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Alston, Kal – Philosophical Inquiry in Education, 2022
The pandemic made us hold our breath for a return to "normal." But education in "normal" times involves race-based violence and class-based inequality that the pandemic simply made plainer to see. Reviewing the impacts of the pandemic and action for racial justice over the last two years, I show how the dislocation of the…
Descriptors: COVID-19, Pandemics, Racial Bias, Social Justice
Woodhouse, Howard – Philosophical Inquiry in Education, 2020
This article shows how Bertrand Russell and Noam Chomsky's approaches to humanistic education are grounded in the concepts of growth, knowledge, language, freedom, and social justice. Despite their epistemological differences, Russell and Chomsky agree on the need for educating the public to abuses of power. Their own practice of education is a…
Descriptors: Humanism, Educational Philosophy, Social Justice, Epistemology
Giesinger, Johannes – Philosophical Inquiry in Education, 2019
The problem of paternalism, widely discussed in moral and political philosophy, has not received much attention in the philosophy of education. Yet Johannes Drerup claims that paternalism should be considered 'an indigenous concept' of educational theory, and 'the indigenous model of justification' in education. This essay explores Drerup's claim,…
Descriptors: Educational Philosophy, Educational Theories, Power Structure, Theory Practice Relationship
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
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
Turcotte-Summers, Jonathan – Philosophical Inquiry in Education, 2016
In this article, Turcotte-Summers responds to Eamonn Callan's essay "Education in Safe and Unsafe Spaces" (2016) with three main counterarguments. First, the correct response to the systemic oppressions faced by our students is not a more liberal but a more liberatory and radical education. Second, dignity safety is not a useful…
Descriptors: Educational Philosophy, Safety, Academic Freedom, Justice