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Greenhalgh-Spencer, Heather – Studies in Philosophy and Education, 2019
Haraway foregrounds many stories that we, in a late capitalist era, tell ourselves in order to justify, or not even notice, actions that are harmful to all living things. While I am mindful of Haraway's excellent attention to the ways that 'stories tell stories, thoughts think thoughts, and knots knot knots,' I argue that we must take great care…
Descriptors: Teaching Methods, Story Telling, Ecology, Environmental Education
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Zembylas, Michalinos – Studies in Philosophy and Education, 2019
This paper discusses Butler's theory on the possibility of precarity to serve as the nexus of ethical relations, while also exploring some of the pitfalls of her theorization to reconceptualize the pedagogical implications of a "critical pedagogy for precarity." In particular, the paper asks: How can precarity--understood as an…
Descriptors: Social Action, Political Attitudes, Critical Theory, Ethics
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Ildefonso-Sanchez, Givanni M. – Studies in Philosophy and Education, 2019
This paper shows that philosophy and contemplation are integral parts of leisure ("scholé") and of a fully conscious educative experience. Through examination of the concepts of philosophy, the philosopher, and contemplation, it will be proposed that leisure is a necessary "condition" for philosophy and for education. To…
Descriptors: Educational Philosophy, Leisure Time, Educational Experience, Philosophy
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Kohan, Walter Omar; Costa Carvalho, Magda – Studies in Philosophy and Education, 2019
In the world of Philosophy for Children (P4C), the word "method" is found frequently in its literature and in its practitioner's handbooks. This paper focuses on the idea of community of philosophical inquiry (CPI) as P4C's methodological framework for educational purposes, and evaluates that framework and those purposes in light of the…
Descriptors: Educational Philosophy, Guidelines, Teaching Methods, Philosophy
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Menning, Soern Finn – Studies in Philosophy and Education, 2019
There seems to be a broad agreement that curiosity is important in education. However, current research often seeks to answer the question of how best to nurture curiosity and fails to ask the normative question of why this should be done. A closer look reveals that the reasons for justifying the importance of curiosity vary, with some theorists…
Descriptors: Educational Philosophy, Ethics, Educational Theories, Cognitive Development
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Wang, Hongyu – Studies in Philosophy and Education, 2019
This paper draws upon both Carl Jung's theory of the psyche and nonviolence philosophy to re-examine curriculum dynamics in the context of teacher education. An integrative psychic life is enabled by the transcendent function of assimilating the unconscious to expand the horizon of consciousness while the integrative power of nonviolence heals the…
Descriptors: Teacher Education, Educational Philosophy, Violence, Teacher Education Curriculum
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Szkudlarek, Tomasz – Studies in Philosophy and Education, 2019
In the paper I analyze two features of the genre of the pedagogical. First is a particular usage of "should" statements (which I call postulational rhetoric) where one can identify an effect of erasing present normative behavior, while that which is postulated is turned into an unattainable ideal, or a value. Second, I analyze…
Descriptors: Teaching Methods, Discourse Analysis, Educational Objectives, Political Attitudes
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Ariso, José María – Studies in Philosophy and Education, 2019
Literature on indoctrination has focused on imparting and revising beliefs, but it has hardly considered the way of teaching and acquiring certainties--in Wittgenstein's sense. Therefore, the role played by rationality in the acquisition of our linguistic practices has been overestimated. Furthermore, analyses of the relationship between certainty…
Descriptors: Beliefs, Teaching Methods, Educational Philosophy, World Views
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Hållander, Marie – Studies in Philosophy and Education, 2019
This article discusses the relation between emotions and testimony, by asking the questions: What do emotions do? Are emotions possible and desirable starting points for teaching difficult and complex subjects such as injustice and historical wounds? This article explores the 2015 image and testimony of Alan Kurdi, lying on a beach of the…
Descriptors: Emotional Response, Criticism, Political Attitudes, Cultural Influences
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Shutkin, David – Studies in Philosophy and Education, 2019
Distributed cognition, as it considers how technologies augment cognition, informs technology integration in education. Most educational technologists interested in distributed cognition embrace a representational theory of mind. As this theory assumes cognition occurs in the brain and depends on the internal representation of external…
Descriptors: Schemata (Cognition), Educational Technology, Technology Integration, Theory of Mind
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Zembylas, Michalinos – Studies in Philosophy and Education, 2018
This article tries to defend the position that Holocaust Education can be enriched by appreciating laughter and humor as critical and transformative forces that not only challenge dominant discourses about the Holocaust and its representational limits, but also reclaim humanity, ethics, and difference from new angles and juxtapositions. Edgar…
Descriptors: Educational Philosophy, Death, Jews, European History
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Lewin, David – Studies in Philosophy and Education, 2018
This paper provides a review of "Reconstructing 'Education' through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy" by Oren Ergas. The review examines the central argument of the book, namely that present educational theory and practice avoids substantial self-inquiry, paying lip service to reflective…
Descriptors: Teaching Methods, Educational Philosophy, Self Concept, Metacognition
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Taylor, Ashley – Studies in Philosophy and Education, 2018
The educational aims described by educational philosophers rarely embrace the full range of differences in intellectual ability, adaptive behavior, or communication that children exhibit. Because envisioned educational aims have significant consequences for how educational practices, pedagogy, and curricula are conceptualized, the failure to…
Descriptors: Educational Philosophy, Intellectual Disability, Educational Objectives, Teaching Methods
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Ruitenberg, Claudia W. – Studies in Philosophy and Education, 2018
This short paper responds to the essays by Shilpi Sinha, Shaireen Rasheed, and Lyudmila Bryzzheva. It considers how racial inequality between teachers and students affects the possibilities of educational hospitality, both in cases of white teachers teaching racialized students and in cases of racialized teachers teaching white students. The…
Descriptors: Educational Philosophy, Prosocial Behavior, Race, Racial Differences
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Rasheed, Shaireen – Studies in Philosophy and Education, 2018
Now more than ever the role of the other has been put into question and marginalized in a redefinition of an "American national self-protective identity" in the current post election climate. In philosophical terms, an identity of a radical other implies that any change, any difference, any impurity can be conceived as posing a threat to…
Descriptors: Race, Teaching Methods, Educational Philosophy, Phenomenology
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