Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-19T18:17:57.779Z Has data issue: false hasContentIssue false

Bibliography

Published online by Cambridge University Press:  30 June 2020

Edited by
Scherto Gill  and
Garrett Thomson
Scherto Gill
Affiliation:
University of Sussex
Garrett Thomson
Affiliation:
College of Wooster, Ohio
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Ethical Education
Towards an Ecology of Human Development
 , pp. 192 - 199
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alexander, H. A. (2001). Reclaiming Goodness: Education and the Spiritual Quest. Notre Dame, IN: University of Notre Dame Press.CrossRefGoogle Scholar
Alexander, H. A. (2015). Reimagining Liberal Education: Affiliation and Inquiry in Democratic Schooling. London: Bloomsbury Academic Press.Google Scholar
Alexander, H. A. (2017a). Public theology and liberal education. International Journal of Public Theology, 11(3), 313–27.CrossRefGoogle Scholar
Alexander, H. A. (2017b). What can go wrong with religious instruction? And what should go right? In Warnick, B. & Stone, L. (eds.), Macmillan Interdisciplinary Handbook of Philosophy: Education. New York, NY: Macmillan, pp. 385–99.Google Scholar
Alexander, H. A. (2018). Recovering humanism: Engaging religious and other worldviews in diverse democracies. Religious Education, 113(2), 115–22.CrossRefGoogle Scholar
Alexander, H. A. & Ben-Peretz, M. (2001). Toward a pedagogy of the sacred: Transcendence, ethics, and the curriculum. In Erricker, J., Ota, C. & Erricker, C. (eds.), Spiritual Education, Cultural, Religious, and Social Differences: New Perspectives for the 21st Century. Brighton: Sussex Academic Press, pp. 34–47.CrossRefGoogle Scholar
Alexander, T. (1990). Pragmatic imagination. Transactions of the Charles Pierce Society, 26, 325–48.Google Scholar
Alexander, T. M. (2013). The Human Eros Eco-ontology and the Aesthetics of Existence. New York, NY: Fordham University Press.Google Scholar
Alma, H. A. (2015). Religious pluralism as an imaginative practice. Archive for the Psychology of Religion, 37(2), 117–40.CrossRefGoogle Scholar
Alma, H. (2018). De kunst van samenleven: Een pleidooi voor een pluralistisch humanisme. Brussel: VUBPRESS.Google Scholar
Alma, H. (2019). Plural moralities and the search for meaning. In Alma, H. & ter Avest, I. (eds.), Moral and Spiritual Leadership in an Age of Plural Moralities. London: Routledge, pp. 70–88.Google Scholar
Anbeek, C. (2013). Aan de heidenen overgeleverd: Hoe theologie de 21ste eeuw kan overleven. Utrecht: Ten Have.Google Scholar
Anbeek, C. (2018). Voor Joseph en zijn broer: Van overleven naar spelen en andere zaken van ultiem belang. Utrecht: Ten Have.Google Scholar
Anbeek, C., Alma, H. & Van Goelst Meijer, S. (2018). Contrast experiences and social imaginaries as spaces for truth-seeking. In Alma, H. & Vanheeswijck, G. (eds.), Social Imaginaries in a Globalizing World. Berlin: De Gruyter, pp. 67–96.Google Scholar
Anbeek, C. & de Jong, A. (2013). De berg van de ziel: Een persoonlijk essay over kwetsbaar leven. Utrecht: Ten Have.Google Scholar
Anbeek, C. W. (2017). World-viewing dialogues on precarious life: The urgency of a new existential, spiritual, and ethical language in the search for meaning in vulnerable life. Essays in the Philosophy of Humanism, 25(2), 171–85.CrossRefGoogle Scholar
Arendt, H. (1998). The Human Condition. Chicago, IL: The University of Chicago Press.CrossRefGoogle Scholar
Aristotle, (1955). Nicomachean Ethics, trans. J. A. K. Thomson. London: Penguin Classics.Google Scholar
Arthur, J., Kristjánsson, K., Walker, D., Sanderse., W., Jones, C. with Thoma, S., Randall, C. & Roberts, M. (2015). Character Education in UK Schools Research Report. Birmingham: University of Birmingham.Google Scholar
Baines, E. & Blatchford, P. (2019). School Break and Lunch Times and Young People’s Social Lives: A Follow-Up National Study. London: UCL/Nuffield.Google Scholar
