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Articles 1 - 14 of 14
Full-Text Articles in Education
Necessary But Not Sufficient: Deweyan Dialogue And The Demands Of Critical Citizenship. A Book Review Of The Political Classroom: Evidence And Ethics In Democratic Education, Joseph C. Wegwert
Democracy and Education
This is a book review of The Political Classroom: Evidence and Ethics in Democratic Education, by Hess and McAvoy.
The Ethics Of Teaching For Social Justice: A Framework For Exploring The Intellectual And Moral Virtues Of Social Justice Educators. A Response To "Ethics In Teaching For Democracy And Social Justice", Rebecca M. Taylor
Democracy and Education
Pursuing social justice in education raises ethical questions about teaching practice that have not been fully addressed in the social justice literature. Hytten (2015) initiated a valuable way forward in developing an ethics of social justice educators, drawing on virtue ethics.
In this paper, I provide additional support to this effort by arguing that a virtue approach to ethics of teaching is in fact compatible with responsiveness to social context in teaching. I then propose a refined framework for considering the virtues of teachers, one which asks us to identify virtues relevant to teaching within the broad categories of intellectual …
Enacting Social Justice Ethically: Individual And Communal Habits. A Response To "Ethics In Teaching For Democracy And Social Justice", Michael G. Gunzenhauser
Enacting Social Justice Ethically: Individual And Communal Habits. A Response To "Ethics In Teaching For Democracy And Social Justice", Michael G. Gunzenhauser
Democracy and Education
In response to Hytten’s provocative opening of a conversation about an ethics for activist teaching, in this essay I address three interesting contributions that Hytten made. First, I explore the significance of the imagined ethical subject in Hytten’s example and in many prior authors’ work on ethics in social justice teaching. Expanding the imagined ethical subject (beyond the resistant student with limited experience of difference), which Hytten began to do, is fruitful for additional contexts. Second, I attend to the philosophical basis upon which Hytten rested her ethical theory and suggest some ways that philosophers might follow her critical and …
Exploring Prosocial Behavior Through Structured Philosophical Dialogue: A Quantitative Evaluation, Monica B. Glina
Exploring Prosocial Behavior Through Structured Philosophical Dialogue: A Quantitative Evaluation, Monica B. Glina
Democracy and Education
The problem of bullying in schools cannot be overstated. Researchers have examined the problem of bullying in schools from a variety of perspectives and have found that bullying has serious short- and long-term effects not just for the victim but for the bully as well. A variety of interventions have been implemented, and research shows that the majority, which are monological in nature, have demonstrated minimal, if any, impact on counteracting occurrences of bullying in schools. This study uses three quantitative measures to examine the impact that an instructional method steeped in the dynamics of dialogical inquiry has on students’ …
Mindfulness, Democracy, And Education, Andrea Marie Hyde, James G. Laprad
Mindfulness, Democracy, And Education, Andrea Marie Hyde, James G. Laprad
Democracy and Education
In this article, we explain how mindfulness can enhance a democratic way of being, connecting practices of awareness, reflection, dialog, and action to democratic citizenship and social arrangements. We begin by sharing our understanding of democracy as a philosophy and a political system. We then provide a background for the concept of mindfulness as it is used by those in the field of education and health care and as we connect it to democracy and democratic education. We introduce a mindfulness pedagogy and use this pedagogy to develop our concept of mindfully democratic schools. We use the work of John …
Ethics In Teaching For Democracy And Social Justice, Kathy Hytten
Ethics In Teaching For Democracy And Social Justice, Kathy Hytten
Democracy and Education
In this essay, I offer provocations toward an ethics of teaching for democracy and social justice. I argue that while driven by compelling macro social and political visions, social justice teachers do not pay sufficient attention to the moral dimensions of micro, classroom-level interactions in their work. I begin by describing social justice education. I then discuss the ways in which social justice educators have talked about issues of ethics in their work in terms of broad political visions, and in response to resistant students and charges of liberal bias. I illustrate gaps in these efforts, particularly in relation to …
A Book Review Of Education And Democracy In The 21st Century, Xiuying Cai
A Book Review Of Education And Democracy In The 21st Century, Xiuying Cai
Democracy and Education
This book review recommends Nel Noddings's new exploration of Dewey's foundational work to secondary school teachers, preservice teachers, and teacher-educators as a starting point to think about the big pictures of educational aims and to explore ways of realizing them in curriculum and pedagogy.
