James MacAllister
Biographic Data
| ID | 5241187 |
|---|---|
| NAME | James MacAllister |
| GIVEN NAMES | James |
| FAMILY NAME | MacAllister |
| SIGNATURE | MACALLISTER J |
| AFFILIATIONS | University of Stirling |
| ORCID | 0000-0002-4994-3929 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Moral Learning through Tragedy in Aristotle and Force Majeure
In this article, I challenge Simon Critchley's recent suggestion that tragic art is not morally educational in Aristotle's analysis and instead argue that it can be inferred from Aristotle that tragic art can morally educate in three main ways: via emotion education, by helping the audience come to understand what matters in life, and by depicting conduct worthy of moral emulation and conduct that is not. Stephen Halliwell's reading of how cathar…
On the potential in film for ethics education
In this paper the potential in film for ethics education is considered, and the theory of educational ethicism is defended. Some key features of ethicism are firstly outlined. Bery’s Gaut’s argument about how artworks may teach ethics in an aesthetically meritorious way is also discussed. Two objections (from Matthew Kieran and Andrea Sauchelli) to Gaut’s position are then considered. It is argued that Gaut’s ethicism is not well placed to overco…
Enhanced agency rights for older Scottish children with additional support needs
This paper considers some possible pitfalls in recent legislation in Scotland that has enhanced agency rights for older children with additional support needs (ASN). It does so with particular reference to philosophical literature on children’s rights. Though the UNCRC increasingly animates education law, policy and practice in Scotland and elsewhere, some philosophers, including O’Neill and MacIntyre, have raised pertinent questions about whethe…
Utopianism of the Present
In this paper, I explore some of MacIntyre’s ideas concerning utopia, education, and hope. I firstly analyse MacIntyre’s suggestion that teachers are the forlorn hope of Western culture. I argue that the rather pessimistic tone of this conclusion is only seemingly (and not actually) at odds with what MacIntyre says elsewhere about the potential of education to challenge the worst excesses of advanced capitalism. To help build this argument, I sec…
Realising the educational rights of children with special and additional support needs
Article 12 of the UN Convention on the Rights of the Child (CRC) reinforces the right of every child to express their view on all matters of concern to him or her and for due weight to be given to
Philosophy in Scotland and Scottish education
In this paper, we consider how philosophy in Scotland has shaped beliefs about Scottish education. We begin by charting Macmurray’s views on education generally and Scottish education specifically. We thereafter examine the nature of ‘Scottish philosophy’ and explore continuities and discrepancies in the thought of Hume, Reid, Davie, MacIntyre, Graham and Macmurray. We suggest that while Davie thought Scottish education should remain true to the …
What should Educational Institutions be for
In this article, I respond to the work of Gert Biesta regarding the question of what education should be for. He maintains education ought to be oriented towards the ‘good’ rather than measurement, accountability and efficiency. While sympathetic to such claims, I nonetheless question his avowal that discussion of the purposes of education needs to entail reflection upon tripartite processes of qualification, socialisation and subjectification. I…
MacIntyre's Revolutionary Aristotelian Philosophy and his Idea of an Educated Public Revisited
Journal Article MacIntyre's Revolutionary Aristotelian Philosophy and his Idea of an Educated Public Revisited Get access James Macallister James Macallister Correspondence: James MacAllister, Pathfoot Building, A32, The School of Education, The University of Stirling, Stirling, Scotland FK9 4LA, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volum…
Education for Personal Life
In this article I discuss the philosophy of John MacMurray, and in particular, his little-examined writings on discipline and emotion education. It is argued that discipline is a vital element in the emotion education MacMurray thought central to learning to be human, because for him it takes concerted effort to overcome the human tendency toward egocentricity. It is maintained that MacMurray's philosophy of education is of contemporary significa…
Searching for excellence in education
This article addresses two main questions: (1) what is excellence and (2) should epistemic excellence be the main purpose of education? Though references to excellence have become increasingly frequent in the UK education policy, these questions are perhaps especially important in Scotland where the curriculum is explicitly for excellence. Following Hirst and Peters, it is hypothesised that if the term ‘education' implies possession of a certain …
The ‘Physically Educated’ Person
This article will derive a definition and account of the physically educated person, through an examination of the philosophy of Andrew Reid, Richard Peters and Aristotle. Initially, Reid’s interpretation of Peters’ views about the educational significance of practical knowledge (and physical education) will be considered. While it will be acknowledged that Peters was rather disparaging about the educational merit of some practical activities in …
Taking flight
