{"title":"A History of Western Philosophy of Education in the Contemporary Landscape\u0000 (vol. 5), ed. Anna Pagès, London: Bloomsbury Academic, 2021","authors":"N. Burbules","doi":"10.7202/1090418ar","DOIUrl":"https://doi.org/10.7202/1090418ar","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71251090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"University Admissions, Justice, and Virtue","authors":"David P. Burns","doi":"10.7202/1094134ar","DOIUrl":"https://doi.org/10.7202/1094134ar","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71254981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Paulo Freire: A Philosophical Biography by Walter Omar Kohan (Jason Wozniak & Samuel D Rocha, Trans.), New York: Bloomsbury, 2021","authors":"Silas C. Krabbe","doi":"10.7202/1094140ar","DOIUrl":"https://doi.org/10.7202/1094140ar","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71255438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The pandemic has made the mass remote delivery of higher education more plausible as a general direction for growth in the long-term. Choosing between this general direction and the status quo introduces various ethical dilemmas having to do with the basic aims and values of higher education. A move to remote learning as the institutional norm may set back some of these aims and values while advancing others. However, we also argue that complicating the assessment of these dilemmas is epistemic uncertainty about the traditional (i.e., late-twentieth-century) institutional context and what makes that context educationally worthwhile. Addressing these dilemmas requires a better understanding of what an educational institution is as well as those respects in which it adds value to society's educational projects.
{"title":"Higher Education and Dilemmas of Deinstitutionalization","authors":"Christopher Martin, Andy Pulvermacher","doi":"10.7202/1088378ar","DOIUrl":"https://doi.org/10.7202/1088378ar","url":null,"abstract":"The pandemic has made the mass remote delivery of higher education more plausible as a general direction for growth in the long-term. Choosing between this general direction and the status quo introduces various ethical dilemmas having to do with the basic aims and values of higher education. A move to remote learning as the institutional norm may set back some of these aims and values while advancing others. However, we also argue that complicating the assessment of these dilemmas is epistemic uncertainty about the traditional (i.e., late-twentieth-century) institutional context and what makes that context educationally worthwhile. Addressing these dilemmas requires a better understanding of what an educational institution is as well as those respects in which it adds value to society's educational projects.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71245411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A History of Western Philosophy of Education in the Modern Era (vol. 4), ed. Andrea English, London: Bloomsbury Academic, 2021","authors":"S. Oliverio","doi":"10.7202/1090417ar","DOIUrl":"https://doi.org/10.7202/1090417ar","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71251215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Scripting Feminist Ethics in Teacher Education by Michelle Forrest and Linda Wheeldon, Ottawa: University of Ottawa Press, 2019","authors":"Lana Parker","doi":"10.7202/1094138ar","DOIUrl":"https://doi.org/10.7202/1094138ar","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71255520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Homeschooling was occasionally a subject of popular interest pre-COVID, when media reported horrific cases of child abuse under the guise of homeschooling, or when controversies erupted over efforts in state legislatures or local school boards to introduce very modest oversight measures. COVID made homeschooling something nearly every parent considered as a long-term educational option for their children, and something arguably -- depending on one's definition of homeschooling -- nearly all experienced. This article extracts from the societal experience of forced remote learning, challenging theoretical questions about the distinction between homeschooling and "regular schooling", the wisdom of traditional brick-and-mortar, multi-service schooling, and the appropriateness of state officials passing judgement on any private form of schooling.
{"title":"Homeschooling Reconsidered","authors":"J. Dwyer","doi":"10.7202/1088379ar","DOIUrl":"https://doi.org/10.7202/1088379ar","url":null,"abstract":"Homeschooling was occasionally a subject of popular interest pre-COVID, when media reported horrific cases of child abuse under the guise of homeschooling, or when controversies erupted over efforts in state legislatures or local school boards to introduce very modest oversight measures. COVID made homeschooling something nearly every parent considered as a long-term educational option for their children, and something arguably -- depending on one's definition of homeschooling -- nearly all experienced. This article extracts from the societal experience of forced remote learning, challenging theoretical questions about the distinction between homeschooling and \"regular schooling\", the wisdom of traditional brick-and-mortar, multi-service schooling, and the appropriateness of state officials passing judgement on any private form of schooling.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71245462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article brings into relief two desiderata in childrearing, the importance of which the pandemic has made clearer than ever. The first is to ensure that, in schools as well as outside them, children have ample opportunities to enjoy goods that are particular to childhood: unstructured time, to be spent playing with other children, discovering the world in company or alone, or indeed pursuing any of the creative activities that make children happy and help, them learn. I refer to these as "special goods of childhood." The second desiderata is to turn childrearing into a more communal practice, with lesser parental monopoly of care. For this, we need to give children access to multiple caring adults, and thus more opportunities to form secure and protected relationships.
{"title":"Childhood after COVID: Children’s Interests in a Flourishing Childhood and a More Communal Childrearing","authors":"Anca Gheaus","doi":"10.7202/1088384ar","DOIUrl":"https://doi.org/10.7202/1088384ar","url":null,"abstract":"This article brings into relief two desiderata in childrearing, the importance of which the pandemic has made clearer than ever. The first is to ensure that, in schools as well as outside them, children have ample opportunities to enjoy goods that are particular to childhood: unstructured time, to be spent playing with other children, discovering the world in company or alone, or indeed pursuing any of the creative activities that make children happy and help, them learn. I refer to these as \"special goods of childhood.\" The second desiderata is to turn childrearing into a more communal practice, with lesser parental monopoly of care. For this, we need to give children access to multiple caring adults, and thus more opportunities to form secure and protected relationships.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71246141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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