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The Liberalism of Care : Community, Philosophy, and Ethics
Attention to care in modern society has fallen out of view as an ethos of personal responsibility, free markets, and individualism has taken hold.The Liberalism of Care argues that contemporary liberalism is suffering from a crisis of care, manifest in a decaying sense of collective political responsibility for citizens’ well-being and for the most vulnerable members of our communities.Political scientist Shawn C. Fraistat argues that we have lost the political language of care, which, prior the nineteenth century, was commonly used to express these dimensions of political life. To recover that language, Fraistat turns to three prominent philosophers—Plato, Jean-Jacques Rousseau, and William Godwin—who illuminate the varied ways caring language and caring values have structured core debates in the history of Western political thought about the proper role of government, as well as the rights and responsibilities of citizens.The Liberalism of Care presents a distinctive vision for our liberal politics where political communities and citizens can utilize the ethic and practices of care to face practical challenges.
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Reconceptualizing the Role of Critical Dialogue in American Classrooms : Promoting Equity through Dialogic Education
Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity.In proposing and outlining the parameters of "critical dialogic education," the contributors to this volume document and discuss examples of classroom discourse practices that challenge the monolithic and uncritical discourse practices that traditionally silence minoritized students.Chapters draw on a range of empirical studies and present multimodal data to consider aspects of teacher education; classroom environments; and curricular innovations which promote critical and dialogical student interaction, civic engagement, and linguistic versatility. This book will be of interest to scholars, postgraduate students, and researchers working in the fields of language, classroom discourse, social justice, and critical pedagogies, as well as teacher educators and professional development leaders who work with classroom teachers.
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How to Be a Learning Developer in Higher Education : Critical Perspectives, Community and Practice
Filled with practical guidance for those working in and interested in the emergent field of Learning Development, this must-read book encapsulates what it means to be a Learning Developer and how to thrive in this role. With carefully constructed contributions which explore different aspects of the role, this edited collection is comprehensive in its approach.Alongside practical advice, it is underpinned by theoretical and epistemological insights to provide a bridge between theory and practice. Organised into five key parts, it is arranged in a way that reflects the journey that practitioners take into and through Learning Development, from their initiation into the field, through professional development, to becoming an established expert.It covers key topics such as:the basic principles of working in Learning Developmentthe theoretical and practical foundations of the fieldhow to engage more critically with the rolehow to become an active contributor to the field through research and publicationthe as-yet unrealised possibilities of Learning Development Capturing a diverse array of voices, experiences, and perspectives, this book is an essential guide for both new and established practitioners concerned with student Learning and Development. Chapters 15 and 21 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.
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Critical Practice in Higher Education
What is critical practice; what is critique? And what do these ideas have to do with higher education?This book argues that engaging in critical practice is fundamental to meaningful teaching, learning and research.Critical practice is key to understanding societies, technologies, and the power relations that pervade our practice.Critical approaches are vital for responding meaningfully to some of the knotty questions that we face in higher education. And yet, there is a need to re-examine critical theorising in contemporary times, to address the limitations of current conceptions of criticality, where critique is at risk of becoming stale, redundant, even harmful. International in scope, this book engages theory and empirical data from recent research to offer new ways of thinking and doing critical practice.Case studies are drawn from teachers and academics working in the UK, Australia, and America, across a breadth of disciplines and learning environments.Specifically, the book proposes a move towards a relational critical practice.After many years of attention that has been paid to cognitive notions of critical thinking, skills and dispositions –assumed to take place within the boundaries of rational, individual, minds – this book takes us beyond thinking about criticality as an individualised activity.Elaborating a critical practice that considers the affective, embodied and relational nature of criticality, this text will explore how we might look more closely at the entanglement of ideas and practice, of mind and body, of thinking, feeling and doing.In doing so, this book argues for a celebration of critique, and for the value of a relational critical practice in higher education.
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Are ethics philosophy experts in demand?
Yes, ethics philosophy experts are in demand in various fields such as academia, business, law, and healthcare. They are sought after for their expertise in ethical reasoning, critical thinking, and decision-making. With the increasing focus on ethical considerations in today's society, the demand for ethics philosophy experts is likely to continue to grow.
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What is animal ethics in Aristotle's philosophy?
In Aristotle's philosophy, animal ethics is the consideration of how humans should treat animals based on their inherent value and capabilities. Aristotle believed that animals have a lower level of rationality compared to humans, but they still possess some level of consciousness and should be treated with respect and kindness. He argued that humans have a responsibility to care for and protect animals, as they are part of the natural world and contribute to the overall balance and harmony of the ecosystem. Overall, animal ethics in Aristotle's philosophy emphasizes the importance of recognizing the value of animals and treating them with compassion and consideration.
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Should one study ethics in the teaching profession for philosophy or ethics?
One should study ethics in the teaching profession from both a philosophical and ethical perspective. Philosophy provides a theoretical framework for understanding the fundamental principles of ethics, while ethics offers practical guidance on how to apply these principles in real-life teaching situations. By studying both, educators can develop a deep understanding of ethical issues and dilemmas in education and cultivate the critical thinking skills necessary to navigate them effectively. This dual approach can help teachers make informed, morally sound decisions in their professional practice.
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Should religious education in schools be replaced by ethics education?
