-
From micro-rituals to macro-impacts: mapping eco-ethics via religious/spiritual teachings into higher education Ethics and Education Pub Date : 2024-04-08 Shahida
In the 21st century, discussions on the environment actively intersect with religious discourse, purposefully incorporating religious texts and spiritual perspectives to propose effective solutions...
-
Educating against intellectual vices Ethics and Education Pub Date : 2024-03-27 Noel L. Clemente
Intellectual character education has been primarily expressed in terms of educating for intellectual virtues (EFIV). This aim of teaching intellectual virtues has received some challenges, such as ...
-
Job prospects, useful knowledge, and the ‘rip-off’ University: returning to John Henry Newman in our post-pandemic moment Ethics and Education Pub Date : 2024-03-18 Áine Mahon, Judith Harford
This paper re-examines the tension between professional and liberal education by revisiting The Idea of the University (1852), the seminal mid-nineteenth century treatise of John Henry Newman. In r...
-
Correction Ethics and Education Pub Date : 2024-03-04
Published in Ethics and Education (Ahead of Print, 2024)
-
Exploring contract cheating in further education: student engagement and academic integrity challenges Ethics and Education Pub Date : 2024-01-22 Roya Rahimi, Jenni Jones, Carol Bailey
Contract cheating is a challenging problem facing higher and further education providers (HE and FE) worldwide. In the UK, contract cheating has been identified as a growing problem by the HEA and,...
-
Being in tension: the dependent response in social education Ethics and Education Pub Date : 2024-01-19 María Castillo-López
Social Education implies a constant exposition to human experiences of vulnerability and suffering. In this paper, Levinas’s philosophy of alterity and, specifically, the notion of hospitality cons...
-
The resonance approach for non-alienated relationships: beyond slowness in higher education Ethics and Education Pub Date : 2023-12-21 José L. López-González
Critical studies in higher education often embrace the ideas of the slowness movement to address time pressure. However, this desirable horizon presents some limitations. On the one hand, by emphas...
-
Teaching teachers how to not solve moral dilemmas Ethics and Education Pub Date : 2023-12-21 Sergei Talanker
Our survey of literature on moral dilemmas in teaching reveals that scholars declare the need to unequivocally resolve them yet refrain from doing so. This phenomenon is rooted in falure to disting...
-
Can we imagine a new telos for democracy in a non-teleological world? Ethics and Education Pub Date : 2023-11-27 Şevket Benhür Oral
Many political and economic forces are driven by the desire to eliminate democratic plurality in today’s political juncture. Democratic republicanism itself in its contemporary forms has failed to ...
-
Education and democratization. An introduction Ethics and Education Pub Date : 2023-11-27 Torill Strand, Marianna Papastephanou
Democracy as a regime and as a way of life requires strong ethical-political sensibilities and enabling social preconditions to the creation of which education may be especially conductove. The rel...
-
Democratic citizenship education reimagined: implications for a renewed African philosophy of higher education Ethics and Education Pub Date : 2023-11-27 Yusef Waghid
This contribution involves an analysis of philosophy of higher education in Africa, specifically related to a notion of democratic citizenship education. If one understands what philosophy of highe...
-
Governance as subversion of democratisation in South African schools Ethics and Education Pub Date : 2023-11-27 Nuraan Davids
In post-apartheid South Africa, a foregrounding of democratic citizenship education through broadened and inclusive participation is especially evident in a decentralised school-based leadership, m...
-
Art, democratic commonality, and the production of knowledges Ethics and Education Pub Date : 2023-11-27 Maria Mendel, Tomasz Szkudlarek
In this paper, we are juxtaposing the notions of cosmopolitanism and koinopolitanism, to sketch a theoretical perspective in which local productions of knowledge, as a binding force of local commun...
-
Making sense together. The cabinet of curiosity as path to reconsider education for all Ethics and Education Pub Date : 2023-11-27 Nancy Vansieleghem
This paper refers to a project that we as an art school carried out together with the Flemish organisation VVOB in Zambia. The main goal of the project was to equip primary school teachers with the...
