To foster and support work that brings the tools and perspectives of contemporary moral and political philosophy to bear on issues of educational policy and practice.
Awards of up to $40,000 for research projects in philosophy as it relates to educational policy and practice.
The Center Announces the Awarded Projects from the First Grant Competition - February 4, 2016
The Center announces the 2016-17 Graduate Institute - January 19, 2016
Editors Levinson and Fay have developed an excellent resource for teaching professional ethics. At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners.
In their book Family Values: The Ethics of Parent-Child Relationships (Princeton, 2014) Center Director Harry Brighouse and Adam Swift argue that parent-child relationships produce the “familial relationship goods” that people need to flourish. Children’s healthy development depends on intimate relationships with authoritative adults, while the distinctive joys and challenges of parenting are part of a fulfilling life for adults.
We use reason to solve problems and reach conclusions; we also reason when we are responsive to those with whom we live. In Reasoning: A Social Picture, Center Associate Director Anthony Laden invites his readers to think about reasoning on its own terms: as a species of conversation that is social and ongoing, in which we invite others to accept that our words speak for them as well.
Education is a contested topic, and not just politically. For years scholars have approached it from two different points of view: one empirical and the other philosophical. Co-edited by Robert Reich and Senior Fellow Danielle Allen, Education, Justice, and Democracy offers an intensive discussion by highly respected scholars across empirical and philosophical disciplines.
Introducing political issues into the classroom is pedagogically challenging and raises ethical dilemmas for teachers. Diana E. Hess and Paula McAvoy argue that teachers will make better professional judgments about these issues if they aim toward creating “political classrooms,” which engage students in deliberations about questions that ask, "How should we live together?"
Senior Fellow Bryan Warnick examines how student rights in three areas—free speech, privacy, and religious expression—have been addressed in policy, ethics, and the law. Starting with the Tinker decision Warnick develops education criteria that schools can use when facing difficult questions of student rights.
Senior Fellow Walter Parker is the editor of Social Studies Today, a volume that will help practitioners and scholars think deeply about contemporary social studies education. This collection invites readers to think through some of the most relevant, dynamic, and challenging questions animating social studies education today.