Publisher: Canadian Philosophy of Education Society   (Total: 1 journals)   [Sort alphabetically]

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Philosophical Inquiry in Education     Open Access  
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Philosophical Inquiry in Education
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2369-8659
Published by Canadian Philosophy of Education Society Homepage  [1 journal]
  • Education after COVID

    • Authors: Lauren Bialystok
      Pages: 1 - 4
      Abstract: N/A
      PubDate: 2022-03-08
      Issue No: Vol. 29, No. 1 (2022)
       
  • Promoting Critical Thinking in Anti-Critical Thinking Times: Lessons from
           COVID

    • Authors: Nicholas C. Burbules
      Pages: 5 - 10
      Abstract: We are witnessing what can only be called an anti-critical thinking trend in contemporary society. In this brief essay I want to describe how and why critical thinking is in crisis, and what that means for reconsidering the promotion of critical thinking as an educational aim. Several of my examples show how this crisis has distorted the public debate over COVID.
      PubDate: 2022-03-08
      Issue No: Vol. 29, No. 1 (2022)
       
  • When the Façade of the Normal Falls Away

    • Authors: Kal Alston
      Pages: 11 - 15
      Abstract: The pandemic made us hold our breath for a return to “normal.” But education in “normal” times involves race-based violence and class-based inequality that the pandemic simply made plainer to see. Reviewing the impacts of the pandemic and action for racial justice over the last two years, I show how the dislocation of the “normal” laid bare what Riz Ahmed has called “a ‘normality’ of entitlement and extraction.”
      PubDate: 2022-03-08
      Issue No: Vol. 29, No. 1 (2022)
       
  • Demoralization and Re-moralization

    • Authors: Doris Santoro, Julia Hazel
      Pages: 16 - 21
      Abstract: In this collaborative analysis, we (a philosopher of education and an experienced public school educator) examine the experience of demoralization and remoralization in the context of the COVID-19 pandemic. We overlay the context of the pandemic with the context of institutional racism and their interwoven impact for educators of colour. We use one educator’s narratives about teaching during the pandemic as a launching point about where philosophical research on teacher demoralization needs to go next. We argue that the pandemic presents an opportunity for teachers to gain clarity about their moral centres and for school and district leaders to create space for teachers to enact their professional values and thus access the moral rewards of their work. Teachers of colour encounter distinct challenges in having their moral centres recognized, but their prior experiences with moral friction may present them with unique resources in these challenging times. Teachers’ energy and agency are squandered, leading to demoralization, if they are not given sufficient space to enact their professional values.
      PubDate: 2022-03-08
      Issue No: Vol. 29, No. 1 (2022)
       
  • Pandemic Resurrection

    • Authors: Kathleen Knight Abowitz, Andrea Bennett-Kinne
      Pages: 22 - 29
      Abstract: The pandemic resurrected gender as a central categorization of citizenship. COVID-19 reminds us that gender oppression continues in its traditional, materialist formulations to structure our economic, civic, and political lives. "Postfeminism" has diversified feminist discourses, and at times been used as a temporal claim – the “post” signifying the diminishing need for feminist theory or activism in light of advancements in gender equality. We use postfeminism in a genealogical and critical sense which encompasses the changes in feminisms and enunciates various contradictions that apply to generations of people. The conditions of COVID-19 prompt us to analyze what Stéphanie Genz aptly names "boom" and "bust" postfeminism. This analysis generates two implications for philosophers of education working in areas of gender and political identity.
      PubDate: 2022-03-08
      Issue No: Vol. 29, No. 1 (2022)
       
  • Higher Education and Dilemmas of Deinstitutionalization

    • Authors: Christopher Martin, Andrew Pulvermacher
      Pages: 30 - 35
      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 higher education’s basic aims and values. 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. post-WW2) institutional context and what makes that context educationally worthwhile. Addressing these dilemmas requires a better understanding of what an institution is as well as those respects in which it adds value to society’s educational projects. These understandings, we contend, are fundamentally philosophical. Finally, we briefly outline an approach that could assist us in these efforts.  
      PubDate: 2022-03-08
      Issue No: Vol. 29, No. 1 (2022)
       
  • Homeschooling by Choice and Homeschooling by Force

    • Authors: James Dwyer
      Pages: 36 - 41
      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.
      PubDate: 2022-03-08
      Issue No: Vol. 29, No. 1 (2022)
       