-
Education as a pharmakon. Action art as political pedagogic device for enacting radical democracy Ethics and Education Pub Date : 2023-11-27 Guerra Luis
By considering the position of education as a pharmakon, highlighting its potential positive and negative effects on societies by its technical unfolding, the article proposes to explore the politi...
-
Civic education through artifacts: memorials, museums, and libraries Ethics and Education Pub Date : 2023-11-27 Bianca Thoilliez, Francisco Esteban, David Reyero
While civic education may not always be explicitly included in school curriculums, it can still be imparted through various non-teaching practices and in different places. In this article, we will ...
-
Cinema, philosophy and paideia Ethics and Education Pub Date : 2023-11-27 Torill Strand
I here read the Iranian film Hit the Road through the eyes of the French philosopher Alain Badiou. In doing so, I hope to illuminate the triadic link between cinema, philosophy and paideia (ethical...
-
Everyday life, democracy and education in the age of populism Ethics and Education Pub Date : 2023-11-27 Leszek Koczanowicz, Rafał Włodarczyk
In our day and age, everyday life has become a receptacle of various spheres of human life and development. Its expansion and current role of the main reference point for the valuation of phenomena...
-
Democratic education and curiosity Ethics and Education Pub Date : 2023-11-27 Marianna Papastephanou
Curiosity is not prominent in investigations on democratic development. Nor is curiosity discussed in democratic education discourses. However, this article contributes to the present Special Issue...
-
Constructing a role ethics approach to engineering ethics education Ethics and Education Pub Date : 2023-08-24 Qin Zhu, Rockwell Clancy
This paper is concerned with the gap between the ideology of ‘autonomous individualism’ deeply embedded in Western-centric engineering ethics education and the social and relational nature of engin...
-
Teacher talk in an early educator blog: building culture circles for exploring ethics Ethics and Education Pub Date : 2023-06-22 Cara Furman, Donna Karno
This paper examines teacher discourse and the building of culture circles in an asynchronous collaborative blog that combined two different classes in an Early Childhood MS Ed program. Social speec...
-
Lessons on knowledge transmission from Plato’s allegory of the cave: the influence of reason and companionship on transmissive and participatory pedagogies Ethics and Education Pub Date : 2023-05-24 Mark Debono
In this paper, I show the ambiguities in the interpretations of Martin Heidegger and Alain Badiou of Plato’s allegory of the cave as an enlightening educational experience. In Heidegger’s interpret...
-
Confucian trustworthiness and communitarian education Ethics and Education Pub Date : 2023-05-17 Charlene Tan
Through the conceptual lens of ‘education-as-moulding’ and ‘education-as-drawing-out,’ this article expounds the Confucian concept of trustworthiness (xin) and its relation with communitarian educa...
