Eamonn Callan
Biographic Data
| ID | 4372532 |
|---|---|
| NAME | Eamonn Callan |
| GIVEN NAMES | Eamonn |
| FAMILY NAME | Callan |
| SIGNATURE | CALLAN E |
| AFFILIATIONS | University of Alberta |
| VERIFIED | No |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 61 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 5 |
Democracy, equal citizenship, and education
Two appealing principles of educational distribution – equality and sufficiency – are comparatively assessed. The initial point of comparison is the distribution of civic educational goods. One reason to favor equality in educational distribution rather than sufficiency is the elimination of undeserved positional advantage in access to labor markets. But civic educational aims of the kind that sustain equal citizenship do not have positional valu…
Kymlicka on cultural rights and liberalism
Kymlicka’s Liberalism, Community, and Culture originated a highly influential argument about the ethical foundations of minority cultural rights. The argument is explained and assessed in its original context and in the more developed form it took in his later book, Multicultural Citizenship. In its original version the argument was seriously underspecified, but the later version cleared up some problems only to create others. Minority cultural r…
Debate: Liberal Virtues and Civic Education
When to shut students up: Civility, silencing, and free speech
Teachers sometimes shut students up for the sake of civility. My question is whether silencing for the sake of civility can be morally justified when a student derogates fellow students as members of some widely stigmatized group, and the offending speech is not for any further reason to be deplored, for example, as a personally targeted insult. Exploring possible answers to that question sheds light on a bigger issue: the proper character of ‘ci…
The Better Angels of Our Nature: Patriotism and Dirty Hands
Galston’s dilemmas and Wisconsin v. Yoder
William Galston posed two dilemmas about parental rights and education in Liberal Purposes.The first of these arises from conflict between the proper ends of civic education in a liberal society and the values that some parents will want to honor in the way they rear their children; the second arises from conflict between how the basic interests of the child are understood by the wider society and the dissident views of some parents. Galston’s ap…
Love, Idolatry, and Patriotism
Citizenship and Education
This paper surveys three sources of conflict about citizenship and education in contemporary normative political theory: the extent to which rival conceptions of citizenship differ in the ends they prescribe for civic education; disagreement about the educational processes needed to yield accepted civic educational ends and how some of those processes might best be institutionalized via schooling; and disagreement about how liberal legitimacy con…
Liberalism and Communitarianism
Autonomy, Child‐Rearing, and Good Lives
Autonomy is important to leading a good life but a common liberal instrumental construal of the way in which it contributes to the leading of a good life is defective. A one‐sided focus on the development of capacities for revision of conceptions of the good should be corrected by attention to the value of developing capacities permitting a rational adherence to a conception of the good. Exposing children to a diverse but shallow secular and cons…
Book Symposium: Harry Brighouse, School Choice and Social Justice
A Note on Patriotism and Utopianism: Response to Schrag
Patricia White, Civic Virtues and Public Schooling: Educating Citizens for a Democratic Society
Creating Citizens: Political Education and Liberal Democracy
The problem of education in liberal democracies is to ensure the intergenerational continuity of their constitutive political ideals while remaining open to a diversity of conduct and belief that sometimes threatens those ideals. Creating Citizens addresses this problem. The book identifies both the principal aims of political education—liberal patriotism and the sense of justice—and the rights that limit their public pursuit. The public pursuit …
The Great Sphere: Education against Servility
Journal Article The Great Sphere: Education against Servility Get access Eamonn Callan Eamonn Callan Department of Educational Policy Studies, 7-104 Education North, University of Alberta, Edmonton, Alberta T6G 2C6, Canada Correspondence: Eamonn Callan Department of Educational Policy Studies, 7-104 Education North, University of Alberta, Edmonton, Alberta T6G 2C6, Canada Search for other works by this author on: Oxford Academic Google Scholar Jo…
Last Word
What are the virtues that befit citizens of a liberal democracy? What moral constraints should the state respect in its sponsorship of political education? In “Political Liberalism and Political Education” I gave a partial answer to the first question; apart from a solitary footnote, I ignored the second. Yet some of my Rawls-inspired remarks about the connection between the burdens of judgment and toleration blurred the distinction between the t…
