In 1994, 800,000 Rwandans were killed in the space of ten days. Most of the dead were Tutsis; mos... more In 1994, 800,000 Rwandans were killed in the space of ten days. Most of the dead were Tutsis; most of the killers were Hutus. The two ethnic groups spoke the same language, lived in the same area and had the same traditions. Neighbours killed neighbours, encouraged by radio propaganda, the military, the police and other authorities.
Recent empirical research seems to indicate that the memory of prior encounters has a far greater... more Recent empirical research seems to indicate that the memory of prior encounters has a far greater influence on future reciprocal exchanges (such as those found in friendship) than previously accepted. This paper considers suggests that this view of memory can be played out in two contrasting ways. First, a prudential view suggests that as our former friends were previously given access to our intimate secrets and confidences, self-interest would seem to indicate that we treat them well. Secondly, a residual duties view suggests that some obligations remain after the friendship has ended based on the history of the relationship. Finally, I then draw out some of the implications this may have for schools and the education of children.
The aim of this article is to examine how markets enable companionship to be disconnected from th... more The aim of this article is to examine how markets enable companionship to be disconnected from the concept of friendship thus enabling an illusion of companionship without the demands of friendship. As friendship is a crucial early relationship for children, this is particularly germane to the world of education. It recognizes the previous lack of philosophical attention to the idea of companionship—a key factor in friendship—and that this omission contributes to a lack of clarity on a variety of issues. Starting with a brief outline of companion friendship, the article examines the idea of the ‘intimate work’ of friendship within the market domain by considering three illustrative examples: firstly, rent-a-friend; secondly paid companionship; ending with companionate robots for children. It then concludes by contending that this is an important issue for children and their development and thus for education.
The role of assessment is constantly evolving and systematically scrutinised within the realm of ... more The role of assessment is constantly evolving and systematically scrutinised within the realm of higher education. It is often argued that students learn faster and more effectively when they have a clear sense of how they are doing and how they can improve through the use of consistent and timely feedback. This paper presents research with a group of second-year undergraduates, using an adapted patchwork text assessment method to explore wider issues of the ethical environment within which assessment takes place.
Applying a philosophical perspective to the concept of loyalty, I consider how the commodificatio... more Applying a philosophical perspective to the concept of loyalty, I consider how the commodification of education may affect the ties between people. Using both theories of brand loyalty and Albert Hirschman's distinction between exit and voice, I examine how human loyalties may be ...
It is generally accepted that all humans have a profound need to belong and that a sense of ‘belo... more It is generally accepted that all humans have a profound need to belong and that a sense of ‘belonging together’ is a prerequisite for creating political communities. Many of our existing models for this ‘first person plural’ fail to fully account for the increased global mobility of persons which can all too often result in serial attachments at a superficial level or the problems that can arise with a growing fragility of all belonging. This article looks at the other side of belonging: failure to belong—either through the loss of a sense of belonging (not-belonging) or the removal of membership belonging (unbelonging)—and the resulting damage that might occur. This can have profound implications for what happens in schools where one of the accepted major functions has always been to develop and nurture belonging in children: to each other, to the school and within the wider society. However, the general assumption that most children enter schools at a neutral stage on the belongi...
The European Framework for Key Competences (2006) promotes a shared European identity as a priori... more The European Framework for Key Competences (2006) promotes a shared European identity as a priority for assuring a cohesive future for the European Union (EU), yet the development of a discrete European identity remains acutely contentious, with critics claiming it is too shallow to support the bonds of solidarity needed to engender and support a shared ‘future together’. Most EU member states now have some sort of citizenship curriculum within their state education systems and most are aware that such programmes are difficult to introduce, to teach and to assess within conventional school curricula. However, much of the citizenship education literature tells us that educators are conscious of the problematic nature of exploring citizenship identities. Drawing on both philosophical perspectives and an empirical investigation undertaken by one of the authors, this paper argues that issues of belonging may prove a useful way to explore wider conceptions of citizenship. The research wa...
An important theme in the philosophy of education community in recent years has been the way in w... more An important theme in the philosophy of education community in recent years has been the way in which philosophy can be brought to illuminate and evaluate research findings from the landscape of policy and practice. Undoubtedly, some of these practices can be based on spurious evidence, yet have mostly been left unchallenged in both philosophical and educational circles. One of the newer practices creeping into schools is that of 'No best friend' policies. In some schools, this is interpreted as suggesting that children should not have just one best friend but a group of good friends. In others, it is interpreted as suggesting that children should forgo having best friends altogether and be friends with everyone. What is common to both is that friendship is seen as somehow 'dangerous'. This article offers a preliminary examination of what has been referred to as this 'dark side' of friendship. Whilst philosophers such as Patricia White have previously alluded to its existence, there has been little philosophical scrutiny in any broad terms elsewhere. I examine three common arguments commonly used to justify 'No best friends' practices: that children can be friends with everyone; that young children are developmentally incapable of 'real' friendship hence best friendship should be avoided until later age; that only good people can be good friends. I indicate why this unreflective adoption of practices matters so much and why we should be prepared to challenge these cases. I identify practices that we have good evidence to support as making a positive difference in this area.