-
Playing it by ear: potential as an improvisatory practice Ethics and Education Pub Date : 2023-03-15 Catherine Herring
ABSTRACT This paper explores the concept of potential through a Deleuzean lens and argues that what is commonly understood as potential is often confused with possibility. It moves through four parts: an introduction exploring the language and context in which potential is ordinarily used in order to uncover underlying presuppositions; the next section explores key concepts from Difference and Repetition-
-
Indigenous, feminine and technologist relational philosophies in the time of machine learning Ethics and Education Pub Date : 2023-03-15 Troy A. Richardson
ABSTRACT Machine Learning (ML) and Artificial Intelligence (AI) are for many the defining features of the early twenty-first century. With such a provocation, this essay considers how one might understand the relational philosophies articulated by Indigenous learning scientists, Indigenous technologists and feminine philosophers of education as co-constitutive of an ensemble mediating or regulating
-
Being universitas: community and being present in times of pandemic Ethics and Education Pub Date : 2023-03-15 Amanda Fulford, David Locke
ABSTRACT This paper considers what is at stake in the idea of universitas – a community of masters and scholars – in the context of the shifting landscape of higher education engendered by the COVID-19 pandemic. Drawing on the philosophy of Gabriel Marcel, we consider what it means to be together in a university community. We draw a distinction between the idea of ‘functioning’ as universitas and ‘being’
-
Clocked by the pandemic! On gender and time in Rousseau’s Émile Ethics and Education Pub Date : 2023-03-13 Amy Shuffelton
ABSTRACT Pandemic disruptions to schooling threw into sharper relief the entanglements of economy, gender norms, and education that had been there, and throughout the modern world, all along. The particular entanglement this paper aims to unravel is the reliance of education on a certain kind of attentiveness, historically provided by a feminized teaching force and mothers, that itself rests on the
-
Educational relational networks: indigenous and feminist worlding. A response to Troy Richardson Ethics and Education Pub Date : 2023-03-13 Sharon Todd
ABSTRACT This paper is a response to Troy Richardson’s Terence McLaughlin’s Lecture. In it, I discuss how Richardson provides a unique reading of relationality, drawing together technology studies, Indigenous Education and feminist philosophy of education. Seeking to walk with key ideas he develops, this response also points to a possible limitation in seeing Noddings ethic of care as part of a feminist
-
Editorial: pedagogical forms in times of pandemic Ethics and Education Pub Date : 2023-03-13 Lovisa Bergdahl
Published in Ethics and Education (Vol. 18, No. 1, 2023)
-
Retrotopian risks, constant translation, without noise reduction: a response to Jan Masschelein Ethics and Education Pub Date : 2023-03-13 Lovisa Bergdahl
ABSTRACT This paper is a response to Jan Masschelein’s keynote lecture. Taking its point of departure in a befriended support of his argument, the paper begins in the mood of affirmation as a form of critique. Thereafter it engages, first, with what it reads as a slightly retrotopian approach to digitalization in the paper. Second, it brings to attention that the gesture of rejuvenation and regeneration
-
Pedagogies of place: conserving forms of place-based environmental education during a pandemic Ethics and Education Pub Date : 2023-03-13 Jeff Stickney
ABSTRACT Can on-line ‘place-based learning’ be more than a facsimile or ritual? Using a phenomenology of my pandemic practice, I investigate the meaning of ‘place-based learning:’ entertaining Aristotle’s seminal thought on place as a container to venture into contemporary phenomenological inquiries where places and things are not only conceptually implicated by each other, but immanent and potentially
-
‘Laughing ourselves out of the closet’: comedy as a queer pedagogical form Ethics and Education Pub Date : 2023-03-09 Seán Henry, Audrey Bryan, Aoife Neary
ABSTRACT This paper explores comedy as a queer pedagogical form that subverts problematic representational tropes of queerness pervading mainstream depictions of queer experience. Articulating ‘form’ less as a fixed arrangement of characters, images, objects, and ideas, and more as a kind of formation that positions these in dynamic relation to the wider context in which comedies are encountered, we
-
Rejuvenating and regenerating on-campus education. Why particular forms of pedagogical life matter Ethics and Education Pub Date : 2023-03-09 Jan Masschelein
ABSTRACT The pandemic implied an acceleration of the impending devastation of various forms of public pedagogical life attached to the campus, changing the ecology of study and affecting the sense-ability and response-ability of the university as an ‘association for/to study’ (‘universitas studii’). This contribution sketches two developments that play a role in this weakening of pedagogical life:
-
Pedagogical form, study, and formless formation Ethics and Education Pub Date : 2023-03-08 Çağlar Köseoğlu, Julien Kloeg