Political Liberalism and Political Education
John Rawls expounds a new liberal political theory that supposedly differs from traditional varieties in the narrowness of its scope and the distinctive solution it offers to the problem of legitimacy. The contrast between Rawls's “political liberalism” and “ethical liberalism” is said to emerge strikingly in the approach to political education each entails. But the differences Rawls stresses between the two liberalisms are illusory, and the real…
Virtue, Dialogue, and the Common School
Scholarly literature on moral education has until recently failed to take seriously the central role of virtue in the moral life. This article addresses the issue of how the centrality of virtue might be accommodated in dialogue within common schools under the conditions of pluralism. Two contrasting approaches to moral dialogue under these conditions--Nel Noddings's and J. S. Mill's--are examined and found wanting. A third approach, derived from…
Impartiality and virtue
Autonomy and Alienation
Autonomy as a personal ideal presupposes a conception of the self who owns and rules in a life that exemplifies the ideal. Philosophical discussion of autonomy continues to be injuenced by the thesis that the governing core of the self resides in our capacities for disengaged rational reflection, even when the thesis is not explicitly avowed. This conception of autonomy is shown to be inadequate because it alienates us from what matters in our li…
Beyond Sentimental Civic Education
A familiar view of civic education is that it should make emotional allegiance to basic political institutions its paramount aim and curtail social criticism as a potential threat to that allegiance. Civic education so conceived is inimical to the political virtues that befit a liberal democracy, even when democracy is understood in ways that emphasize representation over participation. Nevertheless, critical reason may also seem to be an inadequ…
Tradition and Integrity in Moral Education
According to moral traditionalism, allegiance to tradition is central to good moral judgment. Therefore, a necessary aspect of moral education is the cultivation of that allegiance in an environment free of the subversive influence of alien moral ideas. This article offers a philosophical critique of traditionalism and considers how the educational agenda of its proponents should be assessed within the context of a liberal polity. It is argued th…
Pluralism and civic education
Godless Moral Education and Liberal Tolerance
Autonomy and Schooling
Political Liberalism and Political Education
John Rawls expounds a new liberal political theory that supposedly differs from traditional varieties in the narrowness of its scope and the distinctive solution it offers to the problem of legitimacy. The contrast between Rawls's “political liberalism” and “ethical liberalism” is said to emerge strikingly in the approach to political education each entails. But the differences Rawls stresses between the two liberalisms are illusory, and the real…
Citizenship and Education
This paper surveys three sources of conflict about citizenship and education in contemporary normative political theory: the extent to which rival conceptions of citizenship differ in the ends they prescribe for civic education; disagreement about the educational processes needed to yield accepted civic educational ends and how some of those processes might best be institutionalized via schooling; and disagreement about how liberal legitimacy con…
Autonomy and Alienation
Autonomy as a personal ideal presupposes a conception of the self who owns and rules in a life that exemplifies the ideal. Philosophical discussion of autonomy continues to be injuenced by the thesis that the governing core of the self resides in our capacities for disengaged rational reflection, even when the thesis is not explicitly avowed. This conception of autonomy is shown to be inadequate because it alienates us from what matters in our li…
McLaughlin on Parental Rights
Journal Article McLaughlin on Parental Rights Get access Eamonn Callan Eamonn Callan Correspondence: Eamonn Callan, Department of Educational Foundations, University of Alberta, Edmonton, Alberta, Canada T6G 2G5. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 19, Issue 1, July 1985, Pages 111–118, https://doi.org/10.1111/j.1467-9752.1985.tb00082.x Published: 30 May 2006
A Note on Patriotism and Utopianism: Response to Schrag
Beyond Sentimental Civic Education
A familiar view of civic education is that it should make emotional allegiance to basic political institutions its paramount aim and curtail social criticism as a potential threat to that allegiance. Civic education so conceived is inimical to the political virtues that befit a liberal democracy, even when democracy is understood in ways that emphasize representation over participation. Nevertheless, critical reason may also seem to be an inadequ…