This article explores the themes of trust and ethical conduct in social research, with particular attention to the trust that can develop between the members of a research team as well as between researchers and the researched. The authors draw upon a three-year empirical study of destinations and outcomes for young people excluded from alternative educational provision. They also make reference to a contemporary exposition of Aristotle's writing…
Virtue Epistemology and the Philosophy of Education
Journal Article Virtue Epistemology and the Philosophy of Education Get access James Macallister James Macallister Correspondence: James MacAllister, The School of Education, The University of Manchester, Room A6.8 Ellen Wilkinson Building, Oxford Road, Manchester, M13 9PL, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 46, Issue 2, …
School Discipline, Educational Interest and Pupil Wisdom
In this article, the concept of school discipline will be explored in relation to that of educational interest. Initially, Clark’s account of two different kinds of school order (discipline and control) will be explained. The interest-based theory of school discipline advanced by Pat Wilson will thereafter be analysed. It will be argued that both these scholars persuasively explain how school discipline may follow when learning activities are suc…
Nested Communities
Virtue Epistemology and the Philosophy of Education
Journal Article Virtue Epistemology and the Philosophy of Education Get access James Macallister James Macallister Correspondence: James MacAllister, The School of Education, The University of Manchester, Room A6.8 Ellen Wilkinson Building, Oxford Road, Manchester, M13 9PL, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 46, Issue 2, …
MacIntyre's Revolutionary Aristotelian Philosophy and his Idea of an Educated Public Revisited
Journal Article MacIntyre's Revolutionary Aristotelian Philosophy and his Idea of an Educated Public Revisited Get access James Macallister James Macallister Correspondence: James MacAllister, Pathfoot Building, A32, The School of Education, The University of Stirling, Stirling, Scotland FK9 4LA, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volum…
What should Educational Institutions be for
In this article, I respond to the work of Gert Biesta regarding the question of what education should be for. He maintains education ought to be oriented towards the ‘good’ rather than measurement, accountability and efficiency. While sympathetic to such claims, I nonetheless question his avowal that discussion of the purposes of education needs to entail reflection upon tripartite processes of qualification, socialisation and subjectification. I…
On the potential in film for ethics education
In this paper the potential in film for ethics education is considered, and the theory of educational ethicism is defended. Some key features of ethicism are firstly outlined. Bery’s Gaut’s argument about how artworks may teach ethics in an aesthetically meritorious way is also discussed. Two objections (from Matthew Kieran and Andrea Sauchelli) to Gaut’s position are then considered. It is argued that Gaut’s ethicism is not well placed to overco…
Education for Personal Life
In this article I discuss the philosophy of John MacMurray, and in particular, his little-examined writings on discipline and emotion education. It is argued that discipline is a vital element in the emotion education MacMurray thought central to learning to be human, because for him it takes concerted effort to overcome the human tendency toward egocentricity. It is maintained that MacMurray's philosophy of education is of contemporary significa…
The ‘Physically Educated’ Person
This article will derive a definition and account of the physically educated person, through an examination of the philosophy of Andrew Reid, Richard Peters and Aristotle. Initially, Reid’s interpretation of Peters’ views about the educational significance of practical knowledge (and physical education) will be considered. While it will be acknowledged that Peters was rather disparaging about the educational merit of some practical activities in …
School Discipline, Educational Interest and Pupil Wisdom
In this article, the concept of school discipline will be explored in relation to that of educational interest. Initially, Clark’s account of two different kinds of school order (discipline and control) will be explained. The interest-based theory of school discipline advanced by Pat Wilson will thereafter be analysed. It will be argued that both these scholars persuasively explain how school discipline may follow when learning activities are suc…
Nested Communities
Taking flight
This article explores the themes of trust and ethical conduct in social research, with particular attention to the trust that can develop between the members of a research team as well as between researchers and the researched. The authors draw upon a three-year empirical study of destinations and outcomes for young people excluded from alternative educational provision. They also make reference to a contemporary exposition of Aristotle's writing…
Virtue Epistemology and the Philosophy of Education
Journal Article Virtue Epistemology and the Philosophy of Education Get access James Macallister James Macallister Correspondence: James MacAllister, The School of Education, The University of Manchester, Room A6.8 Ellen Wilkinson Building, Oxford Road, Manchester, M13 9PL, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 46, Issue 2, …
School Discipline, Educational Interest and Pupil Wisdom
