has long been a core topic in analytic feminist philosophy, but it has largely focused on issues around regulation, in particular with trying to undermine arguments against regulation on the grounds that pornography should count as protected speech. Here I
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Education of children with chronic illnesses: A phenomenological perspective Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-17 Zahra Asgari, Mohammad Hossein Heidari, Ramazan Barkhordari
Recent research shows that 20% of children face a form of chronic illness during childhood. The illness and its associated physical and mental challenges can affect such children's ‘being’ and influence how they develop as people. A significant aspect of a child's life that can be profoundly influenced by a chronic illness is education. This study employed a phenomenological approach to shed more light
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Assessing a touchy subject: The problem of evaluating sex education then and now Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-12 Lisa Andersen, Lauren Bialystok
Assessment is a necessary task in all areas of education, but there is no agreement on how to assess the impacts of different approaches to sex education, both on an individual level and on a population level over time. The history of mid-20th Century Family Life Education in the United States illuminates some of the obstacles that have made assessing sex education programmes so difficult: control
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Rousseau and Emile: Learning language and teaching language Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-08 Adam Weiler Gur Arye
In Emile, Rousseau advances significant ideas about language, language learning and teaching: He posits a universal natural language that develops as the child matures; focuses on ‘private’ words invented by children, on the challenge facing children in their understanding of exceptions to general rules of the mother tongue and on recommended methods of teaching the mother tongue. The paper explores
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Interrupting the conversation: Donald MacKinnon, wartime tutor of Anscombe, Midgley, Murdoch and Foot Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-03 Clare Mac Cumhaill, Rachael Wiseman
Elizabeth Anscombe, Mary Midgley, Iris Murdoch and Philippa Foot all studied at Oxford University during the Second World War. One of their wartime tutors was Donald MacKinnon. This paper gives a broad overview of MacKinnon's philosophical outlook as it was developing at this time. Four talks from between 1938 and 1941—‘And the Son of Man That Thou Visiteth Him’ (1938), ‘What Is a Metaphysical Statement
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Teaching, learning and philosophising as metaphysical animals: Introduction Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-11-03 Lesley Jamieson
In recent years, a new scholarly gaze has been cast on four women‒Elizabeth Anscombe, Philippa Foot, Mary Midgley, and Iris Murdoch‒who have come to be known as the ‘Wartime Quartet’. During the postwar period, when women were still scarce in the discipline, these four flourished as philosophers. New details about their wartime education give us materials to reflect on what enabled them to develop
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Creating and sustaining democratic spaces in education Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-28 Joanna Haynes, Judith Suissa
This article explores the context for the accompanying suite of papers on creating and sustaining democratic spaces in education. Prompted by the centenary of Summerhill, the internationally famous democratic school founded in Suffolk, England, in 1921, by A.S. Neill, this collection of papers explores and broadens out the central questions at the heart of experiments in democratic education. We suggest
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Discovering disagreement: The story of an undergraduate Wartime Quartet reading group Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-28 Anne-Marie McCallion
This paper describes and analyses the experience of the participants of an undergraduate reading group on ‘The Wartime Quartet’. In the first section, I explain the set-up of the reading group. In the second section, I discuss what the participants shared and the trends we noticed in our experiences as women and marginalised genders studying undergraduate philosophy In the third section, I explain
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Democracy and schooling: The paradox of co-operative schools in a neoliberal age? Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-28 Tom Woodin, Cath Gristy
From the first co-operative trust school at Reddish Vale in Manchester in 2006, the following decade would witness a remarkable growth of ‘co-operative schools’ in England, which at one point numbered over 850. This paper outlines the key development of democratic education by the co-operative schools network. It explains the approach to democracy and explores the way values were put into practice
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Balance: Benefit or bromide? Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-28 Emma Williams
There seem to be obvious virtues to keeping a sense of balance. In this paper, I consider some examples from ordinary life and education where the pursuit of balance would appear to be a benefit. Yet I also draw upon lines of thinking from John Stuart Mill and Adam Phillips to examine whether the apparent good sense of balance can be disturbed. I show how Mill's and Phillips’ ideas extend into a consideration