The Great Sphere: Education against Servility
Journal Article The Great Sphere: Education against Servility Get access Eamonn Callan Eamonn Callan Department of Educational Policy Studies, 7-104 Education North, University of Alberta, Edmonton, Alberta T6G 2C6, Canada Correspondence: Eamonn Callan Department of Educational Policy Studies, 7-104 Education North, University of Alberta, Edmonton, Alberta T6G 2C6, Canada Search for other works by this author on: Oxford Academic Google Scholar Jo…
Last Word
What are the virtues that befit citizens of a liberal democracy? What moral constraints should the state respect in its sponsorship of political education? In “Political Liberalism and Political Education” I gave a partial answer to the first question; apart from a solitary footnote, I ignored the second. Yet some of my Rawls-inspired remarks about the connection between the burdens of judgment and toleration blurred the distinction between the t…
Tradition and Integrity in Moral Education
According to moral traditionalism, allegiance to tradition is central to good moral judgment. Therefore, a necessary aspect of moral education is the cultivation of that allegiance in an environment free of the subversive influence of alien moral ideas. This article offers a philosophical critique of traditionalism and considers how the educational agenda of its proponents should be assessed within the context of a liberal polity. It is argued th…
Pluralism and civic education
Debate: Liberal Virtues and Civic Education
Book Symposium: Harry Brighouse, School Choice and Social Justice
Virtue, Dialogue, and the Common School
Scholarly literature on moral education has until recently failed to take seriously the central role of virtue in the moral life. This article addresses the issue of how the centrality of virtue might be accommodated in dialogue within common schools under the conditions of pluralism. Two contrasting approaches to moral dialogue under these conditions--Nel Noddings's and J. S. Mill's--are examined and found wanting. A third approach, derived from…
Freedom and Schooling
Journal Article Freedom and Schooling Get access Eamonn Callan Eamonn Callan Correspondence: Eamonn Callan, No. 509 11135–83 Avenue, Edmonton, Alberta T6G 2C6, Canada. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 17, Issue 1, July 1983, Pages 45–56, https://doi.org/10.1111/j.1467-9752.1983.tb00015.x Published: 30 May 2006
Interests and the Curriculum
Interests and the curriculum
(1983). Interests and the curriculum. British Journal of Educational Studies: Vol. 31, No. 1, pp. 41-51
Freedom and Schooling
Journal Article Freedom and Schooling Get access Eamonn Callan Eamonn Callan Correspondence: Eamonn Callan, No. 509 11135–83 Avenue, Edmonton, Alberta T6G 2C6, Canada. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 17, Issue 1, July 1983, Pages 45–56, https://doi.org/10.1111/j.1467-9752.1983.tb00015.x Published: 30 May 2006
Human Rights in Education
McLaughlin on Parental Rights
Journal Article McLaughlin on Parental Rights Get access Eamonn Callan Eamonn Callan Correspondence: Eamonn Callan, Department of Educational Foundations, University of Alberta, Edmonton, Alberta, Canada T6G 2G5. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 19, Issue 1, July 1985, Pages 111–118, https://doi.org/10.1111/j.1467-9752.1985.tb00082.x Published: 30 May 2006
Autonomy and Schooling
Eamonn Callan draws on contemporary work in ethics and social philosophy to outline a theory of the nature and value of freedom and autonomy which supports a range of child-centred policies. He argues for a curriculum which is tailored to the interests of the individual child, even where this would involve early specialization. Compulsory schooling is defended on paternalistic grounds, though it is noted that the scope of justified compulsion may…
Faith, Worship and Reason in Religious Upbringing
Journal Article Faith, Worship and Reason in Religious Upbringing Get access Eamonn Callan Eamonn Callan Correspondence: Eamonn Callan, Department of Educational Foundations, 5–109 Education North, University of Alberta, Edmonton, Alberta, Canada, T6G 2G5. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 22, Issue 2, December 1988, Pages 183–193, https://doi.org/10.1111/j.1467-975…
Godless Moral Education and Liberal Tolerance
Autonomy and Schooling
Pluralism and civic education
Tradition and Integrity in Moral Education
According to moral traditionalism, allegiance to tradition is central to good moral judgment. Therefore, a necessary aspect of moral education is the cultivation of that allegiance in an environment free of the subversive influence of alien moral ideas. This article offers a philosophical critique of traditionalism and considers how the educational agenda of its proponents should be assessed within the context of a liberal polity. It is argued th…
