Book Reviews by Christina Easton
Journal of Education Policy, 2018
A few comments reflecting on Lorna Finlayson's 'The Political is Political'.
Blog posts by Christina Easton
New Philosopher Magazine, 2018
This was awarded Runner-Up Prize in New Philosopher's Writers' Award on the topic 'Life'. It is p... more This was awarded Runner-Up Prize in New Philosopher's Writers' Award on the topic 'Life'. It is published in the paper version (not online).
I discuss ways in which my decision to conceive a child might be bad for the world, bad for the child, and bad for myself.
Some political liberals argue that political discussion should be neutral: it should draw on assu... more Some political liberals argue that political discussion should be neutral: it should draw on assumptions that all reasonable people can accept. Interestingly, recent research suggests that 'Christian Right' groups in the UK are doing exactly this when they argue for conservative policies. In this blog article, originally posted on Open Democracy, I point out some reasons to question this liberal ideal of neutral discussion. I raise epistemic worries about how it might obstruct progress towards the truth, and moral worries about promoting dishonesty amongst citizens.
Drafts by Christina Easton
Papers by Christina Easton
Analysis, 2024
We all want to find a way to live fulfilling lives together in spite of our differences. What bel... more We all want to find a way to live fulfilling lives together in spite of our differences. What beliefs must be held in common if we are to do so? What beliefs must be excluded? And what are the implications for religion’s place in society? Philip Kitcher recognises that our answers to these questions have important implications for education, and he devotes a chapter of 'The Main Enterprise of the World' to the role of religion in education and wider society. This paper is a critical response to that chapter. I argue that Kitcher is right to recognise that religious beliefs cannot be confined to the private sphere and thus they are a matter of educational concern. However, I question whether Kitcher makes an adequate case for the distinctive harmfulness of the beliefs that he wishes to exclude. I also question Kitcher’s suggestion that students be taught that all religions are ‘on a par’, epistemically speaking. I finish by shining a light on Kitcher’s proposal that education should aim for students to develop specific beliefs about religion, clarifying the proposal and highlighting some implications for education in practice.
Journal of Philosophy in Schools, 2022
Women are currently under-represented in academic philosophy. This paper first considers ways in ... more Women are currently under-represented in academic philosophy. This paper first considers ways in which the competitive atmosphere of philosophy might help explain this lack of diversity. For example, women are stereotyped as less competitive and as less capable of exhibiting what are considered ‘winning behaviours’ in philosophy, leading to a more stressful, less rewarding experience; lower assessments of merit by themselves and others; and potential under-performance. Second, this paper draws out the implications of this discussion for high school philosophy competitions. Are these competitions likely to further exacerbate existing trends of representation, by associating philosophy with competition and winning? I argue that the way that these philosophy competitions are set up, as friendly, low-stakes team events, rewarding attributes that are ‘stereotypically female’, mean that these events are likely to support, rather than damage, diversity in the discipline. Indeed, there are reasons to think that these events form an important part of an image-change that is required for philosophy if it is to become a more diverse discipline at university-level and beyond. I finish by offering a series of practical recommendations for high school philosophy competitions, in light of the aim of increasing diversity in academic philosophy, but also with the more immediate aim of making these competitions inclusive, enjoyable events for everyone.
Contemporary Trends and Issues in Science Education, 2019
Using focus groups, this small-scale, qualitative study investigated the way that students tend t... more Using focus groups, this small-scale, qualitative study investigated the way that students tend to think about religious truth-claims as compared to other types of truth-claim. All the student participants conceived of religious truth-claims as ‘opinions’, to be contrasted with the certain, indisputable ‘facts’ of science. For many students, it was the lack of empirical verification, as well as the existence of disagreement, which meant religious beliefs were relegated to this position. If these findings are generalisable, then there are implications for the ongoing theoretical dispute over the extent to which truth should be a focus in Religious Education. The tendency for students to see religious claims as subjective lends support for a critical pedagogy that places evaluation of truth centre-stage. The findings also suggest a need for Religious Education and Science teachers to include more reflection on the nature of the scientific method in their schemes of work in order to dispel the myths of unanimity and certainty in Science.
Think
This article discusses how difficult it is to be morally consistent when choosing what to eat. Ap... more This article discusses how difficult it is to be morally consistent when choosing what to eat. Applying a moral justification in a consistent manner may result in some unorthodox diets. I distinguish two ways in which we might be inconsistent in our approach to food. We might fail to apply our morals in a consistent way, or we might fail to put our morals into practice at all. I argue that the latter represents a greater failing. Given the complexity of making food choices, the former is more excusable.
Synthese, 2018
The Cognitive Reflection Test (CRT) is purported to test our inclination to overcome impulsive, i... more The Cognitive Reflection Test (CRT) is purported to test our inclination to overcome impulsive, intuitive thought with effortful, rational reflection. Research suggests that philosophers tend to perform better on this test than non-philosophers, and that men tend to perform better than women. Taken together, these findings could be interpreted as partially explaining the gender gap that exists in Philosophy: there are fewer women in Philosophy because women are less likely to possess the ideal ‘philosophical personality’. If this explanation for the gender gap in Philosophy is accepted, it might be seen to exonerate Philosophy departments of the need to put in place much-needed strategies for promoting gender diversity. This paper discusses a number of reasons for thinking that this would be the wrong conclusion to draw from the research. Firstly, the CRT may not track what it is claimed it tracks. Secondly, the trait tracked by the CRT may not be something that we should value in philosophers. Thirdly, even if we accept that the CRT tracks a trait that has value, this trait might be of limited importance to good philosophising. Lastly, the causal story linking the gender gap in CRT score and the gender gap in Philosophy is likely to be far more complex than this explanation implies.
