Pub Date : 2024-09-14DOI: 10.1177/14778785241279257
Tony DeCesare
{"title":"Book Review: Julian Culp, Johannes Drerup and Douglas Yacek (eds.), The Cambridge Handbook of Democratic Education","authors":"Tony DeCesare","doi":"10.1177/14778785241279257","DOIUrl":"https://doi.org/10.1177/14778785241279257","url":null,"abstract":"","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"11 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142258991","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}
Pub Date : 2024-08-06DOI: 10.1177/14778785241264497
Henri Huttunen
This article argues that conceptualization through the long-term view strengthens the case for education for deliberative democracy. This is due to two key factors. First, education for deliberative democracy has novel potential in helping curb the negative effects of political polarization, which, when analyzed through longtermism, can be identified as an important existential risk factor. Second, education for deliberative democracy enables societies to defuse the threat of a value lock-in, and in doing so to keep their cognitive space open to enable increased flexibility in dealing with new challenges that will arise in the future. Consequently, this article further argues that education for deliberative democracy as an education initiative can be normatively justified but acknowledges that there are still theoretical and practical hurdles to overcome, and thus calls for more research into developing a mature, pedagogically sound program of education for deliberative democracy.
{"title":"Education for deliberative democracy through the long-term view","authors":"Henri Huttunen","doi":"10.1177/14778785241264497","DOIUrl":"https://doi.org/10.1177/14778785241264497","url":null,"abstract":"This article argues that conceptualization through the long-term view strengthens the case for education for deliberative democracy. This is due to two key factors. First, education for deliberative democracy has novel potential in helping curb the negative effects of political polarization, which, when analyzed through longtermism, can be identified as an important existential risk factor. Second, education for deliberative democracy enables societies to defuse the threat of a value lock-in, and in doing so to keep their cognitive space open to enable increased flexibility in dealing with new challenges that will arise in the future. Consequently, this article further argues that education for deliberative democracy as an education initiative can be normatively justified but acknowledges that there are still theoretical and practical hurdles to overcome, and thus calls for more research into developing a mature, pedagogically sound program of education for deliberative democracy.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"27 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944955","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}
Pub Date : 2024-06-22DOI: 10.1177/14778785241258652
Anantha Duraiappah
This essay is a commentary on Curren et al., ‘Finding consensus on well-being in education’. It acknowledges a growing international consensus that presents educational systems need to change and argues the case for consensus on flourishing as the overall purpose of education can be strengthened by drawing on economists’ work on well-being with respect to the inclusive wealth of nations. It emphasizes the need for tangible and measurable indicators that educators can use when implementing Curren et al.’s recommendations and outlines the International Science and Evidence based Education assessment’s suggestion of a ‘whole brain’ approach to education for flourishing.
{"title":"Education for flourishing: A social contract for foundational competencies","authors":"Anantha Duraiappah","doi":"10.1177/14778785241258652","DOIUrl":"https://doi.org/10.1177/14778785241258652","url":null,"abstract":"This essay is a commentary on Curren et al., ‘Finding consensus on well-being in education’. It acknowledges a growing international consensus that presents educational systems need to change and argues the case for consensus on flourishing as the overall purpose of education can be strengthened by drawing on economists’ work on well-being with respect to the inclusive wealth of nations. It emphasizes the need for tangible and measurable indicators that educators can use when implementing Curren et al.’s recommendations and outlines the International Science and Evidence based Education assessment’s suggestion of a ‘whole brain’ approach to education for flourishing.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"53 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141503432","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}
Pub Date : 2024-05-29DOI: 10.1177/14778785241256255
Cara Furman
{"title":"Book review: Barbara S Stengel, Responsibility: Philosophy of Education in Practice","authors":"Cara Furman","doi":"10.1177/14778785241256255","DOIUrl":"https://doi.org/10.1177/14778785241256255","url":null,"abstract":"","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"3 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141198156","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}
Pub Date : 2024-05-10DOI: 10.1177/14778785241249745
A. C. Nikolaidis, Julie A. Fitz, Bryan R. Warnick
As the disruptive effects of COVID-19 on education have prompted conversations about remedial learning and learning recovery, the expectation is increasingly that schools are more productive in less time. This raises concerns regarding potential increase in the use of prescriptive curricula. While critiques regarding the usage of such curricula abound, the lack of clarity about what it is that these curricula do and how they impact instructional processes render critiques too coarse-grained to be of value in both normative evaluations and remedial efforts. To resolve this problem, the authors provide a framework that analyzes what prescriptive curricula entail and how they impact teaching and learning. The framework postulates that prescriptiveness occurs along five dimensions and is a matter of degree along each of these. Subtle differences between how these dimensions and degrees of prescription materialize in individual curricula matter for formulating both targeted critiques about what makes such curricula objectionable and for developing adequate and feasible remedies to undo the harmful effects of prescriptive curricula.
