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Added by: Björn Freter, Contributed by: Robin Attfield, Kate Attfield
Abstract: Principles of equality are examined in the context of managing equality and diversity in practice. Our case study is the Cardiff Steiner School, an independent international school located in Wales, UK with educational values guided by the philosophers and educationalists Rudolf Steiner and Millicent Mackenzie. The sustainable management referred to and assessed in this chapter is the school's management structure and the related School pedagogical operation, with the founding Steiner value of human justice informing these. We argue that at the School the management of equality and diversity reflects theories of Diversity and Equality Management, with School managers aspiring to encourage respect for all. We appraise the philosophical and spiritual values of the founders in relation to equality and diversity, in order to demonstrate the visionary ideals of these philosophers and the extent to which their beliefs live on sustainable in contemporary society, and particularly in a Steiner education community.
Sterwart, Georgina. Kaupapa Māori, Philosophy and Schools2014, In: Educational Philosophy and Theory Volume 46, Issue 11: Special Issue: Philosophy in Schools. pp 1-6-
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Added by: Barbara Cohn, Contributed by: Georgina Stewart
Abstract: Goals for adding philosophy to the school curriculum centre on the perceived need to improve the general quality of critical thinking found in society. School philosophy also provides a means for asking questions of value and purpose about curriculum content across and between subjects, and, furthermore, it affirms the capability of children to think philosophically. Two main routes suggested are the introduction of philosophy as a subject, and processes of facilitating philosophical discussions as a way of establishing classroom 'communities of inquiry'. This article analyses the place of philosophy in the school curriculum, drawing on three relevant examples of school curriculum reform: social studies, philosophy of science and Kura Kaupapa Māori.Comment:
Schouten, Gina. Fair Educational Opportunity and the Distribution of Natural Ability: Toward a Prioritarian Principle of Educational Justice2012, Journal of Philosophy of Education 46 (3):472-491.-
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Added by: Chris Blake-Turner, Contributed by: Harry Brighouse
Abstract: In this article, I develop and defend a prioritarian principle of justice for the distribution of educational resources. I argue that this principle should be conceptualized as directing educators to confer a general benefit, where that benefit need not be mediated by improved academic outcomes. I go on to argue that it should employ a metric of all-things-considered flourishing over the course of the student's lifetime. Finally, I discuss the relationship between my proposed prioritarian principle and the meritocratic principle that it is presumed to supplementComment: Excellent piece on justice in education -- criticizes the general approach which conceives of justice just in terms of equality of opportunity, and supplements that approach with an argument that prioritizes all things considered benefit to the least advantaged
Lovibond, Sabina. Ethical Formation2002, Harvard University Press.-
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Added by: Clotilde Torregrossa
Publisher's Note: Sabina Lovibond invites her readers to see how the 'practical reason view of ethics' can survive challenges from within philosophy and from the antirationalist postmodern critique of reason. She elaborates and defends a modern practical-reason view of ethics by focusing on virtue or ideal states of character that involve sensitivity to the objective reasons circumstances bring into play. At the heart of her argument is the Aristotelian idea of the formation of character through upbringing; these ancient ideas can be made contemporary if one understands them in a naturalized way. She then explores the implications that arise from the naturalization of the classical view, weaving into her theory ideas of Jacques Derrida and J. L. Austin. The book also discusses two modes of resistance to an existing ethical culture - one committed to the critical employment of shared norms of rationality, the other aspiring to a more radical attitude, grounded in hostility to the 'universal.' Lovibond tries to determine what may be correct in this second, admittedly paradoxical, tendency. This is a timely and valuable effort to connect the most advanced forms of thinking in the analytic tradition and in the Continental tradition, and to extend our understanding of the intimacies and resistances between these two prominent strands of contemporary philosophy.Comment:
Locke, Alain LeRoy. The Philosophy of Alain Locke: Harlem Renaissance and Beyond1989, Temple University Press.-
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Added by: Chris Blake-Turner, Contributed by: Lydia Patton
Publisher's Note: This collection of essays by American philosopher Alain Locke (1885-1954) makes readily available for the first time his important writings on cultural pluralism, value relativism, and critical relativism. As a black philosopher early in this century, Locke was a pioneer: having earned both undergraduate and doctoral degrees at Harvard, he was a Rhodes scholar at Oxford, studied at the University of Berlin, and chaired the Philosophy Department at Howard University for almost four decades. He was perhaps best known as a leading figure in the Harlem Renaissance.
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Lehan, Vanessa. Reducing Stereotype Threat in First-Year Logic Classes2015, Feminist Philosophy Quarterly 1 (2):1-13.-
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Added by: Clotilde Torregrossa, Contributed by: Matthew Clemens
Abstract: In this paper I examine some research on how to diminish or eliminate stereotype threat in mathematics. Some of the successful strategies include: informing our students about stereotype threat, challenging the idea that logical intelligence is an 'innate' ability, making students In threatened groups feel welcomed, and introducing counter-stereotypical role models. The purpose of this paper is to take these strategies that have proven successful and come up with specific ways to incorporate them into introductory logic classes. For example, the possible benefit of presenting logic to our undergraduate students by concentrating on aspects of logic that do not result in a clash of schemas.Comment: A very accessible paper, requiring virtually no previous knowledge of logic or feminist philosophy. It is particularly appropriate for the "logic" session of a course on teaching philosophy. It can also be proposed as a preliminary reading for an intro to Logic course, insofar as knowledge of the interaction between stereotype threat and logic performance can have a positive effect on the performance of those potentially affected (as argued in the paper itself).
