Background: Research that identifies and celebrates the positive attributes of women educational leaders advancing a social justice agenda in traditionally male-dominated, Sub-Saharan African (SSA) societies is sparse. Studying female educational leadership in SSA conceptually brings to the fore issues associated with the intersectionality of…

Background Context: Despite its significance for learning, listening has received very little attention in the philosophy of education literature. This article draws on the philosophy and educational thought of Aristotle to illuminate characteristics of good listening. The current project is exploratory and preliminary, seeking mainly to suggest…

Background/Context: The reconsideration of reverence was proposed by Paul Woodruffi's 2001 book, Reverence: Renewing a Forgotten Virtue. In examining reverence, we draw on moral philosophy, particularly the revival of virtue ethics, and acknowledge Woodruff's cross-cultural studies of reverence, particularly in ancient Greece and Confucian China.…

Background/Context: Performance character consists of the qualities that allow individuals to regulate their thoughts and actions in ways that support achievement in a particular endeavor. Moral character consists of the qualities relevant to striving for ethical behavior in one's relationships with other individuals and communities. A sizable…

Background/Context: Our article develops insights from Paul Woodruff's book, Reverence: Renewing a Forgotten Virtue (Oxford University Press, 2001), to discuss reverence in teaching. We show how reverence is both a cardinal and a forgotten virtue by situating it within the philosophical tradition of virtue ethics, which involves traits of…

Background/Context: The claim of a relationship between a teacher's moral character and a student's moral development has its roots in a rich philosophical tradition. It is a tradition that maintains that the young acquire virtue by associating with virtuous people in a virtuous community. In this way, it is assumed virtue is acquired by example…

Background/Context: In contrast to cultural constructs that equate education with cognitive development and formal schooling, the Latin American cultural model of educacion encompasses academic knowledge and social competence. Prior scholarship has mainly investigated parental notions of educacion vis-a-vis childrearing and schooling, primarily…

Books reviewed: "Teaching Toward Freedom: Moral Commitment and Ethical Action in the Classroom" by William Ayers and "Pedagogy of Indignation" by Paulo Freire.

The author argues that, for many teacher actions, personal reasons are subordinate to external standards and that the scope of these actions is broader than assumed. People in a professional role must ask whether their actions and general dispositions conform to given standards and goals. (MT)

The ways in which ethical aims have guided social inquiry are considered historically. The writings and contributions of various social philosophers are cited. (JN)

"Values clarification" is questioned on grounds that (1) it fails to distinguish between moral and nonmoral values, (2) it is an invasion of privacy, (3) it dispenses with the moral distinction between "self" and "others," and (4) it raises questions of the morality of scholarship and of the morality of research with human subjects in particular.…

The American Dream, that individuals, freed from the ancient chains of class and caste, can by their own efforts and ability achieve success, needs to be linked to a moral vision, which in turn should be incorporated into school policy and practice. (CB)

This artice discusses how Progressive views on education were shaped by Protestant ideology. The educational theories of Dewey and Kilpatrick are given as examples of the influence of Protestant religion. (DF)

The point of this essay is to suggest that model theory provides a fruitful foundation for the organization of schools, materials, and methods which will operate to achieve educational breadth and richness of experience. (Author/RK)

Four workshop sessions for adults on peace education and family life are described. The workshops deal with: (1) the history of the family; (2) violence inside and outside the home; (3) daily life and social values; and (4) questions about the larger meaning of life. (PP)