In this article, the concept of school discipline will be explored in relation to that of educational interest. Initially, Clark’s account of two different kinds of school order (discipline and control) will be explained. The interest-based theory of school discipline advanced by Pat Wilson will thereafter be analysed. It will be argued that both these scholars persuasively explain how school discipline may follow when learning activities are suc…
Searching for excellence in education
This article addresses two main questions: (1) what is excellence and (2) should epistemic excellence be the main purpose of education? Though references to excellence have become increasingly frequent in the UK education policy, these questions are perhaps especially important in Scotland where the curriculum is explicitly for excellence. Following Hirst and Peters, it is hypothesised that if the term ‘education' implies possession of a certain …
The ‘Physically Educated’ Person
This article will derive a definition and account of the physically educated person, through an examination of the philosophy of Andrew Reid, Richard Peters and Aristotle. Initially, Reid’s interpretation of Peters’ views about the educational significance of practical knowledge (and physical education) will be considered. While it will be acknowledged that Peters was rather disparaging about the educational merit of some practical activities in …
Education for Personal Life
In this article I discuss the philosophy of John MacMurray, and in particular, his little-examined writings on discipline and emotion education. It is argued that discipline is a vital element in the emotion education MacMurray thought central to learning to be human, because for him it takes concerted effort to overcome the human tendency toward egocentricity. It is maintained that MacMurray's philosophy of education is of contemporary significa…
MacIntyre's Revolutionary Aristotelian Philosophy and his Idea of an Educated Public Revisited
Journal Article MacIntyre's Revolutionary Aristotelian Philosophy and his Idea of an Educated Public Revisited Get access James Macallister James Macallister Correspondence: James MacAllister, Pathfoot Building, A32, The School of Education, The University of Stirling, Stirling, Scotland FK9 4LA, UK. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volum…
Philosophy in Scotland and Scottish education
In this paper, we consider how philosophy in Scotland has shaped beliefs about Scottish education. We begin by charting Macmurray’s views on education generally and Scottish education specifically. We thereafter examine the nature of ‘Scottish philosophy’ and explore continuities and discrepancies in the thought of Hume, Reid, Davie, MacIntyre, Graham and Macmurray. We suggest that while Davie thought Scottish education should remain true to the …
What should Educational Institutions be for
In this article, I respond to the work of Gert Biesta regarding the question of what education should be for. He maintains education ought to be oriented towards the ‘good’ rather than measurement, accountability and efficiency. While sympathetic to such claims, I nonetheless question his avowal that discussion of the purposes of education needs to entail reflection upon tripartite processes of qualification, socialisation and subjectification. I…
Enhanced agency rights for older Scottish children with additional support needs
This paper considers some possible pitfalls in recent legislation in Scotland that has enhanced agency rights for older children with additional support needs (ASN). It does so with particular reference to philosophical literature on children’s rights. Though the UNCRC increasingly animates education law, policy and practice in Scotland and elsewhere, some philosophers, including O’Neill and MacIntyre, have raised pertinent questions about whethe…
Utopianism of the Present
In this paper, I explore some of MacIntyre’s ideas concerning utopia, education, and hope. I firstly analyse MacIntyre’s suggestion that teachers are the forlorn hope of Western culture. I argue that the rather pessimistic tone of this conclusion is only seemingly (and not actually) at odds with what MacIntyre says elsewhere about the potential of education to challenge the worst excesses of advanced capitalism. To help build this argument, I sec…
Realising the educational rights of children with special and additional support needs
Article 12 of the UN Convention on the Rights of the Child (CRC) reinforces the right of every child to express their view on all matters of concern to him or her and for due weight to be given to
Moral Learning through Tragedy in Aristotle and Force Majeure
In this article, I challenge Simon Critchley's recent suggestion that tragic art is not morally educational in Aristotle's analysis and instead argue that it can be inferred from Aristotle that tragic art can morally educate in three main ways: via emotion education, by helping the audience come to understand what matters in life, and by depicting conduct worthy of moral emulation and conduct that is not. Stephen Halliwell's reading of how cathar…
On the potential in film for ethics education
In this paper the potential in film for ethics education is considered, and the theory of educational ethicism is defended. Some key features of ethicism are firstly outlined. Bery’s Gaut’s argument about how artworks may teach ethics in an aesthetically meritorious way is also discussed. Two objections (from Matthew Kieran and Andrea Sauchelli) to Gaut’s position are then considered. It is argued that Gaut’s ethicism is not well placed to overco…
Sociology (14 works) · Epistemology (13 works) · Political science (12 works) · Law (10 works) · Philosophy (10 works) · Philosophy (9 works) · Law (8 works) · Higher education (7 works) · Philosophy of education (7 works) · Psychology (6 works)