Harris, Leonard (ed.). The Critical Pragmatism of Alain Locke a Reader on Value Theory, Aesthetics, Community, Culture, Race, and Education1999, Rowman & Littlefield Publishers.-
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Added by: Chris Blake-Turner, Contributed by: Lydia Patton
Publisher's Note: In its comprehensive overview of Alain Locke's pragmatist philosophy this book captures the radical implications of Locke's approach within pragmatism, the critical temper embedded in Locke's works, the central role of power and empowerment of the oppressed and the concept of broad democracy Locke employedComment: Alain Locke (1885-1954) founded the philosophy department at Howard University. (The department is still housed in Locke hall, named for Alain, not John!) He was a pragmatist philosopher, who wrote on cultural relativism, pragmatism, and values. He is best known for his role as an aesthetic scholar of the Harlem Renaissance, but this work has deep connections to his work on the theory of race, on value theory and cultural relativism, and on pragmatism. (See the introductions to the anthologies above for more details.) Locke is an under-appreciated scholar of historical and philosophical significance. His work would provide excellent readings for courses in value theory, ethics and meta-ethics, aesthetics, pragmatism, and the philosophy of race, but would also be interesting reading for courses in epistemology, for instance, given his original stance on relativism, and his pragmatism about truth.
Lone, Jana Mohr. Philosophical Inquiry in Childhood2018, 1000-Word Philosophy: An Introductory Anthology-
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Added by: Simon Fokt, Contributed by: Nathan Nobis
Abstract: Children begin speculating about philosophical questions early in their lives. Almost as soon as they can formulate them, most children start asking what we call “big questions.” Walk into any kindergarten class, and you-ll see children eager to explore almost any facet of their lives. Virtually every parent is familiar with the experience of listening to “why” questions—question after question—from young children, to whom the world, a familiar blur to adults in the rush of everything on our minds, is a series of fresh and vivid encounters. Brimming with curiosity about aspects of life most adults take for granted, children demonstrate an interest in exploring the most basic elements of the human condition. Philosophy for Children takes as a starting point young peopl'-s inclinations to question the meaning of such concepts as truth, knowledge, identity, fairness, justice, morality, art, and beauty.Comment: A brief introduction to philosophy for children or pre-college philosophy.
Curtis, Annaleigh. Feminism Part 1: The Sameness Approach2014, 1000-Word Philosophy: An Introductory Anthology-
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Added by: Simon Fokt, Contributed by: Nathan Nobis
Abstract: In both academic and non-academic discussions of feminism, there is sometimes a lack of appreciation for the diversity among feminist positions. Two people may be called feminists while disagreeing about a range of theoretical and practical issues, like the nature of oppression, sex work, or abortion. In this and the next essay, I lay out two general feminist approaches to sexist oppression: the sameness approach, the difference approach, and the dominance approach. This first essay focuses on the sameness approach.Comment: An introduction to 'the sameness approach' in feminism.
Cahill, Ann J., Jennifer Hansen (eds.). Continental Feminism Reader2003, Rowman & Littlefield-
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Added by: Alison Stone
Publisher's Note: Ann J. Cahill and Jennifer Hansen collect the most groundbreaking recent work in Continental feminist theory, introducing and explaining pieces that are often mystifying to those outside the field and outside academia. With these essays, Continental Feminism Reader begins the process of reanimating feminist politics through the critical tools of its contributors.Comment: A collection of essays that represent a range of continental-philosophy influenced approaches within feminism, for example with selections from the work of Judith Butler and Kelly Oliver. It could be used as the basis of a course on feminist philosophy if approaching it from a continental perspective, or separate chapters could be used as some of the readings.
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Attfield, Robin, Robin Attfield, Attfield, Kate. Principles of Equality: Managing Equality and Diversity in a Steiner School
2019, Sustainable Management Practices, ed. Muddassar Sarfraz, Muhammad Ibrahim Adbullah, Abdul Rauf, Syed Ghulam Meran Shah, London: IntechOpen
Comment: The principle of equality of consideration underpins managerial and pedagogical practices at the Cardiff Steiner School. We argue that respecting the principle of equality of consideration (see Singer 1983) is a prerequisite of respecting diversity, and issues in precisely this in an educational context. We present alternative models of equality (related to different principles of equality), applying these to an inclusive educational system, and find them deficient when it comes to the respecting of diversity. The various dimensions of diversity considered are culture, gender status, sexual orientation, socio-economic position, appearance and ethnicity.