Banerjee, A. et al. (2015). A multifaceted program causes lasting progress for the very poor: Evidence from six countries. Science, 348(6236), 762–70.CrossRefGoogle ScholarPubMed
Banerjee, R., McLaughlin, C., Cotney, J., Roberts, L. & Peereboom, C. (2015). Promoting Emotional Health, Well-being, and Resilience in Primary Schools. Cardiff: Public Policy Institute for Wales.Google Scholar
Batchelor, S. (2010). Confession of a Buddhist Atheist. New York, NY: Spiegel & Grau.Google Scholar
Bauman, Z. (2000). Liquid Modernity. Cambridge: Polity Press.Google Scholar
Bauman, Z. & Donskis, L. (2013). Moral Blindness: The Loss of Sensitivity in Liquid Modernity. Cambridge: Polity Press.Google Scholar
Bazzano, M. (2012). Spectre of the Stranger: Towards a Phenomenology of Hospitality. Brighton: Sussex Academic Press.Google Scholar
Berlin, I. (1953). The Hedgehog and the Fox: An Essay on Tolstoy’s View of History. New York, NY: Simon and Schuster.Google Scholar
Berlin, I. (1969). Four Essays on Liberty. Oxford: Oxford University Press.Google Scholar
Berlin, I. (1991). The Crooked Timber of Humanity. New York, NY: Random House.Google Scholar
Bernstein, B. (1975). Class and Pedagogies: Visible and Invisible. Washington, DC: OECD.Google Scholar
Biesta, G. (2013). The Beautiful Risk of Education. Boulder, CO: Paradigm.Google Scholar
Blos, P. (1967). The Second Individuation Process of Adolescence: The Psychoanalytic Study of the Child. New York, NY: International Universities Press.Google Scholar
Broadbent, E., Gougoulis, J., Lui, N., Pota, V. & Simons, J. (2017). What the Worlds Young People Think and Feel. Generation Z: Global Citizenship Survey. London: Varkey Foundation.Google Scholar
Buber, M. (1970). I and Thou, trans. W. Kaufmann. New York, NY: Scribners.Google Scholar
Buber, M. (1996) I and Thou, trans. Walter Kaufmann. New York, NY: Simon and Schuster.Google Scholar
Buber, M. (2002). I and Thou, trans. Weigang Chen. Beijing: SDX Joint Publishing Company.Google Scholar
Butler, J. (2003). Giving an Account of Oneself: A Critique of Ethical Violence. Assen: Van Gorcum.Google Scholar
Callan, E. (1988). Autonomy and Schooling. Kingston and Montreal: McGill-Queen’s University Press.Google Scholar
Callan, E. (2004). Creating Citizens: Political Education and Liberal Democracy. Oxford: Clarendon Press.Google Scholar
Carr, D., Arthur, J. & Kristjansson, K., eds. (2017). Varieties of Virtue Ethics. London: Palgrave Macmillan.Google Scholar
Castoriadis, C. (1987). The Imaginary Institution of Society. Cambridge, MA: MIT Press.Google Scholar
Cobbett, M., McLaughlin, C. & Kiragu, S. (2013). Creating ‘participatory spaces’: Involving children in planning sex education lessons in Kenya, Ghana and Swaziland. Sex Education, 13(sup1), S70–S83. DOI:10.1080/14681811.2013.768527CrossRefGoogle Scholar
Connolly, W. (2011). A World of Becoming, Durhan, NC and London: Duke University Press.Google Scholar
Dacey, J. & Kenny, M. (1997). Adolescent Development (2nd ed.). Boston, MA: McGraw-Hill.Google Scholar
Department for Education (DfE) (2017). Developing Character Skills in Schools. Summary Report August 2017. London: NatCen Social Research & the National Children’s Bureau Research and Policy Team.Google Scholar
Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. New York, NY: Macmillan.Google Scholar
Dewey, J. (1931). Context and thought, University of California Publications in Philosophy, 12(3): 203–224.Google Scholar
Dewey, J. (1938). Experience and Education. New York, NY: Simon and Schuster.Google Scholar
Dweck, C. S. (1999). Self-Theories: Their Role in Motivation, Personality and Development. Philadelphia, PA: Psychology Press.Google Scholar
Eisner, E. W. (1994). The Educational Imagination: On the Design and Evaluation of School Program (3rd ed.). Saddle River, NJ: Prentice-Hall.Google Scholar
