La ciudad de Antigua, en Guatemala, ha sido y continúa siendo evocada a través de la palabra diluida en la historia y la memoria. Prueba de ello es el libro Poesía-documento, titulado Antigua Luna (2017), de la escritora costarricense Magda Zavala, publicado en 2017 por la editorial Letra Maya, dentro de la Colección Kayab, en Costa Rica. Este poemario, dividido en tres secciones; I. Capital de los Confines, II. Espacios y voces y III. La visitante, recoge entre sus versos (...) los resabios coloniales de un pasado épico, que convive con un presente transnacional y postmoderno. Ahí es donde los cimientos indígenas sostienen identidades en permanente reconstrucción, aprendida a través de cinco siglos de sobrevivencia en la desigualdad. (shrink)

Employing a time-lagged sample of 371 North American individuals working full time in a wide range of industries, occupations, and levels, we contribute to research on employee outcomes of corporate social responsibility attributions as substantive or symbolic. Utilizing a mediated moderation model, our study extends previous findings by explaining how and why CSR attributions are related with work-related attitudes and subsequent individual performance. In support of our hypotheses, our findings indicate that the relationships between CSR attributions and individual performance are (...) mediated through person–organization fit and work-related attitudes. Additionally, when CSR is perceived as important, substantive CSR is positively related to, and symbolic CSR is negatively related to, perception of fit with the organization. These findings contribute toward our understanding of the complex effect CSR has on employees’ work outcomes. Practical implications and future research directions are discussed. (shrink)

Gert Biesta claims that education involves introducing young people to a pathway from what they want to what it is good for them to want, offering the conditions for children to cross from the former to the latter. This shift from a realm of individual desires to the realm of the desirable constitutes a “de-centered existence”. Since there is an undeniable normative dimension in this view, it seemed important to search for the guiding values or principles that frames it. In (...) his ICPIC talk, G. Biesta refers to the Levinasian concept of responsibility, identifying individual desires (children’s desires) with the egological way of existence. In his 2014’s book, The beautiful risk of education, Biesta mentions the concept of educational wisdom (educators’ wisdom), through an Aristotelian standpoint. In either perspective, the author grants normative privileges to adults, claiming that, in an educational environment, adults have the responsibility to be educators and not learners. We follow from here to question Biesta’s statement of education as a risk, since if there are evaluative standards according to which educators can orient their practices, as well as students behaviors (either the responsibility in face of the Other or the ability to make good and wise judgments), how can one still talk about a risk in education? We end up our commentary by looking for deeper meanings for the concept of risk in education. (shrink)

_Philosophical Perspectives on Teacher Education_ presents a series of well-argued essays about the ethical considerations that should be addressed in teacher training and educational policies and practices. Brings together philosophical essays on an underserved yet urgent aspect of teacher education Explores the kinds of ethical considerations that should enter into discussions of a teacher’s professional education Illuminates the knowledge and understanding that teachers need to sustain their careers and long-term sense of well being Represents an important resource to stimulate contemporary (...) debates about what the future of teacher education should be. (shrink)

"De playas y espectros. Ensayo sobre pensamiento contemporáneo" aborda una necesaria reflexión a partir de los debates y pensadores más relevantes del panorama filosófico desde hace cincuenta años hasta la actualidad. Con un afán clarificador, pero también con el propósito de realizar una genealogía de las ideas que hoy retornan en nuestro presente se plantean cuestiones como: ¿dónde quedó la utopía?, ¿cómo se ha construido la crítica a Occidente?, ¿cómo podemos releer a los filósofos hoy más influyentes?, ¿de dónde beben (...) los movimientos sociales actuales?, ¿dónde quedan conceptos clave como “sujeto”, “nación”, “individuo”, “valores ilustrados”...?, ¿cómo repensar la identidad europea frente a los procesos migratorios, el retorno de los comunitarismos, del populismo...? La obra pretende evaluar el desenvolvimiento de ese impulso utópico sesentayochista que buscaba la “playa” bajo el pavimento y constatar el retorno de los “espectros” –resurrectos– que hoy recorren Europa. Un texto polémico, no siempre políticamente correcto, que pone el dedo en la llaga de las cuestiones más urgentes de nuestro presente intelectual. (shrink)

In this essay, we discuss the relationship between education, human education and ethics in the context of orthodox neoliberalism, as well as some challenges presented to educational policy in Brazil. It is characterized as an exploratory study of a theoretical nature and is part of a set of three research projects at the doctoral level, carried out at a university in southern Brazil from 2017 to 2020. By contextualizing the current moment of neoliberalism in the country and presenting some foundations (...) of a human and ethical formation, we point to the current challenges present for the consolidation of an educational policy whose horizon is full human formation. The studies show that educational policy from the perspective of human formation today needs to guarantee conditions that articulate, within the school, access to scientific knowledge, creativity and self-organization of the subjects of the pedagogical process in its entirety. Keywords: Education. Human formation. Ethics. Neoliberalism. Education policy. (shrink)

An indispensable guide to the major work of one of the twentieth century's most influential thinkers.

