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Levinson, Meira – Theory and Research in Education, 2011
Educational standards, assessments, and accountability systems are of immense political moment around the world. But there is no developed theory exploring the role that these systems should play within a democratic polity in particular. On the one hand, well-designed standards are public goods, supported by assessment and accountability…
Descriptors: Academic Standards, Academic Achievement, Educational Assessment, Accountability
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Raihani – Theory and Research in Education, 2011
Education is a primary way to equip children with the knowledge, skills, and competences necessary to live a life of harmonious relationships with diverse human beings. The escalating violence in the name of religion and ethnicity in Indonesia and other parts of the world is worrying, and one potential long-term solution is to educate school…
Descriptors: Foreign Countries, Educational Change, Program Proposals, Holistic Approach
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Stitzlein, Sarah M. – Theory and Research in Education, 2011
One central aspect of a healthy democracy is the practice of democratic dissent. For the first time in many years, dissent is being widely practiced in town hall meetings and on street corners across the United States. Despite this presence, dissent is often suppressed or omitted in the prescribed, tested, hidden, and external curriculum of US…
Descriptors: Democracy, Civics, Dissent, Role
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McCowan, Tristan – Theory and Research in Education, 2011
While commitment to a universal entitlement to education is highly desirable, some significant limitations have been identified in the right to education as currently expressed and implemented. This article assesses the contribution that the capabilities approach can make in this regard. While some proponents have suggested that capabilities…
Descriptors: Educational Policy, Equal Education, Educational Opportunities, Individual Development
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Weinstock, Daniel M. – Theory and Research in Education, 2010
In thinking about how a just state should assess and respond to inequalities in the distribution of particular goods, such as health and education, attention should be paid, first, to the causes of inequality with respect to these goods, and second, to the question of whether it is possible, and, if possible, morally appropriate, to enact policy…
Descriptors: Social Justice, Equal Education, Educational Policy, Policy Analysis
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Noddings, Nel – Theory and Research in Education, 2010
Michael Slote's very interesting work on moral sentimentalism and moral education raises some important questions on the meaning of empathy, the limitations of "inductions", and the development of moral education from the perspective of care ethics. These questions are addressed in this commentary. (Contains 5 notes.)
Descriptors: Ethical Instruction, Ethics, Empathy, Values Education
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Wren, Thomas – Theory and Research in Education, 2010
Although I think most of what Michael Slote asserts in his article "Sentimentalist moral education" is correct, I worry about three important ideas that are conspicuous by their absence. The first is the possibility that human emotions and feelings are inherently cognitive, which is never considered in his psychological account of empathy. The…
Descriptors: Ethical Instruction, Ethics, Empathy, Moral Development
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Fullinwider, Robert K. – Theory and Research in Education, 2010
Moral educators have little to learn from the moral theories in which philosophers routinely trade. These theories--including those by Slote, Hume, and Kant--leave behind the concrete world in which the moral educator labors. As interesting as they may be, they merely devise alternative routes to the same destination--to the main general features…
Descriptors: Moral Values, Moral Development, Philosophy, Ethical Instruction
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Slote, Michael – Theory and Research in Education, 2010
I respond to Noddings with further clarification of the notion of empathy and also argue that previous care ethics has put too much of an exclusive emphasis on relationships. I respond to Darwall by pointing out some implausible implications of his own and Kantian views about respect and by showing how a sentimentalist approach can avoid those…
Descriptors: Ethical Instruction, Moral Values, Ethics, Empathy
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Slote, Michael – Theory and Research in Education, 2010
Care ethics, and moral sentimentalism more generally, have not developed a picture of moral education that is comparable in scope or depth to the rationalist/Kantian/Rawlsian account of moral education that has been offered by Lawrence Kohlberg. But it is possible to do so if one borrows from the work of Martin Hoffman and makes systematic use of…
Descriptors: Ethical Instruction, Psychology, Ethics, Empathy
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Darwall, Stephen – Theory and Research in Education, 2010
Michael Slote proposes a rethinking of moral education from the perspective of a normative ethics of care combined with his distinctive sentimentalist metaethics. I raise questions concerning the role of empathy in Slote's picture and argue that empathy is related to respect and sentiments through which we hold ourselves and one another…
Descriptors: Ethical Instruction, Ethics, Empathy, Moral Issues
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Knight, Sue; Collins, Carol – Theory and Research in Education, 2010
In this article we argue for the necessity of far-reaching change in school curricula and pedagogy. More particularly, we argue that developing students' understanding and engagement in the disciplines which make up the school curriculum requires an unearthing of the philosophical issues underlying science, mathematics, the arts, geography,…
Descriptors: Foreign Countries, Instructional Development, Curriculum Development, Ethics
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Jacobs, Lesley A. – Theory and Research in Education, 2010
Two approaches to making judgments about moral urgency in educational policy have prevailed in American law and public policy. One approach holds that educational policy should aspire to realizing equal opportunities in education for all. The other approach holds that educational policy should aspire to realizing adequate opportunities in…
Descriptors: Court Litigation, Public Policy, Educational Policy, Financial Support
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Goodman, Joan – Theory and Research in Education, 2010
The widespread disaffection of students from school is manifested in academic failure, indifference, and defiance. These problems can be alleviated, I argue, when an authority structure is developed that combines three components--freedom, power, and legitimacy. Authority understood as either power or freedom is apt to subvert students' school…
Descriptors: Social Attitudes, Social Influences, Student Attitudes, Student Participation
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Marsh, Charles – Theory and Research in Education, 2010
Five years ago in "Theory and Research in Education", James R. Muir fired a new salvo in the debate regarding the merits of Isocrates' educational program, a controversy that has endured for more than two millennia. Was the Isocratean program misguided and lowbrow, as in the estimations of Plato and Aristotle--or was it the most successful program…
Descriptors: Liberal Arts, Philosophy, Literature, Outcomes of Education
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