{"title":"How much is too much? Refining normative evaluations of prescriptive curriculum","authors":"A. C. Nikolaidis, Julie A. Fitz, Bryan R. Warnick","doi":"10.1177/14778785241249745","DOIUrl":"https://doi.org/10.1177/14778785241249745","url":null,"abstract":"As the disruptive effects of COVID-19 on education have prompted conversations about remedial learning and learning recovery, the expectation is increasingly that schools are more productive in less time. This raises concerns regarding potential increase in the use of prescriptive curricula. While critiques regarding the usage of such curricula abound, the lack of clarity about what it is that these curricula do and how they impact instructional processes render critiques too coarse-grained to be of value in both normative evaluations and remedial efforts. To resolve this problem, the authors provide a framework that analyzes what prescriptive curricula entail and how they impact teaching and learning. The framework postulates that prescriptiveness occurs along five dimensions and is a matter of degree along each of these. Subtle differences between how these dimensions and degrees of prescription materialize in individual curricula matter for formulating both targeted critiques about what makes such curricula objectionable and for developing adequate and feasible remedies to undo the harmful effects of prescriptive curricula.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"156 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140929777","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}
Pub Date : 2024-05-03DOI: 10.1177/14778785241250110
Vikramaditya (Vik) Joshi, John Fantuzzo
{"title":"Book review: Winston C. Thompson and John Tillson, Pedagogies of Punishment: The Ethics of Discipline in Education","authors":"Vikramaditya (Vik) Joshi, John Fantuzzo","doi":"10.1177/14778785241250110","DOIUrl":"https://doi.org/10.1177/14778785241250110","url":null,"abstract":"","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"18 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140832490","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}
Pub Date : 2024-03-08DOI: 10.1177/14778785241227741
Drew Chambers
{"title":"Book review: Douglas W. Yacek, Mark E. Jonas and Kevin H. Gary (eds), Moral Education in the 21st Century","authors":"Drew Chambers","doi":"10.1177/14778785241227741","DOIUrl":"https://doi.org/10.1177/14778785241227741","url":null,"abstract":"","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"281 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075166","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}
Pub Date : 2024-02-19DOI: 10.1177/14778785241233541
Hyemin Han, Marja Graham
The present study aimed to examine how to improve the effectiveness of moral exemplar-applied interventions based on the pillars of the self-determination theory framework, autonomy, competence, and relatedness. Past research has mainly focused on the relatedness and attainability of moral exemplars for predicting motivation outcomes. The data for this study consisted of synthesized data sets from previous studies examining the motivational impacts of distinct moral exemplars and intervention methods. The main syntheses for these data sets used multilevel modeling focusing on relatability, attainability, and intervention methods, corresponding to relatedness, competence, and autonomy in the self-determination theory, respectively, as predictors. In general, there was a significant interaction effect between the attainability or relatability, and the intervention method. Autonomous instruction methods, which support autonomy, were demonstrated to boost motivational outcomes. Implications from this study support the employment of self-determination theory to examine the use of moral exemplars in moral education and were consistent with previous exemplar studies.
{"title":"Considerations for effective use of moral exemplars in education: Based on the self-determination theory and data syntheses","authors":"Hyemin Han, Marja Graham","doi":"10.1177/14778785241233541","DOIUrl":"https://doi.org/10.1177/14778785241233541","url":null,"abstract":"The present study aimed to examine how to improve the effectiveness of moral exemplar-applied interventions based on the pillars of the self-determination theory framework, autonomy, competence, and relatedness. Past research has mainly focused on the relatedness and attainability of moral exemplars for predicting motivation outcomes. The data for this study consisted of synthesized data sets from previous studies examining the motivational impacts of distinct moral exemplars and intervention methods. The main syntheses for these data sets used multilevel modeling focusing on relatability, attainability, and intervention methods, corresponding to relatedness, competence, and autonomy in the self-determination theory, respectively, as predictors. In general, there was a significant interaction effect between the attainability or relatability, and the intervention method. Autonomous instruction methods, which support autonomy, were demonstrated to boost motivational outcomes. Implications from this study support the employment of self-determination theory to examine the use of moral exemplars in moral education and were consistent with previous exemplar studies.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"33 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955330","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}
Pub Date : 2024-02-16DOI: 10.1177/14778785241231561
Nicholas Smith, Darby Vickers
Artificial intelligence technologies have become a ubiquitous part of human life. This prompts us to ask, ‘how should we live well with artificial intelligence?’ Currently, the most prominent candidate answers to this question are principlist. According to these approaches, if you teach people some finite set of principles or convince them to adopt the right rules, people will be able to live and act well with artificial intelligence, even in an evolving and opaque moral world. We find the dominant principlist approaches to be ill-suited to providing forward-looking moral guidance regarding living well with artificial intelligence. We analyze some of the proposed principles to show that they oscillate between being too vague and too specific. We also argue that such rules are unlikely to be flexible enough to adapt to rapidly changing circumstances. By contrast, we argue for an Aristotelian virtue ethics approach to artificial intelligence ethics. Aristotelian virtue ethics provides a concrete and actionable guidance that is also flexible; thus, it is uniquely well placed to deal with the forward-looking and rapidly changing landscape of life with artificial intelligence. However, virtue ethics is agent-based rather than action-based. Using virtue ethics as a basis for living well with artificial intelligence requires ensuring that at least some virtuous agents also possess the relevant scientific and technical expertise. Since virtue ethics does not prescribe a set of rules, it requires exemplars who can serve as a model for those learning to be virtuous. Cultivating virtue is challenging, especially in the absence of moral sages. Despite this difficulty, we think the best option is to attempt what virtue ethics requires, even though no system of training can guarantee the production of virtuous agents. We end with two alternative visions – one from each of the two authors – about the practicality of such an approach.
