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Schultz, Christie – Philosophical Inquiry in Education, 2017
This paper examines the potential of the term "settler ally" to create productive discomfort alongside productive comfort, thereby creating space for positive social change. The setting in which the term is examined is Canada--Alberta in particular--following the release of the recommendations of the Truth and Reconciliation Commission…
Descriptors: Social Change, Educational Philosophy, Guidelines, Teaching Methods
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Allen, Ansgar – Philosophical Inquiry in Education, 2017
The republication of Nietzsche's lectures "On the Future of Our Educational Institutions" invites reconsideration of Nietzsche's thought on education. Though there is much in these lectures that might appeal to those struggling for the future of the humanities, or for the future of education more generally, I argue against their use in…
Descriptors: Educational Philosophy, Humanities, Futures (of Society), Educational Attitudes
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Pyrcz, Greg; MacLean, Tessa; Hopkins, Mark – Philosophical Inquiry in Education, 2017
The participation of young adults in performance-oriented music ensembles can be seen to enhance democratic capacities and virtues. Much, however, turns on the particular conception of democracy at work. Although contemporary currents in music education tend towards models of liberal and participatory democracy to govern music ensembles, this…
Descriptors: Music Activities, Music Education, Democracy, Performance
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Ruitenberg, Claudia W. – Philosophical Inquiry in Education, 2017
This paper addresses educators' responsibility for the discourse (including their own and others') that circulates in educational settings. This issue tends to arise especially with hurtful language and other discursive acts that have negative effects, and that require an apology, correction, or some other kind of remedial discourse. The paper…
Descriptors: Educational Philosophy, Interpersonal Communication, Language Usage, Teacher Responsibility
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Tryggvason, Ásgeir – Philosophical Inquiry in Education, 2017
In recent years, an agonistic approach to citizenship education has been put forward as a way of educating democratic citizens. Claudia W. Ruitenberg (2009) has developed such an approach and takes her starting point in Chantal Mouffe's agonistic theory. Ruitenberg highlights how political emotions and political disputes can be seen as central for…
Descriptors: Citizenship Education, Political Attitudes, Educational Philosophy, Teaching Methods
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Guzzo, Guilherme Brambatti; Dall'Alba, Gabriel – Philosophical Inquiry in Education, 2017
Critical thinking involves the ability to properly assess statements and actions, and it also requires a permanent disposition to appropriately use cognitive skills in the evaluation of any claim. In the present paper, we discuss the characteristics of an ideal critical thinker, and apply them to a contemporary problem, namely anthropogenic global…
Descriptors: Critical Thinking, Climate, Change, Thinking Skills
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Blanken-Webb, Jane – Philosophical Inquiry in Education, 2017
This paper investigates the intersection of big data and philosophy of education by considering big data's potential for addressing learning via a holistic process of coming-to-know. Learning, in this sense, cannot be reduced to the difference between a pre- and post-test, for example, as it is constituted at least as much by qualities of…
Descriptors: Educational Philosophy, Data Analysis, Educational Research, Learning Processes
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Maxwell, Bruce – Philosophical Inquiry in Education, 2017
This paper argues that the way future teachers are being initiated into the ethical dimensions of their future profession is largely out of step with the movement to professionalize teaching. After recalling the role that codes of professional conduct play in the ecology of professional self-regulation, and arguing that familiarizing students with…
Descriptors: Ethics, Ethical Instruction, Standards, Metacognition
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Wheeler-Bell, Quentin – Philosophical Inquiry in Education, 2017
America is witnessing a new gilded age. Since the 1970s, inequality in wealth and income has soared within the United States--and globally (Piketty, 2014; Sayer, 2016; Therborn, 2013). Such inequalities affect human flourishing because they allow the privileged class to convert their wealth into different, and unequal, lifestyles and life chances.…
Descriptors: Advantaged, Social Class, Educational Philosophy, Ethics
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Drerup, Johannes – Philosophical Inquiry in Education, 2017
Theoretical and practical issues concerning the justification of paternalism towards children are widely debated in a variety of philosophical contexts. The major focus of these debates lies either on questions concerning the general legitimacy of paternalism towards children or on justifications of paternalism in concrete situations involving…
Descriptors: Children, Ethics, Moral Values, Power Structure
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Backer, David I. – Philosophical Inquiry in Education, 2017
How do we learn the link between speech and money? What is the process of formation that legitimates the logic whereby speech is equivalent to money? What are the experiences, events, and subjectivities that render the connection between currency and speaking/listening intuitive? As educators and researchers, what do we do and say to shore up this…
Descriptors: Interpersonal Communication, Communication (Thought Transfer), Educational Theories, Discourse Analysis
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Sheldon, James; Rands, Kai – Philosophical Inquiry in Education, 2017
Normative time is disciplined through what Freeman calls chrononormativity, and this disciplining is particularly evident in the experiences of disabled children. Despite the constant regimenting of the present reality for disabled children in time, they are essentially denied a future, the future generally being figured without people with…
Descriptors: Disabilities, Children, Social Attitudes, Self Determination
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Kukar, Polina – Philosophical Inquiry in Education, 2016
There is no standard definition of empathy, but the concept is assumed to be innately pro-social and teachable regardless of factors such as power dynamics or other manifestations of social injustice within a society. Such assumptions in discursive practices, whether academic, popular, or pedagogical, obscure the emergence of two important…
Descriptors: Teaching Methods, Empathy, Power Structure, Prosocial Behavior
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Campbell, Cary – Philosophical Inquiry in Education, 2016
In this paper, I propose that the indexical sign can be used to derive a model for active (touching-and-feeling) learning. The implicit processes involved in the subtle reading of indices contain explanatory possibilities for understanding how students adapt to novelty in the learning process. Besides looking at how indexicality functions in human…
Descriptors: Active Learning, Indexes, Models, Modeling (Psychology)
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Belas, Oliver – Philosophical Inquiry in Education, 2016
This article puts forward moral-philosophical arguments for re-building and re-thinking secondary-level (high-school equivalent) English studies around creative writing practices. I take it that when educators and policy makers talk about such entities as the "well-rounded learner," what we have, or should have, in mind is moral agents…
Descriptors: Moral Development, Creative Writing, High School Students, English Instruction
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