ABSTRACT Moving education to Zoom, Microsoft Teams, and the many alternatives during the COVID19-pandemic raised the question of pedagogical form. In a sense, pandemic education in its two-dimensionality was a frictionless, sanitized reduction of education to pure form; it offered a more efficient transfer of knowledge and was marked by a heightened means-to-an-end logic. This has made the informal
-
Creating authentic connectedness online through a shared experience of ‘not-knowing’ Ethics and Education Pub Date : 2023-03-08 Lynne Wolbert, Aslı Ünlüsoy
ABSTRACT This article describes the experience of two educators in a master program in Pedagogy in the Netherlands. Their experience is of an online gathering with students and educators that took place during the COVID-19 pandemic. Students and educators were not allowed to meet face-to-face, thus resorted to online education. What happened at that online gathering was that the educators observed
-
By way of infancy, an exercise in translation Ethics and Education Pub Date : 2022-12-03 Morgan Deumier
ABSTRACT This paper invites us to reconsider our usual understanding of infancy, no longer as something that passes but as infantia. The Latin word infantia, which is not easy to translate, means a lack of speech, a lack of eloquence, and also infancy, babyhood, and dumbness. Drawing on Barbara Cassin’s works on the untranslatables, I propose to translate infantia, starting by not-understanding, and
-
Herbart with Rancière on the Educational Significance of the ‘Third Thing’ in Teaching Ethics and Education Pub Date : 2022-12-02 Erik Hjulström, Johannes Rytzler
ABSTRACT This article highlights the educational and the aesthetic significance of the subject matter (i.e., “the third thing”) in the relationship between teacher and pupil. This, through a reading of two texts, one written by the 19th century educationist and German philosopher Johann Friedrich Herbart, and one written by the contemporary philosopher and political theorist Jacques Rancière. By emphasizing
-
Epistemic Injustice, Social Studies, and Moral Sensitivity Ethics and Education Pub Date : 2022-11-30 Samet Merzifonluoglu, Ercenk Hamarat
ABSTRACT There is growing interest in epistemic injustice and its connection to education. However, the relation between social studies and epistemic injustice has not yet been adequately explored and this topic has been given insufficient attention by social studies educators. But it is regarded as an important resource for students who are socially disadvantaged to render their experiences intelligible
-
Knowledge, Truth, and Education in Post-Normal Times Ethics and Education Pub Date : 2022-11-16 Kai Horsthemke
ABSTRACT The advent of Covid-19, a new and highly contagious form of Corona virus, in late 2019 cast a harsh light on human vulnerabilities and on the provocations (and opportunities) facing humanity. Although many of the more drastic measures applied within educational settings have since ceased to apply, at least for the time being, we are not yet ‘past Covid’: many of the challenges that are discussed
-
Theorizing aesthetic injustice in democratic education: insights from Boal and Rancière Ethics and Education Pub Date : 2022-11-16 Michalinos Zembylas
ABSTRACT This article examines some aspects of the entanglement between aesthetic injustice and epistemic injustice, paying special attention to how aesthetic injustice can be resisted in the classroom. The article brings into conversation Boal’s notion of aesthetic injustice with Rancière’s work on the overlapping of aesthetics and politics to suggest that a truly democratic education must work on
-
Violence and instrumentalism. On the margins of Tyson Lewis’s Walter Benjamin’s Antifascist Education Ethics and Education Pub Date : 2022-08-30 Paulina Sosnowska
ABSTRACT My response to Tyson Lewis’s book concentrates on two themes, seemingly peripheral to the book’s explicit content: the pertinent question of (educational) violence and the related problem of instrumentalism. I try to tackle both of them by outlining the dispute between Walter Benjamin and Carl Schmitt. The choice of Schmitt as the background for these peripheral commentaries is not accidental
-
Walter Benjamin and the idea of antifascist education: introduction to a symposium Ethics and Education Pub Date : 2022-08-29 Joris Vlieghe, Piotr Zamojski
ABSTRACT In this introduction we give a short account of the general idea of the symposium dedicated to the idea of antifascist education. The point of departure of all three contributions is Tyson Lewis’ book ‘Walter Benjamin’s Antifascist Education: From Riddles to Radio (SUNY 2020). We turn attention to the way the idea of antifascist education is understood throughout Lewis’ book, as it avoids
-
Remembering and Antifascist Education: A Response to My Critics Ethics and Education Pub Date : 2022-08-25 Tyson E. Lewis
ABSTRACT This article is a short response to two reviews of the book Walter Benjamin’s Antifascist Education: From Riddles to Radio by Tyson E. Lewis. It discusses the role of aesthetics and memory in cultivating antifascist potentialities in children.