Peacelearning And Its Relationship To The Teaching Of Nonviolence. A Response To "Nonviolent Action As A Necessary Component In Educating For Democracy", Mary Lee Morrison Ph.D.
Peacelearning And Its Relationship To The Teaching Of Nonviolence. A Response To "Nonviolent Action As A Necessary Component In Educating For Democracy", Mary Lee Morrison Ph.D.
Democracy and Education
This response to Peterson's (2014) "Nonviolent Action as a Necessary Component in Educating for Democracy" enlarges the discussion of the role of the teacher/educator in deciding whether or when it is responsible to facilitate the engagement of students in acts of nonviolent dissent. Ultimately it would seem that the most important of our responsibilities as educators is to provide the moral and ethical foundations and the spaces in which students feel safe and empowered to tap into their own inner teachers. In order to promote the development of active engagement toward a democratic citizenry, including the moral imperative to transform …
Media And Democracy. A Response To "The Need For Media Education In Democratic Education", Lance E. Mason
Media And Democracy. A Response To "The Need For Media Education In Democratic Education", Lance E. Mason
Democracy and Education
This response supports Stoddard’s (2014) assertion that media education should be considered a crucial factor of democratic education and offers both extensions and cautions related to that end. Extensions include practical suggestions for studying the non-neutrality of technology. The author also cautions educators that if media education and democratic education are to be productively merged, a more substantive consideration of the relationship between digital technologies and dispositional factors is warranted.
Giving Power Its Due: The Powerful Possibilities And The Problems Of Power With Deliberative Democracy And English Language Learners. A Response To "Deliberative Democracy In English-Language Education: Cultural And Linguistic Inclusion In The School Community", Jarrod S. Hanson
Democracy and Education
The use of deliberation with English Language Learners presents possibilities to both improve language learning, but also expand the potential for civics education for all students. In particular, this response examines the issue of power to extend Liggett's (2014) arguments for using deliberative democracy with English Language Learners and provides practical suggestions on how to address issues of power and improve civic education.
Educating Each According To His Needs: A Response To “Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics”, Andrew Holowchak
Educating Each According To His Needs: A Response To “Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics”, Andrew Holowchak
Democracy and Education
This essay is a reply to Brian Dotts’s “Beyond the Schoolhouse Door,” which focuses on the need of a system of general education in Jefferson’s writings on educative reform.
Exploring The Implications Of Citizenship-As-Equality In Critical Citizenship Education. A Response To "The Practice Of Equality: A Critical Understanding Of Democratic Citizenship Education", Michalinos Zembylas
Democracy and Education
This is a response to Ruitenberg’s (2015) argument that citizenship-as-equality should be the focus of citizenship education. My aim in the response is to offer clarifying comments and questions and suggest further ideas for expanding her analysis, highlighting in particular two perspectives that deserve more attention: first, the role of emotions in the constitution of political subjectification and the practice of equality; second, the possible openings that might be created when the notion of citizenship-as-equality is utilized as a point of departure to instill more criticality in students’ understandings of and feelings about citizenship.
Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics, Brian W. Dotts
Beyond The Schoolhouse Door: Educating The Political Animal In Jefferson’S Little Republics, Brian W. Dotts
Democracy and Education
Jefferson believed that citizenship must exhibit republican virtue. While education was necessary in a republican polity, it alone was insufficient in sustaining a revolutionary civic spirit. This paper examines Jefferson's expectations for citizen virtue, specifically related to militia and jury service in his 'little republics.' Citizens required not only knowledge of history and republican principles, but also public spaces where they could personify what they learned. Jefferson often analogized the nation as a ship at sea, and while navigational instruments are necessary in charting an accurate course, i.e., republican theories, they become inconsequential without the decisive action required for their …
The Practice Of Equality: A Critical Understanding Of Democratic Citizenship Education, Claudia W. Ruitenberg
The Practice Of Equality: A Critical Understanding Of Democratic Citizenship Education, Claudia W. Ruitenberg
Democracy and Education
This essay proposes a conception of citizenship that highlights its political aspects. Based on the work of Balibar, Rancière, and Biesta, it is argued that democratic citizenship education must include the education of equality. This means that students must have the opportunity to experience not only the membership aspect of citizenship that subjects them to the state but also the democratic aspect of citizenship that positions them as equals to each other and capable of political intervention. The increasing emphasis in state policies on the membership aspect of citizenship must be counterbalanced by an emphasis in education on the democratic …