Ergas, O. (2017). Re-constructing Education through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy. London: Palgrave MacMillan.Google Scholar
Fesmire, S. (2003). John Dewey and Moral Imagination: Pragmatism in Ethics. Bloomington, IN: Indiana University Press.Google Scholar
Freire, P. (1970). Pedagogy of the Oppressed. London: Continuum.Google Scholar
Freire, P. (2000). Pedagogy of the Oppressed. London: Continuum.Google Scholar
Gadamer, H.-G. (1975). Truth and Methods, trans. J. Weinsheimer and D. Marshall. New York, NY: Crossroad.Google Scholar
Gadamer, H.-G. (1976). Philosophical Hermeneutics, ed. and trans. Linge, David E.. Berkeley, CA: University of California Press.Google Scholar
Galston, W. A. (1991). Liberal Purposes: Goods, Virtues, and Diversity in the Liberal State. Cambridge: Cambridge University Press.Google Scholar
Galston, W. A. (2002). Liberal Pluralism: The Implications of Value Pluralism for Political Theory and Practice. Cambridge: Cambridge University Press.Google Scholar
Geldard, K. & Geldard, G. (1998). Counselling Adolescents. London: Sage Publications.Google Scholar
Gergen, K. J. (2007). Relativism, religion and relational being. Common Knowledge, 13, 362–78.Google Scholar
Gergen, K. J. (2009). Relational Being: Beyond Self and Community. New York, NY: Oxford University Press.Google Scholar
Gergen, K. (2011). Social Construction in Context, trans. H. Guo, Y. Zhang and T. Luo. Beijing: China Renmin University Press.Google Scholar
Gergen, K. J. (2019). Toward a relational ethic. In Alma, H. & ter Avest, I. (eds.), Moral and Spiritual Leadership in an Age of Plural Moralities. London: Routledge, pp. 13–26.Google Scholar
Gergen, K. & Gill, S. (2020). Educational Evaluation in a Relational Key. New York, NY: Oxford University Press.Google Scholar
Gibney, B. C. (2017). A Generation of Sociopaths: How the Babyboomers Betrayed America. New York, NY: Hatchette.Google Scholar
Giddens, A. (1991). Modernity and Self-Identity: Self and Society in the Late Modern Age. Redwood City, CA: Stanford University Press.Google Scholar
Gill, S. (2015). “Holding oneself open in a conversation” – Gadamer’s philosophical hermeneutics and the ethics of dialogue. Journal of Dialogue Studies, 3(1), 9–28.Google Scholar
Gill, S. (2016). Universities as spaces for engaging the other: Pedagogy of encounter for intercultural and interreligious education. International Review of Education – Journal of Lifelong Learning, 62, 483–500.Google Scholar
Gill, S. (2017). Peace as communing. In Gill., S. & Cadman, D. (eds), Peacefulness: Being Peace and Making Peace. Reykjavik: Spirit of Humanity Press, pp. 77–96.Google Scholar
Gill, S. (2019). Caring in public education. FORUM: For 3–19 Comprehensive Education, 61(2), 201–8.Google Scholar
Gill, S. & Thomson, G. (2012). Rethinking Secondary Education. London: Pearson Education Press.Google Scholar
Gill, S. & Thomson, G. (2016). Human-Centred Education: A Practical Handbook and Guide. London: Routledge.Google Scholar
Gill, S. & Thomson, G. (2019). Understanding Peace Holistically. New York, NY: Peter Lang.CrossRefGoogle Scholar
Gilligan, C. (1982). In a Different Voice: Psychological Theory and Women’s Development. Cambridge, MA: Harvard University Press.Google Scholar
Gilligan, C. & Brown, Lyn M. (1992). Meeting at the Crossroads: Women’s Psychology and Girls’ Development. Cambridge, MA: Harvard University Press.Google Scholar
Goodlad, J. I. (1979). Curriculum Inquiry: The Study of Curriculum Practice. New York, NY: McGraw-Hill.Google Scholar
Gray, J. (2002). The Two Faces of Liberalism. London: New Press.Google Scholar
Gray, J., Galton, M., McLaughlin, C., Clark, B. & Symonds, J. (2011). The Supportive School: Wellbeing and the Young Adolescent. Newcastle upon Tyne: Cambridge Scholars Publishing.Google Scholar