  • COVID-19 and Remote Learning

    • Authors: Norm Friesen
      Pages: 42 - 47
      Abstract: To understand the significance of school closures and remote learning under pandemic conditions, it is important to acknowledge that home and school are much more than just different cognitive environments; they represent heterogeneous, even mutually exclusive social and cultural systems, spheres or worlds. Each is characterized by its own roles, relations, habits, and experiences—and arguably its own forms of value and desire. Given the scope of these differences, this article takes as its focus an original and integrated philosophical treatment of the question of the domestic and scholastic spheres. This is G.W.F. Hegel’s previously untranslated remarks from an 1811 Graduation Address to a school in Nuremburg (as well as some of Hegel’s observations in his 1820 Outlines of the Philosophy of Right). Besides introducing a “new” Hegel text to English-language readers, this overview that follows also sheds light on a particular way of contrasting school and family life. It also offers an alternative perspective on the implications of the COVID pandemic for education and on general educational questions as well.
      PubDate: 2022-03-08
      Issue No: Vol. 29, No. 1 (2022)
       
  • Teaching, Enacting, and Sustaining Hope in the Shadow of COVID-19

    • Authors: Sarah Stitzlein
      Pages: 48 - 53
      Abstract: This article extends initial ideas on what hope is, why it matters to democracy, and how to teach it in schools, which were first presented by Sarah M. Stitzlein in her book Learning How to Hope: Reviving Democracy through Our Schools and Civil Society (Oxford University Press, 2020). It accounts for recent obstacles to hope, especially the impact of the COVID-19 pandemic. It suggests ways that other philosophers of education might further pursue describing and cultivating hope in light of recent social, political, economic, and health obstacles due to the pandemic. It emphasizes the role of inquiry and problem-solving using pragmatist philosophical approaches.
      PubDate: 2022-03-08
      Issue No: Vol. 29, No. 1 (2022)
       
  • Enhancing Educational Evaluation by Incorporating Side Effects

    • Authors: Francis Schrag
      Pages: 54 - 58
      Abstract: COVID-19 reveals the way single causes have multiple effects on children. Proponents of evidence-based education, like their colleagues in medicine, need to attend to the inevitable side effects produced by programs and policies. I explain why continuing motivation to learn is one outcome that no responsible evaluation should omit.
      PubDate: 2022-03-08
      Issue No: Vol. 29, No. 1 (2022)
       
  • Moral Character Education after COVID-19

    • Authors: Randall Curren, Zachary Barber, Richard M. Ryan
      Pages: 59 - 64
      Abstract: This interview piece addresses the questions: Does the COVID-19 pandemic offer any lessons for moral character education' Do the experiences of students, educators, and communities during the pandemic illustrate the importance of aspects of character education that may have been known but taken for granted' The three authors bring to this the perspectives of a philosopher of moral psychology and education (Curren, the interviewer), a clinical psychologist and co-founder of Self-Determination Theory (SDT), a systematic approach in the psychology of motivation, development, and well-being (Ryan), and a moral theorist focused on mindfulness and virtue (Barber).
      PubDate: 2022-03-08
      Issue No: Vol. 29, No. 1 (2022)
       
  • Childhood after COVID

    • Authors: Anca Gheaus
      Pages: 65 - 71
      Abstract: This article brings into relief two desiderata in childrearing – desiderata 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 – and partly as a way of meeting the first goal – is to turn childrearing into a more communal practice, with lesser parental monopoly of care, and to give children access to multiple caring adults, and thus more opportunities to secure and protected relationships.
      PubDate: 2022-03-08
      Issue No: Vol. 29, No. 1 (2022)
       
  • Perceiving the Limits, Or: What a Pandemic Has Shown Us About the Climate
           Crisis

    • Authors: Claudia W. Ruitenberg, Elisa Rathje
      Pages: 72 - 77
      Abstract: Education and, in particular, education concerned with our response to the climate crisis, can draw important lessons from the changed desires and re-evaluation of individual and collective values and goals that occurred as a result of the COVID-19 pandemic. The pandemic has shown us the importance of making the limits of the world perceptible. While the limits imposed by the pandemic and climate change alike can lead to serious losses, they also bring the possibility of discovering and enjoying new ways of living within those limits. We call attention in particular to forms of relinquishment that bring new pleasures.
      PubDate: 2022-03-08
      Issue No: Vol. 29, No. 1 (2022)
       
 
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