-
The art of straying as aesthetic education Ethics and Education Pub Date : 2022-08-24 Itay Snir, Piotr Zamojski
ABSTRACT Our discussion addresses Benjamin’s antifascist education through the lens of aesthetic education and Herbert Marcuse’s aesthetic theory. While this theme is not explicitly discussed in Lewis’ book, we argue that it is essential for understanding the full political and educational potential of what he calls “the art of straying in the city”. Such straying is aesthetic in a twofold way: it
-
Cultivating virtue through poetry: an exploration of the characterological features of poetry teaching Ethics and Education Pub Date : 2022-08-19 Kristian Guttesen, Kristján Kristjánsson
ABSTRACT This paper explores the possibilities of using character education through poetry to cultivate virtue in a secondary-school context. It focuses on the philosophical assumptions behind the intervention development and some implications of the intervention. We explore character education and poetry teaching as a tool for moral reasoning through the means of the method of ‘poetic inquiry,’ drawing
-
Educating for Collaboration: A Virtue Education Approach Ethics and Education Pub Date : 2022-08-11 Alkis Kotsonis
ABSTRACT Given the instrumental value of good collaborations for societal flourishing, educating for good collaborators (viz., agents who have the motivation and ability to collaborate with others) should be one of the fundamental goals of contemporary education. Still, fostering the growth of dispositions needed for successful collaborations is not explicitly considered to be a first-rate pedagogical
-
Learning how to decide: a theory on moral development inspired by the ethics of Leonardo Polo Ethics and Education Pub Date : 2022-07-18 Javier Pérez Guerrero
ABSTRACT This study sets out the main points in Leonardo Polo’s theory of moral development, which systematically articulates goods, norms, and virtues. To make them easier to understand, each point has been compared with Kohlberg’s theory of moral development, which is well known to specialists and radically different to it. We have chosen three aspects of Kohlberg’s theory of moral development to
-
Ethics, politics and affects: renewing the conceptual and pedagogical framework of addressing fanaticism in education Ethics and Education Pub Date : 2022-07-18 Michalinos Zembylas
ABSTRACT This essay reconceptualizes fanaticism as an activity that does not rely on the condemnation of ‘fanatical’ acts as a priori ‘irrational.’ Rather, it theorizes fanaticism as a method of ethical and political critique against a regime of representation. It also argues that it is crucial to understand fanaticism through an approach that does not set up a dichotomy between affect and reason,
-
Collective identities beyond homogenisation: implications for justice and education Ethics and Education Pub Date : 2022-07-18 Kalli Drousioti
ABSTRACT In this article, I highlight what Ernesto Laclau and Chantal Mouffe’s (re)conceptualisation of the plurality within identities implies for justice and education. Laclau and Mouffe (re)theorise the plurality of identities by framing and understanding identities within the wider theoretical context of discourse analysis and radical Democracy. I argue that the significance of this specific (re)theorisation
-
Facets of justice in education: a petroleum nation addressing United Nations sustainable development agenda Ethics and Education Pub Date : 2022-03-28 Ole Andreas Kvamme
ABSTRACT Norway has a complex, even paradoxical, relationship to the United Nations Agenda 2030 and its 17 Sustainable Development Goals. It makes considerable financial contributions to the United Nations and has strongly supported the establishment of the sustainability agenda aimed at promoting global equity and mitigating the ecological and climate crises. Norway is also a prominent petroleum-producing
-
Responding to wrong doing Ethics and Education Pub Date : 2022-03-28 Helgard Mahrdt
ABSTRACT I argue that educators, by introducing young people to various ways of responding to wrongdoing, help prepare them for the task of acting in and taking responsibility for the world. I begin by (a) introducing Hannah Arendt’s understanding of the world, the characteristics of action as unpredictable, boundless and irreversible, i.e. the frailty of human affairs. I then move to (b) what Arendt