Guo, J. (2008). The Sociology of Emotions. Shanghai: SDX Joint Publishing Company.Google Scholar
Gur-Ze’ev, I. (2003). Destroying the Other’s Collective Memory. New York, NY: Peter Lang.Google Scholar
Gur-Ze’ev, I. (2008). Beyond the Modern-Postmodern Struggle in Education. Rotterdam: Sense.Google Scholar
Habermas, J. (1985). A Theory of Communicative Action, Vol. I and II, trans. T. McCarthy. Boston, MA: Beacon Press.Google Scholar
Habermas, J. (1991). The Structural Transformation of the Public Sphere: An Inquiry into a Category of Bourgeois Society. Cambridge, MA: MIT Press.Google Scholar
Habermas, J. (1993). Justification and Application: Remarks on Discourse Ethics. Cambridge, MA: MIT Press.Google Scholar
Held, V. (ed.) (1995). Justice and Care: Essential Readings in Feminist Ethics. Boulder, CO: Westview Press.Google Scholar
Held, V. (2006). The Ethics of Care: Personal, Political, and Global (2nd ed.). Oxford/New York: Oxford University Press.Google Scholar
Hursthouse, R. (1999). On Virtue Ethics. Oxford: Oxford University Press.Google Scholar
Jackson, M. (2002). Politics of Storytelling: Violence, Transgression and Intersubjectivity. Copenhagen: Museum Tusculanum Press.Google Scholar
Johnson, M. (1993). Moral Imagination: Implications of Cognitive Science for Ethics. Chicago, IL: The University of Chicago Press.Google Scholar
Kalmanson, L. (2012). The Messiah and the Bodhisattva: Anti-utopianism re-revisited. Shofar: An Interdisciplinary Journal of Jewish Studies, 30(4), 13–125.Google Scholar
Kant, I. (1997). Critique of Practical Reason, trans. M. Gregor. Cambridge: Cambridge University Press.Google Scholar
Kant, I. (2002). Groundwork for the Metaphysics of Morals, trans. A. Zweig. Oxford: Oxford University Press.Google Scholar
Keating, D. (2004). Cognitive and brain development. In Lerner, R. & Steinberg, L. (eds.), Handbook of Adolescent Psychology (2nd ed.). New York, NY: Guilford Press, pp. 45–84.Google Scholar
Kinnvall, C. (2004). Globalization and religious nationalism: Self, identity, and the search for ontological security. Political Psychology, 25(5), 741–67.Google Scholar
Kittay, E. (1999). Love’s Labor. New York, NY: Routledge.Google Scholar
Kohlberg, L. (1981a). The Philosophy of Moral Development. New York, NY: HarperCollins.Google Scholar
Kohlberg, L. (1981b). Essays on Moral Development, Vol. I: The Philosophy of Moral Development. San Francisco, CA: Harper & Row.Google Scholar
Kohlberg, L. (1984). Essays on Moral Development: Vol. II. The Psychology of Moral Development: The Nature and Validity of Moral Stages. San Francisco, CA: Harper & Row.Google Scholar
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Kroger, J. (2004). Identity in Adolescence: The Balance between Self and Other. London, New York, NY: Routledge.Google Scholar
Kruglanski, A. W. (2004). The Psychology of Closed Mindedness. New York. NY: Taylor & Francis.Google Scholar
Lazarus, R. (1984). On the primary of cognition. American Psychologist, 39, 124–29.Google Scholar
Levinas, E. (1969). Totality and Infinity, trans. A. Lingis. Pittsburgh, PA: Duquesne University Press.Google Scholar
Levinas, E. (1998). Otherwise than Being or Beyond Essence, trans. A. Lingis. Pittsburgh, PA: Duquesne University Press.Google Scholar
Levinas, E. (2005). Humanism of the Other. Evanston, IL: University of Illinois Press.Google Scholar
Lewin, K. (1946). Action research and minority problems. In Lewin, G. W. (ed.), Resolving Social Conflicts. New York, NY: Harper & Row (1948), pp. 201–16.Google Scholar
MacIntyre, A. (2007). After Virtue: A Study in Moral Theory (3rd ed.). South Bend, IN: Notre Dame University Press.Google Scholar
Marcel, G. (1933). Le Monde Cassé Suivi de Position Et Approches Concrètes du Mystère Ontologique. Paris: Desclée de Brouwer & Cie.Google Scholar
Marcel, G. (1949a). The Philosophy of Existence, trans. Manya Harari. New York, NY: Citadel Press.Google Scholar