Impartiality and virtue
Autonomy and Alienation
Autonomy as a personal ideal presupposes a conception of the self who owns and rules in a life that exemplifies the ideal. Philosophical discussion of autonomy continues to be injuenced by the thesis that the governing core of the self resides in our capacities for disengaged rational reflection, even when the thesis is not explicitly avowed. This conception of autonomy is shown to be inadequate because it alienates us from what matters in our li…
Beyond Sentimental Civic Education
A familiar view of civic education is that it should make emotional allegiance to basic political institutions its paramount aim and curtail social criticism as a potential threat to that allegiance. Civic education so conceived is inimical to the political virtues that befit a liberal democracy, even when democracy is understood in ways that emphasize representation over participation. Nevertheless, critical reason may also seem to be an inadequ…
Virtue, Dialogue, and the Common School
Scholarly literature on moral education has until recently failed to take seriously the central role of virtue in the moral life. This article addresses the issue of how the centrality of virtue might be accommodated in dialogue within common schools under the conditions of pluralism. Two contrasting approaches to moral dialogue under these conditions--Nel Noddings's and J. S. Mill's--are examined and found wanting. A third approach, derived from…
Last Word
What are the virtues that befit citizens of a liberal democracy? What moral constraints should the state respect in its sponsorship of political education? In “Political Liberalism and Political Education” I gave a partial answer to the first question; apart from a solitary footnote, I ignored the second. Yet some of my Rawls-inspired remarks about the connection between the burdens of judgment and toleration blurred the distinction between the t…
Political Liberalism and Political Education
John Rawls expounds a new liberal political theory that supposedly differs from traditional varieties in the narrowness of its scope and the distinctive solution it offers to the problem of legitimacy. The contrast between Rawls's “political liberalism” and “ethical liberalism” is said to emerge strikingly in the approach to political education each entails. But the differences Rawls stresses between the two liberalisms are illusory, and the real…
Creating Citizens: Political Education and Liberal Democracy
The problem of education in liberal democracies is to ensure the intergenerational continuity of their constitutive political ideals while remaining open to a diversity of conduct and belief that sometimes threatens those ideals. Creating Citizens addresses this problem. The book identifies both the principal aims of political education—liberal patriotism and the sense of justice—and the rights that limit their public pursuit. The public pursuit …
The Great Sphere: Education against Servility
Journal Article The Great Sphere: Education against Servility Get access Eamonn Callan Eamonn Callan Department of Educational Policy Studies, 7-104 Education North, University of Alberta, Edmonton, Alberta T6G 2C6, Canada Correspondence: Eamonn Callan Department of Educational Policy Studies, 7-104 Education North, University of Alberta, Edmonton, Alberta T6G 2C6, Canada Search for other works by this author on: Oxford Academic Google Scholar Jo…
Patricia White, Civic Virtues and Public Schooling: Educating Citizens for a Democratic Society
A Note on Patriotism and Utopianism: Response to Schrag
Book Symposium: Harry Brighouse, School Choice and Social Justice
Autonomy, Child‐Rearing, and Good Lives
Autonomy is important to leading a good life but a common liberal instrumental construal of the way in which it contributes to the leading of a good life is defective. A one‐sided focus on the development of capacities for revision of conceptions of the good should be corrected by attention to the value of developing capacities permitting a rational adherence to a conception of the good. Exposing children to a diverse but shallow secular and cons…
Liberalism and Communitarianism
Citizenship and Education
This paper surveys three sources of conflict about citizenship and education in contemporary normative political theory: the extent to which rival conceptions of citizenship differ in the ends they prescribe for civic education; disagreement about the educational processes needed to yield accepted civic educational ends and how some of those processes might best be institutionalized via schooling; and disagreement about how liberal legitimacy con…
Political science (30 works) · Sociology (29 works) · Law (26 works) · Political Philosophy and Ethics (20 works) · Philosophy (16 works) · Law (15 works) · Religious Education and Schools (14 works) · Politics (13 works) · Epistemology (12 works) · Pedagogy (12 works)