| 1. |
- Adami, Rebecca, 1982-
(författare)
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The praxis of ethics and justice in human rights learning : examining the limits of progressive education
- 2017
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Ingår i: Ethics and Education. - : Springer Science and Business Media LLC. - 1744-9642 .- 1744-9650. ; 2:1, s. 37-47
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Tidskriftsartikel (refereegranskat)abstract
- School and education can be seen as an extension of the home as Hannah Arendt stresses, where children are protected in a space in which they can learn and grow, a space that is not yet public. This distinction of education as “not yet public” can be seen in contrast to John Dewey who explores notions of democracy as a process in education, where education and school is regarded as a mini society. This paper explores several challenges with progressive education and, specifically, of human rights education, through the work of Arendt (1959) and Dewey (1990) on the notions of responsibility and children’s human rights. Where do we as educators draw the distinction between taking responsibility of raising awareness of global injustices and human rights violations with the next generation without falling pray to dissolution that the gap between political imaginary and reality faces us with, or risking violating children’s “safe space” in school that according to Arendt should be a space that is neither private nor public, but a free zone for thinking and learning with others? Do we bring into the classroom discrimination and segregation by drawing on social categorizations with the pretext of questioning the same on the basis of “equal rights”? If ethical and relational dimensions of education are to be taken seriously then human rights education is a risky practice since it involves children’s sense of being and it raises questions that may not be dealt with properly or solvable for the children exposed.
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| 2. |
- Adami, Rebecca
(författare)
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Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights
- 2014
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Ingår i: Ethics and Education. - : Informa UK Limited. - 1744-9642 .- 1744-9650. ; 9:1, s. 29-38
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Tidskriftsartikel (refereegranskat)abstract
- There is a globalization trend in teacher education, emphasizing the role of teachers to make judgments based on human rights in their teaching profession. Rather than emphasizing the epistemological dimension of acquiring knowledge about human rights through teacher education, an ontological dimension is emphasized in this paper of what it means to become a professional teacher. An ontological dimension of ‘learning to become’ can be captured in critical examination of a cosmopolitan awareness of teachers in relation to judgment and justice. I read the critique through studies on human rights in teacher education, which transforms notions of openness and respect in relations marked by difference.
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| 3. |
- Backman, Ylva, et al.
(författare)
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Six forms of variety in students' moral reasoning : an age-old distinction enabling new methods and findings
- 2015
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Ingår i: Ethics and Education. - : Taylor & Francis. - 1744-9642 .- 1744-9650. ; 10:2, s. 227-240
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Tidskriftsartikel (refereegranskat)abstract
- In this study, the age-old distinction between decision method and criterion of rightness, commonly employed in normative ethics, was used to attain a detailed understanding of inter- and intrapersonal variety in students' moral reasoning. A total of 24 Swedish students, 12–15 years of age, were interviewed. Inter- and intrapersonal varieties in and between the two dimensions of moral reasoning were found, constituting six novel forms of varieties. We describe several explanations proposed within the field of social-cognitive domain theory, and argue that these do not suffice to explain all the found forms of varieties in students' moral reasoning. Some limitations of the present study are discussed, and some suggestions for future research are given.
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| 4. |
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| 5. |
- Bergdahl, Lovisa, 1971-, et al.
(författare)
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Pedagogical postures : a feminist search for a geometry of the educational relation
- 2018
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Ingår i: Ethics and Education. - : Routledge. - 1744-9642 .- 1744-9650. ; 13:3, s. 309-328
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Tidskriftsartikel (refereegranskat)abstract
- Inspired by Adriana Cavarero’s recent work on maternal inclinations as a postural term, the overall purpose of this article is to seek out a geometry of the educational relation that is alien to the masculine myth of the ‘economic man’. Drawing on Jan Masschelein and Maarten Simons’s critique of the marketization of education, reading their giving ‘shape and form’ to the scholastic school through the geometry of Cavarero’s ‘maternal inclinations’, the article shows how images and metaphors associated with the posture of rectitude infuse the scholastic model of the school. At the same time, we argue, it testifies to a geometry of an inclined subject and, in doing so, it offers an opening for recovering the significance of the feminine and maternal to educational theory. Affirming this opening, the paper makes a shift of emphasis from scholastic techniques to educational postures.
