Results for 'Casuistry and education'

972 found
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  1.  55
    Casuistry and the Business Case Method.Martin Calkins - 2001 - Business Ethics Quarterly 11 (2):237-259.
    Abstract:This article argues for the compatibility of casuistry and the business case method. It describes the salient features of casuistry and the case method, shows how the two methods are similar yet different, and suggests how elements of casuistry might benefit the use of the case method in management education. Toward these ends, it shows how casuistry and the case method are both inductive and practical methods of reasoning focussed on single settings and real-life situations (...)
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  2.  48
    Kant, casuistry and casuistical questions.Rudolf Schuessler - 2021 - Journal of Philosophy of Education 55 (6):1003-1016.
  3.  64
    Conscience and casuistry in early modern Europe.Edmund Leites (ed.) - 1988 - Paris: Editions de la Maison des sciences de l'homme.
    This examination of a fundamental but often neglected aspect of the intellectual history of early modern Europe brings together philosophers, historians and political theorists from Great Britain, Canada, the United States, Australia, France and Germany. Despite the diversity of disciplines and national traditions represented, the individual contributions show a remarkable convergence around three themes: changes in the modes of moral education in early modern Europe, the emergence of new relations between conscience and law (particularly the law of the state), (...)
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  4.  32
    Working without shame in international educational development? From consequentialism to casuistry.David Bridges - 2015 - Ethics and Education 10 (3):271-283.
    The central question addressed in this paper is about the ethics of engaging with educational development in countries perceived as undemocratic or as failing to respect human rights. More particularly, it examines the nature of the arguments that are brought to bear on this issue. It suggests that these are essentially consequentialist in character and hence fall prey to many of the limitations of such consequentialism, including the unpredictability of what will unfold, the indeterminacy of the consequences and the complex (...)
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  5. Getting down to cases: The revival of casuistry in bioethics.John Arras - 1991 - Journal of Medicine and Philosophy 16 (1):29-51.
    This article examines the emergence of casuistical case analysis as a methodological alternative to more theory-driven approaches in bioethics research and education. Focusing on The Abuse of Casuistry by A. Jonsen and S. Toulmin, the article articulates the most characteristic features of this modernday casuistry (e.g., the priority allotted to case interpretation and analogical reasoning over abstract theory, the resemblance of casuistry to common law traditions, the ‘open texture’ of its principles, etc.) and discusses some problems (...)
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  6.  33
    Christian Ethics: A Very Short Introduction, and: Christian Ethics: A Brief History, and: Behaving in Public: How to Do Christian Ethics.Beth K. Haile - 2012 - Journal of the Society of Christian Ethics 32 (2):195-198.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Christian Ethics: A Very Short Introduction, and: Christian Ethics: A Brief History, and: Behaving in Public: How to Do Christian EthicsBeth K. HaileChristian Ethics: A Very Short Introduction D. Stephen Long Oxford: Oxford University Press, 2010. 144 pp. $11.95Christian Ethics: A Brief History Michael Banner West Sussex, UK: Wiley-Blackwell, 2009. 160 pp. $24.95Behaving in Public: How to Do Christian Ethics Nigel Biggar Grand Rapids, Mich.: Eerdmans, 2011. 142 (...)
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  7. (1 other version)Experience and Education.John Dewey, Harry D. Gideonse, Joseph K. Hart & Zalmen Slesinger - 1938 - Science and Society 2 (4):543-549.
     
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  8. Video meliora proboque, deteriora sequor. Zur Irreführung des Gewissens bei Kant“, in: Sara Di Giulio, Alberto Frigo (Hrsg.), Kasuistik und Theorie des Gewissens. Von Pascal bis Kant, Berlin/Boston: De Gruyter 2020, S. 233–287.Sara Di Giulio - 2020 - In Sara Di Giulio & Alberto Frigo (eds.), Kasuistik und Theorie des Gewissens. Von Pascal bis Kant. pp. 233–287.
    In juxtaposition with the myth and tragedy of Ovid’s Medea, this paper investigates the possibility within the Kantian conception of agency of understanding moral evil as acting against one’s better judgment. It defends the thesis that in Kant self-deception, i. e. the intentional untruthfulness to oneself, provides the fundamental structure for choosing against the moral law. I argue that, as Kant’s thought progresses, self-deception slowly proceeds to become the paradigmatic case of moral evil. This is discussed with regard to two (...)
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  9. Epistemic Corruption and Education.Ian James Kidd - 2019 - Episteme 16 (2):220-235.
    I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.
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  10. Experience, thinking, and education : Dewey's long logic.Jim Garrison - 2020 - In Meike Kricke & Stefan Neubert (eds.), New Studies in Deweyan Education: Democracy and Education Revisted. New York, NY: Routledge.
  11. Feeling Power-emotions and education (Megan Boler).A. Gibbons - 2002 - Educational Philosophy and Theory 34 (1):117-122.
     