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Murdoch on ethical formation in a changing world Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-28 Nora Hämäläinen
In the past few years, we have seen emerging new work that brings into focus the role of historical change and its moral implications in Iris Murdoch's philosophy. This paper strengthens this reading of her work and investigates the implications of this aspect of Murdoch's thinking for education in general and for moral education in particular. It resituates the Platonic imagery of the individual's
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Authority: On the revaluation of a value Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-26 Philip Tonner
This paper, while not presenting a general discussion of authority in education, attempts to uncover some of the anomalies, paradoxes and tensions in the concept. It will argue for a revaluation of authority as an educational virtue, as a form of participatory guidance that is an aid to growth. The paper intends to help provoke continued debate over our perceived educational virtues and vices. I argue
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Alienation: The foundation of transformative education Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-26 Karsten Kenklies
Nothing reveals the differences between an internal (i.e., inherently pedagogical) reflection on educational processes and an external (i.e., derived from a philosophical, sociological, psychological, theological or other perspective) more clearly than the differing attitudes towards alienation. Looked at from outside a pedagogical context, alienation appears only negative, deserving nothing but contempt
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Sex education's community problem Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-26 Caitlin Howlett
Legislating comprehensive sex education curricula has long been believed to be essential to aligning education about sex, sexuality and human relationships with the values of equality, inclusivity and autonomy. Defences of the need for ‘good’ sex education in public schools are contingent upon arguments about whose experiences ought to guide us in determining what sufficient alignment with such values
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‘The unbearable surplus of being human’: Happiness, virtues and the delegitimisation of the negative Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-21 Naomi Hodgson
The increased governmental focus on happiness since the late 1990s, and particularly since the economic crash of 2008, has been informed predominantly by a conceptualisation of happiness promoted by the field of positive psychology, and adopted and developed in fields such as behavioural economics and more recently in fields such as neuroeducation. Concepts, or traits, associated with feeling happy
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Beyond virtue and vice: A return to uncertainty Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-11 Karsten Kenklies, David Michael Lewin, Philip Tonner
Education is astonishingly simple. We have all been through it, whether as children or later in life—indeed, many of us are still going through it in some form or other; we all know what works; and we are all committed to realising its individual and social potential. Such a view of the matter might dispense with the need for philosophy of education altogether as the problems of education are seen
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The school workshop as the basis for the continuation school (1908) Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-07 Georg Kerschensteiner
This classic essay—Die Schulwerkstatt als Grundlage der Organisation der Fortbildungsschule—by George Kerschensteiner (1854–1932) is here published for the first time in English, in a translation by Stephanie Wilde and Christopher Winch. The essay was highly influential in the formation of the successful economy in modern Germany. It has had a bearing on the development of modern conceptions of the
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Vocational guidance and vocational counsellors (1920) Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-07 Aloys Fischer
This classic essay—‘Berufsberatung und Berufsberater’ by Aloys Fischer (1880–1937) is here published for the first time in English, in a translation by Christopher Winch. Fischer discusses the vocational situation after the end of the First World War and considers the needs of young people seeking to choose an occupation in difficult circumstances. He emphasises that vocational choice is difficult
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Agency: The constraint of instrumentality Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-07 Rachel Wahl
Enhancing agency—or in a more colloquial term, promoting empowerment—is typically viewed as an unquestioned good. International organisations promote the empowerment of girls and other vulnerable groups around the world. Domestically, democracies rely for their legitimacy on the idea that citizens have agency; hence, civic educators aim to strengthen student ‘voice’ and their inclination to participate
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‘Pointing the way’: Alex Bloom and A.S. Neill on the enduring necessity and enacted possibility of radical democratic education as ‘a method of life’ Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-07 Michael Fielding
Prompted by the centenary of the founding of Summerhill, in my contribution to this JOPE Suite on Democratic Education, I briefly explore both the admiring reciprocity and the subsidiary but significant differences of praxis between A.S. Neill and Alex Bloom, two remarkable pioneers of education in and for participatory democracy as a way of life. Because A.S. Neill's work is internationally renowned
