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Acknowledgments | |
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Introduction | |
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Case | |
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Why Ethical Judgment? | |
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Why Ethical Judgement? | |
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The Plan of the Book | |
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Freedom and Discipline | |
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Case | |
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Reflections on "Freedom and Discipline | |
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"Showdown | |
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Is It Really Freedom and Discipline? | |
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First Reading and Thoughts | |
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Second Reading and Thoughts | |
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Andre's Response through My Voice | |
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Notes | |
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Further Reflections on "Freedom and Discipline | |
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"Beyond Freedom and Discipline | |
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Right On, Nick | |
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Discussion | |
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Freedom as an Ethical Value | |
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Conversation and Argument | |
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Conclusion | |
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Self and Others | |
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Case | |
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Reflections on "Self and Others | |
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"Lucy's Dilemma | |
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Her Self in Compromise: Carving a New Path of Integrity | |
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Confronting Voices and Choices: Matters of Inclusion in Ethical Deliberation | |
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To Comply or Not? | |
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Creating a New Path of Integrity | |
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Further Reflections on "Self and Others | |
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"Thinking with Dilafruz Williams about Self and Others | |
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Thinking with Nel Noddings about Self and Others | |
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Significant Others | |
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Dealing with the Voice of the Community Majority | |
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Addressing the Question of Morale | |
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Discussion | |
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The Interests of Self and of Others | |
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The Self and Ethical Point of View | |
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Integrity and Compromise | |
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Conclusion | |
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Communities Near and Far | |
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Case | |
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Reflections on "Communities Near and Far | |
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"Principles, Politics, and Prudence | |
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Principles | |
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Politics | |
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Prudence | |
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Postscript | |
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Living the Life of a Teacher: Reflections on Stan's Dilemma | |
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Communities Near and Far | |
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Lone Wolf | |
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Beginnings, Middles, and Ends | |
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Living the Life of a Teacher | |
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Further Reflections on "Communities Near and Far | |
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"An Addendum to "Principles, Politics, and Prudence" | |
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Teaching and Trust | |
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Discussion | |
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Excellence and Equality | |
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Case | |
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Reflections on "Excellence and Equality | |
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"Literacy Learning as Moral Learning: Excellence vs | |
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Equality? | |
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A Different Understanding of | |
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Excellence: Spelling Tests or Literacy Learning | |
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Equality through Competition or Community? | |
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Excellence, Equality, and the Scope of Connie's Concerns | |
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Alternative Interpretations | |
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Two Arguments for a Wider Scope | |
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Thinking about the Next Steps | |
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Further Reflections on "Excellence and Equality | |
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"More than a Rejoinder to | |
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Response to | |
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Discussion | |
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Excellence | |
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Dignity and Simple Equality | |
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Honor and Complex Equality | |
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Conclusion | |
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Unity and Diversity | |
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Case | |
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Reflections on "Unity and Diversity | |
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"Unity and Diversity: An Interpretation | |
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Unity, Diversity, and Identity | |
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Exploring the Context | |
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Framing the Moral Questions | |
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Conclusion | |
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Further Reflections on "Unity and Diversity | |
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"Unity and Diversity: A Response to Emily Robertson | |
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Response to | |
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Community and | |
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Discussion | |
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A Communitarian View | |
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The Liberal View | |
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Cultural Relativism and Ethical Plurality | |
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Conclusion | |
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Faith and Trust | |
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Case | |
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Reflections on "Faith and Trust | |
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"Ethics, Education, and the Creation/Evolution Controversy | |
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Advice to | |
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"Teaching" Evolution in the Schools | |
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Further Reflections on "Faith and Trust | |
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"Faith, Truth, and Philosophy | |
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A Response to Alven Neiman | |
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A Reply to Harvey Siegel | |
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Philosophy and Science in Education | |
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Discussion | |
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Is "Truth" a Legitimate Idea? | |
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Is "Truth" an Educational Ideal? | |
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Conclusion | |
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Of Cables and Cobwebs: Some Closing Thoughts on Ethical Judgment in Teaching | |
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Why Ethics? | |
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Ethical Judgment | |
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The Role for Philosophy | |
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Of Cables and Cobwebs | |
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The Ethical Teacher | |
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Additiona | |