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  12. Bertrand Russell and Education in World Citizenship.Shirley D. Jespersen - 1987 - Journal of Social Studies Research 11 (1):1-6.
     
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  13. Question of Research Culture and Education.Rais Ahmed - 1992 - In Jayant Vishnu Narlikar, Indu Banga & Chhanda Gupta (eds.), Philosophy of science: perspectives from natural and social sciences. Delhi: Munshiram Manoharlal Publishers. pp. 40--245.
     
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  14. Vorwort und Einführung.Sara Di Giulio & Alberto Frigo - 2020 - In Sara Di Giulio & Alberto Frigo (eds.), Kasuistik und Theorie des Gewissens. Von Pascal bis Kant. pp. vii–viii; 1–15.
    Kant scholars have rarely addressed the centuries-old tradition of casuistry and the concept of conscience in Kant’s writings. This book offers a detailed exploration of the period from Pascal’s Provincial Letters to Kant’s critique of probabilism and discusses his proposal of a (new) casuistry as part of an moral education. *** -/- Die Debatte um Kasuistik und Probabilismus zählt zu den wichtigsten Themen der Moraltheologie und Moralphilosophie der frühen Neuzeit. In der enormen Verbreitung der Literatur über die (...)
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  15.  37
    Philosophy of education in a new key: Publicness, social justice, and education; a South-North conversation.Marek Tesar, Michael A. Peters, Robert Hattam, Leah O’Toole, Lester-Irabinna Rigney, Kathryn Paige, Suzanne O’Keeffe, Hannah Soong, Carl Anders Säfström, Jenni Carter, Alison Wrench, Deirdre Forde, Sam Osborne, Lotar Rasiński, Hana Cervinkova, Kathleen Heugh & Gert Biesta - 2022 - Educational Philosophy and Theory 54 (8):1216-1233.
    Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, (...)
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  16.  47
    Sociology, Equality and Education.Anthony Flew - 1977 - British Journal of Educational Studies 25 (2):196-198.
  17.  98
    Philosophical challenges for researchers at the interface between neuroscience and education.Paul Howard-Jones - 2008 - Journal of Philosophy of Education 42 (3-4):361-380.
    This article examines how discussions around the new interdisciplinary research area combining neuroscience and education have brought into sharp relief differences in the philosophies of learning in these two areas. It considers the difficulties faced by those working at the interface between these two areas and, in particular, it focuses on the challenge of avoiding 'non-sense' when attempting to include the brain in educational argument. The paper relates common transgressions in sense-making with dualist and monist notions of the mind-brain (...)
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  18. Ibn-Khaldun, Society and Education.F. K. Abu-Sayf - 1975 - Journal of Thought 10 (2):143-50.
     
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  19.  69
    Postdigital science and education.Petar Jandrić, Jeremy Knox, Tina Besley, Thomas Ryberg, Juha Suoranta & Sarah Hayes - 2018 - Educational Philosophy and Theory 50 (10):893-899.
  20. Letting Go: Expanding the Transpersonal Dimension in Hospice Care and Education.Margaret Coberly & S. Shapiro - 1998 - International Journal of Transpersonal Studies 17 (2):35-56.
    As the hospice movement continues to grow, caregivers are increasingly required to interact with dying patients for longer periods and in more intimate and more meaningful ways. Practical models of competent and compassionate communication and understanding need to be developed to accommodate the changing environment of the patient and caregiver and their relationship. We therefore: examine current death education trends in hospice care and education; and describe the need for a more expansive and transpersonal view, and ways of (...)
     
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  21. First philosophy and education.James E. McClellan - 1981 - In Jonas F. Soltis & Kenneth J. Rehage (eds.), Philosophy and education. Chicago, Ill.: University of Chicago Press. pp. 264.
     