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Why didn't you scream? Epistemic injustices of sexism, misogyny and rape myths Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-06 Alison MacKenzie
In this paper, I discuss rape myths and mythologies, their negative effects on rape and sexual assault complainants, and how they prejudicially construct women qua women. The backdrop for the analysis is the Belfast Rugby Rape Trial, which took place in 2018. Four men, two of whom were well-known rugby players, were acquitted of rape and sexual assault in a nine-week criminal trial that dominated local
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Character education and the instability of virtue Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-06 Richard Smith
Character education in schools in England is flourishing. I give many examples of the enthusiasm for it as well as drawing attention to the UK government's new ambivalence towards it. Character education seems largely impervious to the many criticisms to which it has been subjected. I touch on these only briefly as my focus is on a criticism that has received little coverage. This is because the virtues
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Alternative(s): Better or just different? Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-06 Sebastian Engelmann
This paper aspires to show the often-obscured structure of alternatives in education. Alternative education is generally understood as an umbrella term for educational thought and practice for and in schools differing from an assumed ‘mainstream’, where ‘alternative’ is often taken to mean ‘better’. In many cases, ‘mainstream’ serves as an empty signifier that can be substituted by various forms of
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Obedience Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-10-06 Samuel D. Rocha
This is a phenomenological description of existential obedience, which draws out a contrast between it and ressentiment and existential envy, and compares it with pedagogical obedience. The discussion is developed with reference especially to the work of Erich Fromm, Emerson, and Nietzsche. Eds: This paper forms part of a special issue titled ‘Beyond Virtue and Vice: Education for a Darker Age’, in
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Education for metaphysical animals Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-09-30 David Bakhurst
This essay explores the legacy of the four philosophers now often referred to as ‘The Wartime Quartet’: G.E.M. Anscombe, Iris Murdoch, Philippa Foot and Mary Midgley. The life and work of the four, who studied together in Oxford during the Second World War, is the subject of two recently published books, The Women Are Up to Something, by Benjamin Lipscomb, and Metaphysical Animals, by Clare Mac Cumhaill
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Fulfilment: Crisis, discontinuity and the dark side of education Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-09-24 Norm Friesen, Tobias Hölterhof
The Oxford English Dictionary defines fulfilment as ‘satisfaction or happiness as a result of fully developing one's potential or realizing one's aspirations; self-fulfillment’. Not only has the idea of fulfilment underpinned ‘approximately twenty centuries of philosophy’ as Lefebvre notes, it plays an indispensable role in both popular and scholarly accounts of education and upbringing. Experiences
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Lessons in love: Countering student belief in romantic love myths Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-09-22 Jeff Standley
The Department for Education recently administered new Relationships and Sex Education (RSE) guidance, one of the aims of which is to foster students’ ability to develop and maintain healthy romantic relationships in adulthood. However, while an education aimed at developing this capacity in young people is welcomed, the RSE guidance does not directly address conceptions of romantic love that shape
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Founding German vocational education: Kerschensteiner, Spranger and Fischer as key figures in the classical German VET theory Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-09-09 Dina Kuhlee, Christian Steib, Christopher Winch
This introduction familiarises the readers of this Special Issue with some important information and arguments that set the life and work of Georg Kerschensteiner, Eduard Spranger and Aloys Fischer in context. In addition, it shows their relevance to current debates and policies in vocational education and training (VET) in both Germany and the Anglophone countries. As a first step, some important
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Gender diversities and sex education Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-09-08 Cris Mayo
This article suggests that science-based understandings of sex and gender can improve sex education by inviting students to consider what sex and gender mean and by encouraging recognition and respect in a gender-diverse context. In addition, decolonising approaches to gender provide another route to sexuality education that is more attendant to difference and diversity, helping students to see how
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The educational task of the German vocational school (1958) Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-09-07 Eduard Spranger
This classic essay by Eduard Spranger (1882–1963) is here published for the first time in English, in a translation by Stephanie Wilde. In this contribution Spranger discusses and advocates the need for a vocational school that addresses the civic and individual needs of students as well as the vocational requirements of the nation. He emphasises personal growth, the need for self-knowledge in making