It is generally acknowledged that much contemporary education takes place within a dominant audit culture, in which accountability becomes a powerful driver of educational practices. In this culture, both pupils and teachers risk being configured as a means to an assessment and target-driven end: pupils are schooled within a particular paradigm of education. The article discusses some ethical issues raised by such schooling, particularly the tensions arising for teachers, and by implication, teacher educators who prepare and support teachers for work (...) in situations where vocational aims and beliefs may be in conflict with instrumental aims. The article offers De Certeau's concept of la perruque to suggest an opening to playful engagement for human ends in education, as a way of contending with and managing the tensions generated. I use the concept to recover an idea of solidarity for teacher educators and teachers to enable ethical teaching in difficult times. (shrink)

El presente trabajo analiza la traducción y validación del instrumento desarrollado por Floresy Adlaon (2022) para aplicar el método inductivo con el modelo SAMR en contextos educativoshispanohablantes. La justificación del tema radica en la necesidad de adaptar herramientaspedagógicas efectivas al idioma español para facilitar su uso en la enseñanza-aprendizaje contecnología. Los objetivos principales fueron traducir el instrumento y por medio del juicio de expertos en el área educativa y tecnológica, realizar su validación semántica. La metodología incluyóla traducción del instrumento Extent (...) of ICT Integration in Science Based on SAMR Model alespañol, seguido de su validación. Los 11 expertos evaluaron la pertinencia y claridad de los ítemsutilizando una escala Likert de 0 a 5. La validez de contenido se calculó con la metodología de la V deAiken, obteniendo un coeficiente de 0,8163, lo que indica un índice de validez bueno, el valor alfa de Cronbach fue de 0,9682. Los resultados mostraron que, aunque la mayoría de los ítems fueron bienvalorados, algunos requirieron reformulación para mejorar su claridad, pertinencia y comprensiónen la traducción al idioma español. El instrumento demostró ser adecuado para evaluar el grado deintegración de las TIC en la educación, facilitando su aplicación en contextos hispanohablantes ypromoviendo la adopción de metodologías inductivas apoyadas por tecnologías educativas. (shrink)

Journal of Philosophy of Education, EarlyView.

Can Dewey's Moral Principles in Education throw light on a contemporary policy issue in education, namely the privatisation of education through the establishment of academy schools in England? The article first considers what the policy entails, in terms of its conception of education as a market commodity. The next section suggests an alternative conception, drawing particularly on Deweyan claims for the fundamentally normative and relational nature of teaching, through his definition of democracy as ‘a form of associated living’ and the (...) school as a place for such association. The third section relates the two conceptions of education and in their light considers tensions and conflicts in the academisation policy concerning inclusion, equity and social cohesion. The article concludes that the establishment of academy schools compromises these values and constitutes a danger to the commons, that is, to socially consensual and equitable ways of being together. (shrink)

Does the truth interfere with our ability to respond deceptively? We consider this question by examining the effects of task set (i.e. selecting truthful or untruthful responses), both by comparing two presentations of the same task, and through transfer to a different task. All participants carried out the task under instructions to respond correctly, and also to respond incorrectly (Experiment 1), or instructions to respond truthfully and also to respond deceptively (Experiment 2); order of instructions was counterbalanced. In Experiment 2, (...) after completing the main task, participants also performed a Stroop task. The findings suggested that deceptive responses took longer overall, regardless of order of instructions. Moreover, experience of responding deceptively versus truthfully led to faster responding on a subsequent Stroop test. Whilst there may well be processes unique to deceptive responding, the evidence suggests that overcoming interference is a process shared by deceptive as well as non-deceptive tasks. (shrink)

What does decolonising the curriculum (DtC) entail and is it possible in the current context? I distinguish between a thick and thin idea of DtC. Thick DtC acknowledges that alternative knowledge systems exist, other than our western view of knowledge as ‘justified true belief’. Thick DtC calls for recognition of epistemic injustice to indigenous people when their culture is downgraded as inferior, which may amount to epistemicide (De Sousa Santos). The language of colonisation plays a part in this process. Adopting (...) the colonisers’ language can distort indigenous knowledge. Thin DtC is where minor modifications are made to curriculum content to include contributions of indigenous minorities and racialized people and/or an acknowledgement of the wrongs done to colonised people. While thin DtC is to be welcomed, it is not sufficiently radical to combat the wrongs done in repressing or ignoring indigenous knowledge systems and therefore cannot compensate for epistemic injustice. (shrink)