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  22. Democracy and Education: Defending the Humboldtian University and the Democratic Nation-State as Institutions of the Radical Enligtenment.Arran Gare - 2005 - Concrescence: The Australiasian Journal of Process Thought 6:3 - 27.
    Endorsing Bill Readings’ argument that there is an intimate relationship between the dissolution of the nation-State, the undermining of the Humboldtian ideal of the university and economic globalization, this paper defends both the nation-State and the Humboldtian university as core institutions of democracy. However, such an argument only has force, it is suggested, if we can revive an appreciation of the real meaning of democracy. Endorsing Cornelius Castoriadis’ argument that democracy has been betrayed in the modern world but disagreeing with (...)
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  23. Ultimate reality and education.J. Malikail - 1998 - Ultimate Reality and Meaning 21 (3):195-209.
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  24.  47
    The gleam of light: moral perfectionism and education in Dewey and Emerson.Naoko Saito - 2005 - New York: Fordham University Press.
    In the name of efficiency, the practice of education has come to be dominated by neoliberal ideology and procedures of standardization and quantification. Such attempts to make all aspects of practice transparent and subject to systematic accounting lack sensitivity to the invisible and the silent, to something in the human condition that cannot readily be expressed in an either-or form. Seeking alternatives to such trends, Saito reads Dewey’s idea of progressive education through the lens of Emersonian moral perfectionism (...)
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  25. Democracy, civil society and education.Janis T. Ozolins - 2017 - In Civil society, education and human formation: philosophy's role in a renewed understanding of education. New York: Routledge.
  26. Causality, Values and Education.Richard J. Elliott - 1979 - Journal of Thought 14 (1):29-32.
  27.  36
    Democracy and Education.J. E. Creighton - 1916 - Philosophical Review 25 (5):735.
  28.  29
    Critical Thinking and Education.Anthony Flew - 1982 - British Journal of Educational Studies 30 (3):352-353.
  29.  88
    Feyerabend on Science and Education.Ian James Kidd - 2013 - Journal of Philosophy of Education 47 (3):407-422.
    This article offers a sympathetic interpretation of Paul Feyerabend's remarks on science and education. I present a formative episode in the development of his educational ideas—the ‘Berkeley experience'—and describe how it affected his views on the place of science within modern education. It emerges that Feyerabend arrived at a conception of education closely related to that of Michael Oakeshott and Martin Heidegger—that of education as ‘releasement’. Each of those three figures argued that the purpose of (...) was not to induct students into prevailing norms and convictions, but rather to initiate them into the ‘civilized inheritance of mankind’. I conclude that interpreting Feyerabend's educational ideas within this conception of education as releasement lends a new coherence to his remarks on science and education, in a way that renders certain of his political proposals—such as the ‘separation of science and the state'—both more coherent and more compelling. (shrink)
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  30.  26
    Thomas Hobbes and ‘gently instilled’ conscience.Amy Gais - 2021 - History of European Ideas 47 (8):1211-1227.
    ABSTRACT This article engages with a key interpretive puzzle in Hobbes’s political thought – his seemingly contradictory view of liberty of conscience – and argues that Hobbes theorizes civic education as a powerful tool to confront and refashion prevailing views of conscience in early modernity. While influential accounts have recovered more ‘tolerant’ arguments in Hobbes’s political thought, recent revisionist accounts have argued that Hobbes does not merely advocate for the compulsion of outward conformity but also subjects’ inward persuasion. Yet (...)
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  31.  11
    Lyndon Johnson and education for all the people.Martha Tevis - 1981 - Educational Studies 12 (4):395-402.
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  32.  9
    Free Children and Democratic Schools: A Philosophical Study of Liberty and Education.Rosemary Chamberlin - 1989 - Falmer Press.
    This book attempts to relate a theory of liberty to the practice of education, and to work out the implications of beliefs about freedom for our schools and classrooms. The author makes a plea for greater respect for children and argues for greater democracy in education.
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  33.  35
    Introduction: The crisis in mental health and education.Emma Williams - 2022 - Journal of Philosophy of Education 56 (1):4-11.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 4-11, February 2022.
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  34.  10
    Science, Technology and Education.Rustum Roy - 1997 - Bulletin of Science, Technology and Society 17 (5-6):226-226.
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  35.  22
    Law, Religious Freedoms and Education in Europe. Edited by Myriam Hunter-Henin: Pp 383. Farnham: Ashgate. 2011.£ 75. ISBN 978-1-4094-2730-8.Alan Sears - 2012 - British Journal of Educational Studies 60 (4):442-445.
  36. The Politics of Gender and Education: Critical Perspectives.[author unknown] - 2004 - British Journal of Educational Studies 52 (2):204-206.
     
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  37. Philosophical Analysis and Education.[author unknown] - 1966 - Philosophy 41 (157):283-285.
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  38. Worldview, democracy, and education : lessons from Poland : practice and theory, the past and the future.Agnieszka Hensoldt - 2025 - In Michael G. Festl (ed.), John Dewey and contemporary challenges to democratic education. New York, NY: Routledge.
     
