Education is oftentimes understood as a deeply ethical practice for the development of the person. Alternatively, education is construed as a state-enforced apparatus for inculcation of specific codes, conventions, beliefs, and norms about social and political practices. Though holding both of these beliefs about education is not necessarily…

The biggest problem facing schools having social justice curricula, beyond implementation of a programme, I claim, is the problem of "justification": what grounds what in social justice and how do we make this manifest to ourselves and to the curricula? If we cannot address this, then social justice curricula are doomed to begging the question. I…

In this article, I examine anew the moral philosophy of Immanuel Kant and its contributions to educational theory. I make four claims. First, that Kant should be read as having the Categorical Imperative develop out of subjective maxims. Second, that moral self-perfection is the aim of moral education. Third, that moral self-perfection develops by…

Examines ongoing controversy within Deweyan philosophy of education scholarship regarding the proper role and scope of science in Dewey's concept of inquiry. Utilizes Dewey's references to inquiry in aesthetic experience to develop a nuanced argument. (Contains 17 references.) (AUTH/NB)