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| 6. |
- Bergdahl, Lovisa, 1971-
(författare)
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Retrotopian risks, constant translation, without noise reduction : a response to Jan Masschelein
- 2023
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Ingår i: Ethics and Education. - : Taylor & Francis. - 1744-9642 .- 1744-9650. ; 18:1, s. 45-50
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Tidskriftsartikel (refereegranskat)abstract
- This paper is a response to Jan Masschelein’s keynote lecture. Taking its point of departure in a befriended support of his argument, the paper begins in the mood of affirmation as a form of critique. Thereafter it engages, first, with what it reads as a slightly retrotopian approach to digitalization in the paper. Second, it brings to attention that the gesture of rejuvenation and regeneration, which Masschelein suggests, always involves a moment of return or repetition. The question is asked what form the gesture of retrieving inherited pedagogical forms from the past takes in Masschelein’s proposal, and it is suggested that such retrieving is a work of constant translation. Third, a comment is made about the advocating of orature, issuing the reminder that on-campus education usually comes without noise reduction, that is, it requires reflection also on the discord that is calibrated in and through our voices.
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| 7. |
- Bergmark, Ulrika, et al.
(författare)
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Developing an ethical school through appreciating practice? : students' lived experience of ethical situations in school
- 2008
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Ingår i: Ethics and Education. - : Informa UK Limited. - 1744-9642 .- 1744-9650. ; 3:1, s. 41-55
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Tidskriftsartikel (refereegranskat)abstract
- In meetings between people in school our values are shown through, for example, our actions, our speech and body language. These meetings can be regarded as ethical situations, which can arouse strong emotional reactions that ordinary, everyday situations usually do not do. The aim of this paper is to illuminate, interpret and discuss students' lived experiences of ethical situations in their school. The participants in the study were students in a Swedish secondary school, and the empirical data consisted of written reflections and interviews. The study is based on the lived experiences of students. The analysis of the empirical data resulted in two themes: response in speech and action, and power relations. The comprehensive understanding of the results is that healthy relationships play an important ethical role in the school. Finally, we discuss how ways of listening to students' voices and appreciating practice can develop an ethical school.
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| 8. |
- Dahlbeck, Johan, et al.
(författare)
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Introduction: the role of the exemplar in Arendt and Spinoza : Insights for moral exemplarism and moral education
- 2020
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Ingår i: Ethics and Education. - : Taylor & Francis. - 1744-9642 .- 1744-9650. ; 15:2, s. 135-143
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Tidskriftsartikel (refereegranskat)abstract
- In late October of 2019, we brought together scholars from very different traditions in order to explore the notion of exemplarity and the role of exemplars in education. Bringing together scholars working on ethics and moral exemplarism, Spinoza scholars and Arendt scholars, we attempted to bring these different perspectives to bear on the role of exemplarity in education. Not in order to create a synthesis of ideas or to find solutions for practical issues, but in order to explore collegially the important issue of exemplarity in education. On the one hand, it was an attempt to put something on the table, and on the other, it was an attempt to bring people together in order to share a couple of days away from everyday academic life so as to engage the object of study without distractions. Part of what it occasioned can be read in this special issue.
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| 9. |
- Dahlbeck, Johan
(författare)
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Satan as teacher : the view from nowhere vs. the moral sense
- 2022
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Ingår i: Ethics and Education. - : Taylor & Francis. - 1744-9642 .- 1744-9650. ; 17:1, s. 14-29
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Tidskriftsartikel (refereegranskat)abstract
- To what extent should teachers promote the view from nowhere as an ideal to strive for in education? To address this question, I will use Mark Twain’s The Mysterious Stranger as an example, illustrating the stakes involved when the view from nowhere is taken to be an attainable educational ideal. I will begin this essay by offering a description of Thomas Nagel’s view from nowhere. Having done this, I will return to Twain’s story, providing some further examples of how access to the view from nowhere comes to influence the educational process in different ways. I will then connect the educational question raised by Twain’s story to two radically different versions of the exemplar found in the works of Benedict de Spinoza: the philosopher and the prophet. These figures will help illustrate how the striving for philosophical truth can sometimes be educationally inapt, as education always needs to account for humans being human, all too human.
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| 10. |
- Dahlbeck, Johan
(författare)
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The egoistic teacher : educational implications of Spinoza's ethical egoism
- 2017
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Ingår i: Ethics and Education. - : Routledge. - 1744-9642 .- 1744-9650. ; 12:3, s. 304-319
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Tidskriftsartikel (refereegranskat)abstract
- In this paper I suggest that Spinoza’s understanding of virtue and collective flourishing, rooted in his psychological and ethical egoism, offers a fresh perspective on the question of egoism in education. To this end, I suggest an understanding of the teacher as egoist, where the self-seeking of the teacher is conditioned by – and runs parallel to – the flourishing of his or her students. The understanding of the egoistic teacher is offered as a productive counter-image to the altruistic ideal in education as well as to the commonplace conception of the teacher as primarily a provider of services and the student as a consumer on an educational market.
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