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Citizenship and the Joy of Work Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-09-07 Geoffrey Hinchliffe
This article discusses the nature of vocational education and its relation to citizenship as put forward by Georg Kerschensteiner, Aloys Fischer and Eduard Spranger. The chief aim of the article is to respond sympathetically to views which many Anglophone readers may find unfamiliar, given the German context from which they arise. In particular, the article focuses on the nature of work and occupation
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In defence of mutuality as an ethical standard in sexual relationships: A Reply to Michael Hand and Michael Reiss Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-09-07 Sharon Lamb, Samuel Gable
Our 2021 article in Ethical Theory and Moral Practice argued that mutuality, defined as ‘loving attention’ towards a sexual partner, should be a moral standard for ethical sex. We specified that this loving attention should occur in the form of attempting to know what could be knowable about the other person and taking a ‘thick’ view of the other in their particular social and psychological contexts
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Teaching good sex: The limits of consent and the role of the virtues Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-09-01 David Archard
I offer an account of sexual ethics, and thus of an education in sexual morality, that tries to make some sense of how a view of consent as central to those ethics might be combined with an education in certain virtues. I do so by exploring what some see as the shortcomings of a standard of consent, namely, how it can deal with instances of prima facie bad sex. I consider and reject various attempts
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Consent, mutuality and respect for persons as standards for ethical sex and for sex education Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-08-31 Michael J. Reiss
This article examines Lamb, Gable & de Ruyter's critique of consent as the standard by which one can determine if a sexual encounter is ethical in their ‘Mutuality in sexual relationships: a standard of ethical sex?’. Their examination of this issue is to be welcomed for a number of reasons, including growing criticism of ‘consent’ as the gold standard in medical and social science research ethics
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The legitimation of school-based Bildung in the context of vocational education and training: The legacy of Eduard Spranger Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-08-31 Philipp Gonon
The philosophical foundation of Bildung in the context of vocational education and training was significantly shaped by Eduard Spranger (1882–1963). However its legacy is not as present today since vocational schools in german-speaking countries today focus strongly on competences. This article sheds light on the emergence of this concept, discusses the impact up to the present and reconstructs the
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Consent and mutuality in sex education Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-08-23 Michael Hand
Sharon Lamb, Sam Gable and Doret de Ruyter have recently argued that sex education in schools should promote a more demanding standard for morally permissible sex than consent. On their view, pupils should be taught that morally permissible sex is not only consensual but also mutual, where mutuality requires participants in sex to ‘try to know what is knowable’ about each other. I argue here that,
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Re-reading Kerschensteiner today: Doing VET in German vocational schools—A search for traces Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-08-08 Peter F. E. Sloane
Georg Kerschensteiner is often called the ‘father of the vocational school’ in Germany. Working in the context of the German Empire in the 19th century, his historical achievement was to design a concept of vocational education that dissolved the opposition between general education and vocational education that had existed since Humboldt. He combined this with the idea that work processes have a positive
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Vocational guidance in general and vocational education schools in Germany: The relevance of informed choice for successful vocational education and the legacy of Aloys Fischer Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-07-30 Erika Gericke
This paper aims to reflect Fischer's ideas on vocational orientation and vocational choice as fundamental prerequisites for vocational education in the current German system of vocational guidance in general and vocational education schools. A special focus is placed on Fischer's view on the relevance of informed choice when choosing an occupation. In a first step, the reader will be introduced to
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Indoctrination Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-07-26 David Lewin
The indoctrination debates have been a key feature of the philosophy of education over the past 50 years. While it is generally acknowledged that the pejorative associations of indoctrination only emerged over the last 100 years, those normative associations are widely taken to be an essential part of the concept itself as are the positive connotations of education. I explore some of the problems of
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Cognitive gain and the close reading of literature Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-07-01 Kevin Williams