Marcel, G. (1949b). Being and Having, trans. Katharine Farrer. Westminster: Dacre Press.Google Scholar
Marcel, G. (1951). The Mystery of Being, Vol. I: Reflection and Mystery, trans. G. S. Fraser. London: The Harvill Press.Google Scholar
Marcel, G. (1952). Metaphysical Journal, trans. B. Weil. Chicago, IL: Henry Regnery.Google Scholar
Marcel, G. (1962) Homo Viator: Introduction to a Metaphysic of Hope, trans. Emma Crawford. New York, NY: Harper Torchbooks.Google Scholar
Marcel, G. (1964). La dignité humaine et ses assies existentielles. Aubier: Editions Montaigne.Google Scholar
Marcel, G. (1995). The Philosophy of Existentialism. New Jersey, NJ: Carol Publishing Group.Google Scholar
Marx, K. (1973). Grundrisse, trans. M. Nicolaus. London: Penguin Books.Google Scholar
Marx, K. & Engels, F. (1979). Karl Marx and Frederick Engels (III). Beijing: People’s Publishing House.Google Scholar
Marx, K. & Engels, F. (1980). Karl Marx and Frederick Engels Selections, Volume 46 (II). Beijing: People’s Publishing House.Google Scholar
Masschelein, J. (2010). E-ducating the gaze: The idea of a poor pedagogy. Ethics and Education, 5(1), 43–53.Google Scholar
May, H. (2010). Aristotle’s Ethics: Moral Development and Human Nature. London: Continuum.Google Scholar
McCarthy Sommerville, A. & Gill, S. (2016). ‘Saturday Satya: Exploring the Pedagogies and Learning Opportunities of a Co-curricular Programme at Eton College as Part of the Eton-Slough-Hounslow Independent & State School Partnership Scheme’. Accessed at www.etoncollege.com/userfiles/files/Saturday_Satya_report.pdfGoogle Scholar
McCarthy Sommerville, A. & Gill, S. (2018). Reflections on a Human-Centred Education Pre-Pilot with Young People with SEND. Brighton: Guerrand-Hermès Foundation for Peace Publishing.Google Scholar
McDowell, J. (1979). Virtue and reason. Monist, 62, 331–50.Google Scholar
McDowell, J. (1998). Mind, Value and Reality. Cambridge, MA: Harvard University Press.Google Scholar
McLaughlin, C. & Clarke, B. (2010). Relational matters: A review of the impact of school experience on mental health in early adolescence. Educational and Child Psychology, 27(1), 95–107.Google Scholar
McLaughlin, C., Swartz, S., Kiragu, S., Walli, S. & Muhamed, M. (2012). Old Enough to Know: Consulting Children on African Sexualities. Cape Town, SA: Human Sciences Research Council Press.Google Scholar
McLaughlin, T. H. & Halstead, M. J. (1999). Education in character and virtue. In McLaughlin, T. H. & Halstead, M. J. (eds.), Education in Morality. London: Routledge, pp. 132–63.Google Scholar
Nagel, T. (1986). The View from Nowhere. Oxford: Oxford University Press.Google Scholar
Newman, A. (2018). New public school ‘morality test’ coming soon. New American. 28 September.Google Scholar
Noddings, N. (1984). Caring: A Feminine Approach to Ethics and Moral Education. Berkeley, CA: University of California Press.Google Scholar
Noddings, N. (1992). The Challenge to Care in Schools: An Alternative Approach to Education. Advances in Contemporary Educational Thought Series, vol. 8. New York, NY: Teachers College Press.Google Scholar
Noddings, N. (2002a). Educating Moral People: A Caring Alternative to Character Education. New York, NY: Teachers College Press.Google Scholar
Noddings, N. (2002b). Starting at Home: Caring and Social Policy. Berkeley, CA: University of California Press.Google Scholar
Noddings, N. (2013). Caring: A Relational Approach to Ethics and Moral Education (2nd ed, updated). Berkeley, CA: University of California Press.Google Scholar
Nozick, R. (1981). Philosophical Explanations. Cambridge, MA: Belknap Press.Google Scholar
Nussbaum, M. (2010). Not for Profit: Why Democracy Needs the Humanities. Princeton, NJ: Princeton University Press.Google Scholar
Palmer, P. (2009). A Hidden Wholeness: The Journey Towards an Undivided Life. San Francisco, CA: Jossey Bass.Google Scholar