The decision to replace religious education with ethics education in schools depends on the values and beliefs of the community and the educational goals of the school. While religious education provides students with an understanding of different faith traditions, ethics education focuses on moral reasoning and critical thinking. Some argue that ethics education is more inclusive and relevant in a diverse society, while others believe that religious education is important for transmitting cultural and spiritual heritage. Ultimately, the decision should be made with input from various stakeholders and with the goal of providing a well-rounded education that respects the diversity of beliefs and values in the community.
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Ethics in Design and Communication : Critical Perspectives
This timely collection brings together critical, analytic, historical, and practical studies to address what ethics means in the practice of design. Designers face the same challenges as everyone else in the complex conditions of contemporary cultural life—choices about consumption, waste, exploitation, ecological damage, and political problems built into the supply chains on which the global systems of inequity currently balance precariously.But designers face the additional dilemma that their paid work is often entangled with promoting the same systems such critical approaches seek to redress: how to reconcile this contradiction, among others, in seeking to chart an ethical course of action while still functioning effectively in the world. Ethics in Design and Communication acknowledges the complexity of this subject matter, while also demonstrating that in the ongoing struggle towards an equitable and sustainable world, the talents of design and critical thought are essential.Featured case studies include graphic design internships today, the dark web, and media coverage of the 2016 US presidential election.The fact that within this book such a wide array of practitioners, scholars, critics, and professionals commit to addressing current injustices is already a positive sign.Nonetheless, it is essential that we guard against confusing the coercive force of moral imperatives with ethical deliberation when conceiving a foundation for action.
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Reframing Community Engagement in Higher Education
This timely book addresses assumptions and challenges inherent within community engagement as a catalyst for developing students’ sense of civic responsibility at a time of rampant social polarization. Promoting academic development and life skills through the high-impact practice of service-learning, the book explores a new ecological framework for reflecting on and improving practice.This book describes new models such as the #CaliforniansForAll College Corps, offers advice on coalition building, and presents the narratives of community-engaged professionals and faculty, offering a sense both of tensions inherent in this work and examples of initiatives in local contexts.Chapters primarily reflect on what action is required for fulfilling our public purpose and what’s holding us back. This book provides guidance, examples, and benchmarks for best practices in community engagement that are particularly relevant to this time of crises and unrest and will be relevant to community-engaged professionals, higher education faculty, and college administrators.
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The Philosophy of Higher Education : A Critical Introduction
Providing a comprehensive introduction to the philosophy of higher education this book steps nimbly through the field, leading it into new areas and advancing an imaginative ecological realism.Each chapter takes the form of a short essay, tackling a particular topic such as values, knowledge, teaching, critical thinking and social justice.It also examines key issues including academic freedom, the digital university and the Anthropocene, and draws on classic as well as contemporary texts in the field. Composed of five parts, the book travels on a compelling journey: Part one identifies foundations of the field, distinguishing between the ideas of university and higher education, Part two examines key concepts, including research, culture, academic freedom and reason, Part three focuses on higher education as a set of educational practices and being a student, Part four is concerned with the university as an institution and includes the matters of leadership and the spirit of the university, Part five turns to the university in the world, and argues for an ecological perspective. Written in a lively and accessible style, and ideal for anyone coming to the field for the first time but also of interest to experienced scholars, this book offers sightings of new possibilities for higher education and the university.
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Democratic Dialogue in Education : Troubling Speech, Disturbing Silence
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What is the trolley problem in the philosophy of ethics?
The trolley problem is a thought experiment in ethics that presents a moral dilemma involving a runaway trolley headed towards five people tied to the tracks. The person facing the dilemma must decide whether to do nothing and allow the trolley to continue on its path, resulting in the deaths of the five people, or to divert the trolley onto a different track where it will only kill one person. This scenario raises questions about the ethical implications of taking action to save more lives at the expense of sacrificing one life, and explores the complexities of moral decision-making in situations where there are no perfect solutions.
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How can women be addressed in a philosophy ethics paper?
In a philosophy ethics paper, women should be addressed with the same respect and consideration as men. It is important to use inclusive language and avoid making assumptions based on gender. When discussing ethical issues that specifically affect women, it is crucial to center their experiences and perspectives, and to engage with feminist philosophy to ensure a well-rounded and inclusive analysis. Additionally, it is important to cite and engage with the work of women philosophers and ethicists to ensure a diverse range of perspectives are represented in the paper.
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What is the main question of Aristotle's Nicomachean Ethics in philosophy?
The main question of Aristotle's Nicomachean Ethics is how to achieve eudaimonia, which is often translated as "happiness" or "flourishing." Aristotle seeks to understand what it means to live a good and fulfilling life, and how one can attain this state of eudaimonia. He explores the nature of virtue, the role of reason and emotion, and the importance of moral character in achieving a life of flourishing. Ultimately, the main question of the Nicomachean Ethics is how to live a life that is truly fulfilling and meaningful.
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Is it possible to teach philosophy in schools without completing a degree in philosophy education?
Yes, it is possible to teach philosophy in schools without completing a degree in philosophy education. While having a degree in philosophy education can provide a strong foundation and deeper understanding of the subject, it is not a strict requirement for teaching philosophy at the school level. Many schools may hire individuals with a strong background in philosophy or related fields, such as ethics or critical thinking, to teach philosophy courses. Additionally, teachers can also pursue professional development opportunities, attend workshops, and engage in self-study to enhance their knowledge and teaching skills in philosophy.
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