Political obligation refers to the moral obligation of citizens to obey the law of their state and to the existence, nature, and justification of a special relationship between a government and its constituents. This volume in the Contemporary Anarchist Studies series challenges this relationship, seeking to define and defend the position of critical philosophical anarchism against alternative approaches to the issue of justification of political institutions. The book sets out to demonstrate the value of taking an anarchist approach to the (...) problem of political authority, looking at theories of natural duty, state justification, natural duty of justice, fairness, political institutions, and more. It argues that the anarchist perspective is in fact indispensable to theorists of political obligation and can improve our views of political authority and social relations. This accessible book builds on the works of philosophical anarchists such as John Simmons and Leslie Green, and discusses key theorists, including Rousseau, Rawls, and Horton. This key resource will make an important contribution to anarchist political theory and to anarchist studies more generally. (shrink)

Dewey famously believed that we learn through experience, through which we build up habits. Education should be about developing good habits. Experience for Dewey, is not an individual possession but grows out of social interaction, which always takes place in a given culture. Dewey's views on culture are significant in relation to a current issue in education in England, namely the legal requirement for teachers to report students who express ‘extreme views’, under the Prevent Strategy. The article first gives the (...) current context in recent policy implementation in England and discusses how it raises ethical dilemmas which profoundly affect what it means to be a teacher. This is then illustrated through a vignette, a narrative of a newly qualified teacher living a dilemma raised by the policy. Consequences for the development of democratic education and education for democracy emerge from considering Dewey's views on experience and culture in relation to the teacher's dilemma. The conclusion suggests some ways forward in the face of the difficulties raised by the Prevent strategy reporting requirement. (shrink)

This book uses intermedial theories to study collage and montage, tracing the transformation of visual collage into photomontage in the early avant-garde period. Magda Dragu distinguishes between the concepts of collage and montage, as defined across several media (fine arts, literature, music, film, photography), based on the type of artistic meaning they generate, rather than the mechanical procedures involved. The book applies theories of intermediality to collage and montage, which is crucial for understanding collage as a form of cultural (...) production. Throughout, the author considers the political implications, as collages and montages were often used for propagandistic purposes. This book combines research methods used in several areas of inquiry: art history, literary criticism, analytical philosophy, musicology, and aesthetics. (shrink)

This study examines the first two years of a tactical innovation that emerged in 2012 in Egypt, which involved activist groups organizing patrol-type "intervention teams" to combat sexual violence against women in public spaces. Findings reveal that the new tactic took different forms in the two places in which it was deployed, even though the same actors employed it. I argue that the place in which a new tactic emerges shapes the form it takes. When coming up with a new (...) collective action tactic, activists elaborate visions about how to carry out their actions based on their collective identities and taste in tactics. But as they start experimenting with the new tactic on the ground, they learn about the places' material affordances, symbolic valence, and power relations, as well as the constraints and opportunities that they represent. The material properties of places shape activists' possibilities of movement, patterns of communication, field of vision, and capacity to escape repression or reach safe spaces. The configuration of actors in a place shapes the nature of their interactions with others on the ground, possible alliances, and sources of conflict. The symbolic meanings of places shape the resonance of a group’s actions and the degree of resistance that actors face. Place in part determines the ability of activists to develop a tactic in the form that best fits their preferences. (shrink)

Language is more than a source of information for accessing higher-order conceptual knowledge. Indeed, language may determine how people perceive and interpret visual stimuli. Visual processing in linguistic contexts, for instance, mirrors language processing and happens incrementally, rather than through variously-oriented fixations over a particular scene. The consequences of this atypical visual processing are yet to be determined. Here, we investigated the integration of visual and linguistic input during a reasoning task. Participants listened to sentences containing conjunctions or disjunctions and (...) looked at visual scenes containing two pictures that either matched or mismatched the nouns. Degree of match between nouns and pictures and between their expected and actual spatial positions affected fixations as well as judgments. We conclude that language induces incremental processing of visual scenes, which in turn becomes susceptible to reasoning errors during the language-meaning verification process. (shrink)

This book makes a strong case for the abiding relevance of Dewey's notion of learning through experience, with a community of others, and what this implies for democratic 21st century education. Curricular and policy contexts in Spain, Cameroon, the US and the UK, explore what reading Dewey contributes to contemporary education studies.