Peters, R. S. (1965). Education as Initiation. London: Evans.Google Scholar
Peters, R. S. (1967). The Concept of Education. London: Routledge and Kegan Paul.Google Scholar
Piaget, J. (1997). The Moral Judgment of the Child. Glencoe, IL: Free Press.Google Scholar
Plato, (2002). Phaedrus, trans. R. Waterfield. Oxford: Oxford University Press.Google Scholar
Plato, (2008). The Republic, trans. R. Waterfield. Oxford: Oxford University Press.Google Scholar
Rawls, J. (1971). A Theory of Justice. Cambridge, MA: Harvard University Press.Google Scholar
Rawls, J. (1993). Political Liberalism. New York, NY: Columbia University Press.Google Scholar
Rescher, N. (2009). Ignorance: On the Wider Implications of Deficient Knowledge. Pittsburgh, PA: University of Pittsburgh Press.Google Scholar
Rich, D., Drummond, M. J. & Myer, C. (2008). Learning: What Matters to Children. Rich Learning Opportunities, UK. www.richlearningopportunites.co.ukGoogle Scholar
Rigby, K. (2017). Bullying interventions. Positive Times. Downloaded on 19 May 2019. http://positivetimes.com.au/bullying-interventions-by-ken-rigby/RigbyGoogle Scholar
Rogers, C. (1961). One Becoming a Person: A Therapist’s View of Psychotherapy. Boston, MA and New York, NY: Houghton Mifflin Company.Google Scholar
Rosenblum, G. & Lewis, M. (2006). Emotional development in adolescence. In Adams, G. R. & Berzonsky, M. D. (eds.), Blackwell Handbook of Adolescence. Malden, MA: Blackwell Publishing, ch. 13, pp. 269–89.Google Scholar
Säfström, C. A. (2003). Teaching otherwise. Studies in Philosophy and Education, 22(1), 19–29.Google Scholar
Schillebeeckx, E. (1989). Mensen als verhaal van god. Baarn: Nelissen.Google Scholar
Schuller, G. (1986). Musings: The Musical World of Gunther Schuller. New York, NY: Oxford University Press.Google Scholar
Schutz, A. (1976). Collected Papers Vol. II. The Hague: Martinus Nijhoff, pp. 53–6.Google Scholar
Searle, J. (1995). The Construction of Social Reality. New York, NY: Free Press.Google Scholar
Sherwood, H. (2018). Religion: Why faith is becoming more and more popular. The Guardian, 27 August 2018.Google Scholar
Standish, P. (1995). Postmodernism and the education of the whole person. Journal of Philosophy of Education, 29(1), 121–35.Google Scholar
Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking. Development Review, 28(1), 78–106.Google Scholar
Steutel, J. & Carr, D., eds. (1999a). Virtue Ethics and Moral Education. London: Routledge.Google Scholar
Steutel, J. & Carr, D. (1999b). Virtue ethics and the virtue approach to moral education. In Carr, D. & Steutel, J. (eds.), Virtue Ethics and Moral Education. London and New York, NY: Routledge, pp. 3–18.Google Scholar
Stout, J. (1988). Ethics after Babel: The Language of Morals and Their Discontents. Princeton, NJ: Princeton University Press.Google Scholar
Suransky, C. & Alma, H. (2018). An agonistic model of dialogue. Journal of Constructivist Psychology, 31(1), 22–38.Google Scholar
Sweetman, B. (2011). A Gabriel Marcel Reader. South Bend, IN: St Augustine’s Press.Google Scholar
Taylor, C. (2007). A Secular Age. Cambridge, MA: Belknap Press of Harvard University Press.Google Scholar
Taylor, C. (2011). Dilemmas and Connections: Selected Essays. Cambridge, MA: Belknap Press of Harvard University Press.Google Scholar
Taylor, C. (2016). The Language Animal: The Full Shape of the Human Linguistic Capacity. Cambridge, MA: Belknap Press of Harvard University Press.Google Scholar
Thomson, G. (1987). Needs. London: Routledge.Google Scholar
Thomson, G. (2002). On the Meaning of Life. Belmont, CA: Wadsworth Press.Google Scholar
Thomson, G. (2005). ‘Fundamental Needs’ in the Philosophy of Need, ed. Reader, Soran, Royal Institute of Philosophy. Cambridge: Cambridge University Press.Google Scholar
Thomson, G. (2015). Thales to Sextus: An Introduction to Ancient Philosophy. Long Grove, IL: Waveland Press.Google Scholar