The concept of friendship has had a great deal of attention within recent years from philosophers... more The concept of friendship has had a great deal of attention within recent years from philosophers. However, this attention restricts itself to friendship between adults and rarely considers the issue of friendship between children. The issue of friendship and how we socialise with others ought to be an important concept for education, yet schools rarely take the forming, nurturing and
In 1994, 800,000 Rwandans were killed in the space of ten days. Most of the dead were Tutsis; mos... more In 1994, 800,000 Rwandans were killed in the space of ten days. Most of the dead were Tutsis; most of the killers were Hutus. The two ethnic groups spoke the same language, lived in the same area and had the same traditions. Neighbours killed neighbours, encouraged by radio propaganda, the military, the police and other authorities.
Recent empirical research seems to indicate that the memory of prior encounters has a far greater... more Recent empirical research seems to indicate that the memory of prior encounters has a far greater influence on future reciprocal exchanges (such as those found in friendship) than previously accepted. This paper considers suggests that this view of memory can be played out in two contrasting ways. First, a prudential view suggests that as our former friends were previously given access to our intimate secrets and confidences, self-interest would seem to indicate that we treat them well. Secondly, a residual duties view suggests that some obligations remain after the friendship has ended based on the history of the relationship. Finally, I then draw out some of the implications this may have for schools and the education of children.
The aim of this article is to examine how markets enable companionship to be disconnected from th... more The aim of this article is to examine how markets enable companionship to be disconnected from the concept of friendship thus enabling an illusion of companionship without the demands of friendship. As friendship is a crucial early relationship for children, this is particularly germane to the world of education. It recognizes the previous lack of philosophical attention to the idea of companionship—a key factor in friendship—and that this omission contributes to a lack of clarity on a variety of issues. Starting with a brief outline of companion friendship, the article examines the idea of the ‘intimate work’ of friendship within the market domain by considering three illustrative examples: firstly, rent-a-friend; secondly paid companionship; ending with companionate robots for children. It then concludes by contending that this is an important issue for children and their development and thus for education.
The role of assessment is constantly evolving and systematically scrutinised within the realm of ... more The role of assessment is constantly evolving and systematically scrutinised within the realm of higher education. It is often argued that students learn faster and more effectively when they have a clear sense of how they are doing and how they can improve through the use of consistent and timely feedback. This paper presents research with a group of second-year undergraduates, using an adapted patchwork text assessment method to explore wider issues of the ethical environment within which assessment takes place.
Applying a philosophical perspective to the concept of loyalty, I consider how the commodificatio... more Applying a philosophical perspective to the concept of loyalty, I consider how the commodification of education may affect the ties between people. Using both theories of brand loyalty and Albert Hirschman's distinction between exit and voice, I examine how human loyalties may be ...
It is generally accepted that all humans have a profound need to belong and that a sense of ‘belo... more It is generally accepted that all humans have a profound need to belong and that a sense of ‘belonging together’ is a prerequisite for creating political communities. Many of our existing models for this ‘first person plural’ fail to fully account for the increased global mobility of persons which can all too often result in serial attachments at a superficial level or the problems that can arise with a growing fragility of all belonging. This article looks at the other side of belonging: failure to belong—either through the loss of a sense of belonging (not-belonging) or the removal of membership belonging (unbelonging)—and the resulting damage that might occur. This can have profound implications for what happens in schools where one of the accepted major functions has always been to develop and nurture belonging in children: to each other, to the school and within the wider society. However, the general assumption that most children enter schools at a neutral stage on the belongi...
The European Framework for Key Competences (2006) promotes a shared European identity as a priori... more The European Framework for Key Competences (2006) promotes a shared European identity as a priority for assuring a cohesive future for the European Union (EU), yet the development of a discrete European identity remains acutely contentious, with critics claiming it is too shallow to support the bonds of solidarity needed to engender and support a shared ‘future together’. Most EU member states now have some sort of citizenship curriculum within their state education systems and most are aware that such programmes are difficult to introduce, to teach and to assess within conventional school curricula. However, much of the citizenship education literature tells us that educators are conscious of the problematic nature of exploring citizenship identities. Drawing on both philosophical perspectives and an empirical investigation undertaken by one of the authors, this paper argues that issues of belonging may prove a useful way to explore wider conceptions of citizenship. The research wa...
An important theme in the philosophy of education community in recent years has been the way in w... more An important theme in the philosophy of education community in recent years has been the way in which philosophy can be brought to illuminate and evaluate research findings from the landscape of policy and practice. Undoubtedly, some of these practices can be based on spurious evidence, yet have mostly been left unchallenged in both philosophical and educational circles. One of the newer practices creeping into schools is that of 'No best friend' policies. In some schools, this is interpreted as suggesting that children should not have just one best friend but a group of good friends. In others, it is interpreted as suggesting that children should forgo having best friends altogether and be friends with everyone. What is common to both is that friendship is seen as somehow 'dangerous'. This article offers a preliminary examination of what has been referred to as this 'dark side' of friendship. Whilst philosophers such as Patricia White have previously alluded to its existence, there has been little philosophical scrutiny in any broad terms elsewhere. I examine three common arguments commonly used to justify 'No best friends' practices: that children can be friends with everyone; that young children are developmentally incapable of 'real' friendship hence best friendship should be avoided until later age; that only good people can be good friends. I indicate why this unreflective adoption of practices matters so much and why we should be prepared to challenge these cases. I identify practices that we have good evidence to support as making a positive difference in this area.
The concept of friendship has had a great deal of attention within recent years from philosophers... more The concept of friendship has had a great deal of attention within recent years from philosophers. However, this attention restricts itself to friendship between adults and rarely considers the issue of friendship between children. The issue of friendship and how we socialise with others ought to be an important concept for education, yet schools rarely take the forming, nurturing and
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Papers by Mary Healy