This is the second volume in a series edited by David Aldridge and Andrew Green titled ‘Literature and Education’. In their Introduction, the editors explain that the series aims to show that literature ‘can be a resource for educational thought’ that ‘can nurture and inspire educational change’ and they also invoke the authority of Dr Johnson in support of the ‘formidable didactic potential’ of literature
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Corrections for ‘The Gender Wars, Academic Freedom and Education’ by Suissa & Sullivan (2021) Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-06-21
On 10 March 2021, the Journal of Philosophy of Education published Suissa & Sullivan (2021) which stated the following in regard to an event: “One of the speakers, Julie Bindel, was assaulted by a transactivist when leaving the venue.” We clarify that the individual was not subject to a criminal conviction for assault. Whilst it was found that there was evidence of “threatening and abusive behaviour” pursuant
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Aesthetica and eudaimonia: Education for flourishing must include the arts Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-06-17 Laura D'Olimpio
The point of education is to support students to be able to live meaningful, autonomous lives, filled with rich experiences. The arts and aesthetic education are vital to such flourishing lives in that they afford bold, beautiful, moving experiences of awe, wonder and the sublime that are connected to the central human functional capability Nussbaum labels senses, imagination and thought. Everyone
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Corrigendum for ‘Is inquiry learning unjust? Cognitive load theory and the democratic ends of education’ by Tanchuk (2020) Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-06-17
In Tanchuk (2020), there was an error in the following sentence https://doi.org/10.1111/1467-9752.12435: The activist work by educators and cognitive scientists in the ResearchEd community, alongside Bennett's acquiring a leadership position in Ofsted, has coincided with an increased uptake of CL theorists’ findings in policy and a critical re-appraisal of inquiry-based teaching methods, particularly
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Where is education? Arendt's educational philosophy in between private and public Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-06-17 Julien Kloeg
Arendt-inspired philosophy of education has been a lively field of research in recent years. This research is mostly based on Arendt's essay ‘The Crisis in Education’. In the same historical context, Arendt wrote her initial essay on education, the controversial ‘Reflections on Llittle Rock’, and her political-theoretical work The Human Condition. All three texts show Arendt's concern about the public
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Luce Irigaray: A philosophy of teaching in ancient and modern perspective Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-05-06 Richard White
Luce Irigaray offers a powerful ‘philosophy of teaching’ that connects with the ancient paradigm. In this paper, I discuss the relationship between teaching and love as this is depicted in Plato, and I look at Irigaray's reading of the Symposium. Then I show how Irigaray's own philosophy can help us to think about the ideal teaching situation and its most essential aspects, including dialogue, difference
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Introduction: The crisis in mental health and education Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-04-27 Emma Williams
The introduction to this Policy Special Issue begins by situating the themes of mental health and education in the broader context of the public mental health conversation, and the new challenges to individual and collective life brought about by the COVID-19 pandemic. It then charts some of the ways mental health has developed in educational thinking and educational policy in recent years. Philosophy
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‘We are creating conditions for young people that are un-survivable’: An interview with Sanah Ahsan Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-04-27 Sanah Ahsan, Emma Williams
Sanah Ahsan is an award-winning poet and a qualified clinical psychologist. Ahsan has a growing profile in the public conversation about mental health. She is currently building anti-racism as a core competence into clinical psychology training. Her work has been featured by the BBC, Channel 4, Shakespeare's Globe and Southbank's WoW festival. She presented the 'Dispatches' documentary ‘Young, British
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The politics of distress Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-04-27 Richard Smith
We are regularly told that mental health problems are becoming more and more prevalent today, a trend exacerbated by the coronavirus pandemic. This way of conceiving what might rather be called people's—and particularly young people's—distress has several sources. Medical science has made spectacular progress over the last 50 years, encouraging us to look to it for solutions whenever things go wrong
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Inner and outer, psychology and Wittgenstein's painted curtain Journal of Philosophy of Education (IF 0.949) Pub Date : 2022-04-27 Paul Standish
Much thinking in psychology and related forms of psychotherapy is in the grip of a conception of inner–outer relationships that distorts the reality of our lives and world. In his later work, and in the last years of his life especially, Wittgenstein battled against this. In the course of his criticism, he developed vivid images that challenge this picture, revealing its limitations and opening the