{"title":"Living well with AI: Virtue, education, and artificial intelligence","authors":"Nicholas Smith, Darby Vickers","doi":"10.1177/14778785241231561","DOIUrl":"https://doi.org/10.1177/14778785241231561","url":null,"abstract":"Artificial intelligence technologies have become a ubiquitous part of human life. This prompts us to ask, ‘how should we live well with artificial intelligence?’ Currently, the most prominent candidate answers to this question are principlist. According to these approaches, if you teach people some finite set of principles or convince them to adopt the right rules, people will be able to live and act well with artificial intelligence, even in an evolving and opaque moral world. We find the dominant principlist approaches to be ill-suited to providing forward-looking moral guidance regarding living well with artificial intelligence. We analyze some of the proposed principles to show that they oscillate between being too vague and too specific. We also argue that such rules are unlikely to be flexible enough to adapt to rapidly changing circumstances. By contrast, we argue for an Aristotelian virtue ethics approach to artificial intelligence ethics. Aristotelian virtue ethics provides a concrete and actionable guidance that is also flexible; thus, it is uniquely well placed to deal with the forward-looking and rapidly changing landscape of life with artificial intelligence. However, virtue ethics is agent-based rather than action-based. Using virtue ethics as a basis for living well with artificial intelligence requires ensuring that at least some virtuous agents also possess the relevant scientific and technical expertise. Since virtue ethics does not prescribe a set of rules, it requires exemplars who can serve as a model for those learning to be virtuous. Cultivating virtue is challenging, especially in the absence of moral sages. Despite this difficulty, we think the best option is to attempt what virtue ethics requires, even though no system of training can guarantee the production of virtuous agents. We end with two alternative visions – one from each of the two authors – about the practicality of such an approach.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"4 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955327","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}
Pub Date : 2024-01-30DOI: 10.1177/14778785241227076
Gonzalo Jover, Vicent Gozálvez
This article investigates the theoretical link between two approaches to civic character education: Service Learning and the Just Community, given that the two share a strong democratic ethical component. Based on historical research and bibliographical review, we show that John Dewey’s pragmatism forms a theoretical foundation of both approaches. Our revision combines the search for a normative foundation of democratic life with the need for contextual agreements: universal principles of justice with conversation and action in specific situations, moral autonomy with social commitment in real circumstances. By merging the two educational approaches to civic character education, we conclude that social and democratic progress does not mean renouncing ethical principles, but drawing them in a different way: revisably, creatively, dialectically, practically, and intersubjectively.
{"title":"Service learning and the just community: Complementary pragmatist forms of civic character education","authors":"Gonzalo Jover, Vicent Gozálvez","doi":"10.1177/14778785241227076","DOIUrl":"https://doi.org/10.1177/14778785241227076","url":null,"abstract":"This article investigates the theoretical link between two approaches to civic character education: Service Learning and the Just Community, given that the two share a strong democratic ethical component. Based on historical research and bibliographical review, we show that John Dewey’s pragmatism forms a theoretical foundation of both approaches. Our revision combines the search for a normative foundation of democratic life with the need for contextual agreements: universal principles of justice with conversation and action in specific situations, moral autonomy with social commitment in real circumstances. By merging the two educational approaches to civic character education, we conclude that social and democratic progress does not mean renouncing ethical principles, but drawing them in a different way: revisably, creatively, dialectically, practically, and intersubjectively.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"7 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955320","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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