Thomson, G. (2017). Towards a theory of peaceful relations. In Cadman, D. & Gill, S. (eds.), Peacefulness: Being Peace, Making Peace. Reykjavik: Spirit of Humanity Forum Press, pp. 139–156.Google Scholar
Thomson, G. & Gill, S. (2020). Happiness, Flourishing and the Good Life: An Innovative Framework for Understanding Well-Being. London: Routledge.Google Scholar
Todd, S. (2003). Learning from the Other: Levinas, Psychoanalysis and Ethical Possibilities in Education. Albany, NY: SUNY Press.Google Scholar
Todd, S. (2015). Experiencing change, encountering the unknown: An education in negative capability in light of Buddhism and Levinas. Journal of Philosophy of Education, 49(2), 240–54.Google Scholar
Todd, S. (2016). Facing uncertainty in education: Beyond the harmonies of Eurovision education. European Educational Research Journal, 15, 619–27.Google Scholar
Tolstoy, T. (2010). The Diaries of Leo Tolstoy Youth, 1847 to 1852 (1917). Whitefish, MO: Kessinger Publishing.Google Scholar
Tracy, D. (1987). Plurality and Ambiguity: Hermeneutics, Religion, and Hope. Chicago, IL: University of Chicago Press.Google Scholar
Tracy, D. (1991). Dialogue with the Other. Leuven: Peeters Press.Google Scholar
Treanor, B. (2006). Aspects of Alterity: Levinas, Marcel, and the Contemporary Debate. New York, NY: Fordham University Press.Google Scholar
Tronto, J. (1994). Moral Boundaries: A Political Argument for an Ethic of Care. New York, NY: Routledge, pp. 126–36.Google Scholar
Tronto, J. C, (2005). An ethic of care. In Cuddi, A. & Andreasen, R. (eds.), Feminist Theory: A Philosophical Anthology. Oxford: Blackwell, pp. 251–63.Google Scholar
Tronto, J. & Fisher, B. (1990). Toward a feminist theory of caring. In Abel, E. & Nelson, M. (eds.), Circles of Care. Albany, NY: SUNY Press, pp. 36–54.Google Scholar
Twinge, J. M. & Campbell, K. W. (2009). The Narcissism Epidemic: Living in the Age of Enlightenment. New York, NY: Free Press.Google Scholar
Watkins, C. (2008). Active learning is better learning. Managing Schools Today, November/December 2008. Available at chriswatkins.netGoogle Scholar
Wellmon, C. (2018). How professors ceded their authority. Chronicle of Higher Education, 11 November.Google Scholar
Wittgenstein, W. (1953). Philosophical Investigations. Oxford: Blackwell.Google Scholar
Wood, R. (1999). The dialogical principle and the mystery of being: The enduring relevance of Martin Buber and Gabriel Marcel. International Journal for Philosophy of Religion, 45, 83–97.Google Scholar
Zande, E. van der & Bakker, C. (2019). Life orientation as part of professional development: Moral leadership of professionals from a DST perspective. In Alma, H. & ter Avest, I. (eds.), Moral and Spiritual Leadership in an Age of Plural Moralities. London: Routledge, pp. 172–95.Google Scholar
Zhong, Q. (2006). Knowledge construction and teaching innovation – social constructivism theory of knowledge and its enlightenment. Global Education, 8, 12–18.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Bibliography
  • Edited by Scherto Gill, University of Sussex, Garrett Thomson, College of Wooster, Ohio
  • Book: Ethical Education
  • Online publication: 30 June 2020
  • Chapter DOI: https://doi.org/10.1017/9781108769778.019
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Bibliography
  • Edited by Scherto Gill, University of Sussex, Garrett Thomson, College of Wooster, Ohio
  • Book: Ethical Education
  • Online publication: 30 June 2020
  • Chapter DOI: https://doi.org/10.1017/9781108769778.019
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Bibliography
  • Edited by Scherto Gill, University of Sussex, Garrett Thomson, College of Wooster, Ohio
  • Book: Ethical Education
  • Online publication: 30 June 2020
  • Chapter DOI: https://doi.org/10.1017/9781108769778.019
Available formats
×