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  39. Rawls, Citizenship, and Education.M. Victoria Costa - 2010 - Routledge.
    This book develops and applies a unified interpretation of John Rawls’ theory of justice as fairness in order to clarify the account of citizenship that Rawls relies upon, and the kind of educational policies that the state can legitimately pursue to promote social justice. Costa examines the role of the family as the "first school of justice" and its basic contribution to the moral and political development of children. It also argues that schools are necessary to supplement the education (...)
     
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  40.  9
    The Enlightenment Idea of Human Rights in Philosophy and Education and Postmodern Criticism.Christoph Lüth, Dieter Jedan, Thomas Altfelix & Rita E. Guare (eds.) - 2002 - Winkler.
  41.  8
    (1 other version)Educational Leave as a Time Resource for Participation in Adult Learning and Education (ALE).Fabian Rüter, Andreas Martin & Josef Schrader - 2020 - Frontiers in Psychology 10.
    The study investigates effects of the implementation of a law authorizing educational leave in Germany on individual participation in adult learning and education (ALE). In 2015, the federal state of Baden-Württemberg introduced the so-calledBildungszeitgesetz, legitimating an exemption for eligible employees of up to 5 days per year with continued payment of salary. Explaining participation in ALE is a central subject of educational research at national and international level. Current theoretical assumptions of rational choice and empirical findings of educational and (...)
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  42.  25
    Plato, Utilitarianism and Education.Antony Flew - 1975 - British Journal of Educational Studies 23 (3):336.
  43.  21
    Indigeneity, Posthumanism, and Education.Kal Alston - 2019 - Educational Theory 69 (5):581-585.
  44. Logical empiricism, post-empiricism and education.D. N. Aspin - 1995 - In Philip Higgs (ed.), Metatheories in philosophy of education. Johannesburg: [Distributed by] Thorold's Africana Books. pp. 21--49.
     
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  45.  41
    A New Editor-in-Chief for Studies in Philosophy and Education.Barbara J. Thayer-Bacon - 2014 - Studies in Philosophy and Education 34 (1):5-8.
    This issue marks the beginning of a new editor-in-chief for Studies in Philosophy and Education . I am excited to begin my tenure in this role, and to continue developing the long-standing strength and quality of this journal, which enjoys a 54-year history of continual support from editors in the fields of philosophy, philosophy of education, social science, and educational policy, in support of addressing philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice.Let (...)
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  46.  29
    Collective identities beyond homogenisation: implications for justice and education.Kalli Drousioti - 2022 - Ethics and Education 17 (3):294-310.
    In this article, I highlight what Ernesto Laclau and Chantal Mouffe’s (re)conceptualisation of the plurality within identities implies for justice and education. Laclau and Mouffe (re)theorise the plurality of identities by framing and understanding identities within the wider theoretical context of discourse analysis and radical Democracy. I argue that the significance of this specific (re)theorisation of the plurality within identities for justice and education has not yet been tackled by the related educational-philosophical scholarship, not even by that which (...)
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  47.  11
    Digital Citizenship or Inequality? Linking Internet Use and Education to Electoral Engagement in the 2008 U.S. Presidential Election Campaign.Wayne Buente - 2015 - Bulletin of Science, Technology and Society 35 (5-6):145-157.
    This study examines the relationship among digital citizenship, digital inequality, education, and electoral engagement in the unprecedented 2008 U.S. presidential election. The 2008 presidential election was unique providing an African American candidate, a severe financial crisis, and an unusually unpopular sitting president. In this regard, the presidential election provides an unparalleled political moment to examine the impact of digital citizenship on electoral engagement. Digital citizenship represents the capacity to participate in society online through frequent Internet use leading to economic, (...)
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  48.  15
    Sebeoks semiotics and education.Augusto Ponzio - 2002 - Semiotica 2002 (138).
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  49.  55
    Casuistry and Modern Ethics: A Poetics of Practical Reasoning.Richard Brian Miller - 1996 - Chicago: University of Chicago Press.
    Did the Gulf War defend moral principle or Western oil interests? Is violent pornography an act of free speech or an act of violence against women? In _Casuistry and Modern Ethics_, Richard B. Miller sheds new light on the potential of casuistry—case-based reasoning—for resolving these and other questions of conscience raised by the practical quandaries of modern life. Rejecting the packaging of moral experience within simple descriptions and inflexible principles, Miller argues instead for identifying and making sense of the (...)
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  50. Authority, Responsibility and Education.Richard Peters, Paul Halmos & Israel Scheffler - 1961 - Ethics 72 (1):65-67.
     
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