-
An ethics of rhythm—reflections on justice and education Ethics and Education Pub Date : 2022-03-28 Inga Bostad
ABSTRACT I here explore how an ethics of rhythm can shed light on what promotes and inhibits recognition between people across our vulnerable lives, and the need for a renewal of the philosophy of pedagogy. I argue that philosophy itself has contributed to a certain oblivion regarding how we follow and create rhythmic societies, the need for a more profound and fine-tuned listening attitude as a p
-
Justice as rhythm, rhythms of injustice: reorienting the discourse on educational justice. A response Ethics and Education Pub Date : 2022-03-25 Claudia Schumann
ABSTRACT The academic discussion concerning justice in education tends to center around questions of equal educational opportunity and the (re-)distribution of educational resources. This paper responds to a special issue which collects different approaches to educational justice that move beyond the boundaries set by traditional, hegemonic perspectives in the field. I point to some important strands
-
The will to injustice. An autoethnography of learning to hear uncomfortable truths Ethics and Education Pub Date : 2022-03-23 Eevi E. Beck
ABSTRACT Activists and writers on injustice have highlighted as a structural problem that injustice is experienced differentially. What injustices of privilege lie hidden in my daily academic life? Three deeply discomforting moments relating to Class, climate, and Whiteness privilege, form the core of an account of gradually admitting to my passive acceptance of injustice in the form of privileges
-
When unhappiness is not the endpoint, fostering justice through education Ethics and Education Pub Date : 2022-03-21 Elin Rodahl Lie
ABSTRACT With a specific example from Norway and inspiration from Sara Ahmed’s The Promise of Happiness, this article demonstrates how today’s educational rhetoric lacks the language and will to recognise a key pedagogical dimension in education: what happens when the normative ambitions of education and students meet. At best, teaching students life skills to mitigate their mental health issues is
-
Educative justice in viral modernity. A Badiouan reading Ethics and Education Pub Date : 2022-03-21 Torill Strand
ABSTRACT The metaphor of ‘viral modernity’ denotes an era characterized by communal experiences of how viruses, be they in the shape of physical, virtual or symbolic forms, permeate and shape social and cultural life. To think educative justice in viral modernity thus require a radical move beyond the surfaces of conventional paradigms in order to reach at a deep-seated understanding of the phenomena
-
‘Plastic justice’: a metaphor for education Ethics and Education Pub Date : 2022-03-17 Kjetil Horn Hogstad
ABSTRACT Education appears to bear responsibility on the one hand to do justice to society’s need for reproduction and continuation, and on the other to do justice to the individual’s capacity for and need to express resistance, critique and political action. How we navigate this problem is tied to how we understand justice. ‘Plastic justice’ is the suggestion that questions concerning justice and
-
What promotes justice in, for and through education today? Ethics and Education Pub Date : 2022-03-17 Torill Strand
Published in Ethics and Education (Vol. 17, No. 2, 2022)
-
Professing the vulnerabilities of academic citizenship Ethics and Education Pub Date : 2021-12-03 Nuraan Davids
ABSTRACT As academics, we do not only produce and reproduce knowledge; we also produce our citizenship as a social and agonistic space. There are nuances embedded within academic citizenship – unqualifiable, but compelling in their production and reproduction of power dynamics, bringing into disrepute notions of academic citizenship as a homogenous or inclusive space. There are ways of being and becoming
-
Satan as teacher: the view from nowhere vs. the moral sense Ethics and Education Pub Date : 2021-12-13 Johan Dahlbeck
Abstract To what extent should teachers promote the view from nowhere as an ideal to strive for in education? To address this question, I will use Mark Twain’s The Mysterious Stranger as an example, illustrating the stakes involved when the view from nowhere is taken to be an attainable educational ideal. I will begin this essay by offering a description of Thomas Nagel’s view from nowhere. Having