Theory and Research in Education, 2019
This paper is a reply to Matthew Clayton and David Stephens’s 2018 article ‘What is the point of ... more This paper is a reply to Matthew Clayton and David Stephens’s 2018 article ‘What is the point of religious education?’ I begin by problematising the ‘acceptability requirement’ used to justify the authors’ conclusions. I then disambiguate the key claim made in the paper. If interpreted broadly, as an attack on curricula that teach about religions, then their claim is implausible, and not one that the authors themselves should endorse. However, if interpreted narrowly, as an attack on the prioritisation of religion at the expense of non-religious views, then their view is one that is already widely endorsed. I then clear up some relevant empirical considerations about current Religious Education policy and practice in England and Wales. I suggest that there are sufficiently weighty, non-partisan reasons for a curriculum subject not dissimilar to what is currently taught in schools. Whilst Religious Education is in need of reform, it would be the wrong conclusion to draw from their paper that Religious Education should be abolished.
Think, 2016
What sorts of reasons should citizens have in mind when they cast votes? Arguments from both side... more What sorts of reasons should citizens have in mind when they cast votes? Arguments from both sides of the EU referendum debate are used here to raise questions about what our motivations should be when voting. The article introduces John Rawls's requirement to give public reasons that are acceptable to all reasonable people.
Philosophy, 2018
Since 2014, British schools have been required to ‘actively promote’ the value of ‘mutual respect... more Since 2014, British schools have been required to ‘actively promote’ the value of ‘mutual respect’ to the children in their care. This is relatively unproblematic: liberals are agreed that good citizenship education will involve teaching mutual respect. However, there is disagreement over how ‘respect’ should be understood and what it should imply for norms of respectful classroom discussion. Some political liberals have indicated that when engaging in discussion in the classroom, students should provide only neutral reasons to defend their views. This paper provides a number of arguments against this claim. For example, I argue that this norm relies on a distorted understanding of what it is to respect others and that it stifles the development of civic and epistemic virtue in the next generation of citizens. Even from within the perspective of political liberalism, there are good reasons to favour critical discussion of non-neutral reasons. Education policy should therefore accord greater priority to discussion of students’ actual motivating reasons than to discussion constrained by a norm of neutral discourse.
Books by Christina Easton
Critical Religious Education serves as an accessible handbook to help teachers put Critical Relig... more Critical Religious Education serves as an accessible handbook to help teachers put Critical Religious Education (CRE) into practice. The book offers straightforward guidance, unpicking some of the key difficulties that teachers encounter when implementing this high-profile pedagogical approach.
In-depth explanations of CRE pedagogy, accompanied by detailed lesson plans and activities, will give teachers the confidence they need to inspire debate in the classroom, tackling issues as controversial as the authority of the Qur’an and the relationship between science and religion. The lesson plans and schemes of work exemplify CRE in practice and are aimed at empowering teachers to implement CRE pedagogy across their curriculum. Additional chapters cover essential issues such as differentiation, assessment, the importance of subject knowledge and tips for tackling tricky topics. The accompanying resources, including PowerPoint presentations and worksheets, are available via the book’s companion website.
Key to developing a positive classroom culture and promoting constructive attitudes towards Religious Education, this text is essential reading for all practising and future teachers of Religious Education in secondary schools.
Book chapters by Christina Easton
The Future of Education: Reimagining Its Aims and Responsibilities , 2024
The COVID-19 pandemic exacerbated inequalities in education. More than ever before, family wealth... more The COVID-19 pandemic exacerbated inequalities in education. More than ever before, family wealth enabled some children to 'queue-jump' their way to places at elite universities and on to well-paid jobs. Many regard this (ongoing) situation as unfair. But does the rationale behind such objections imply that all means of improving competitive advantage are similarly unfair? I adopt an egalitarian, value pluralist approach and defend the view that there are sound reasons to identify some means of 'moving forward' in the 'queue' as fairer than others. Whilst 'orderly' (fair) queues do permit elements of luck, they are organised in a way that seeks to exclude children obtaining competitive advantage as a result of family wealth. I analyse the implications of this theoretical discussion for the UK government's 'levelling up agenda' for education, set out in a March 2022 white paper, arguing that fairness requires a more radical response to current inequalities.
The Value and Limits of Academic Speech: Philosophical, Political, and Legal Perspectives, 2018
Even when falling short of hate speech, students' speech can deeply wound other students. The pre... more Even when falling short of hate speech, students' speech can deeply wound other students. The presence of words that wound (WtW) in the classroom can threaten equal educational opportunity and reinforce negative social identities. So, should teachers respond by silencing such speech, or is it better to initiate a discussion of its content? Clearly our answer will depend on the specific situation. I take up Eamonn Callan's (2011) distinction between " easy " cases, where it is relatively uncontroversial that teachers should silence, and " hard " cases, where it is more difficult to agree on the appropriate response. I offer a number of arguments in support of discussion over silencing in hard cases. For example, I argue that using the authority of the teacher to silence has little educational value, since it models a response that is usually unavailable when WtW are encountered outside the classroom. Additionally, teaching the practical wisdom of treading the fine line between candor and incivility can be viewed as an important preparation for civic life, where students will need to engage with those with whom they disagree. An objector may say that these kinds of arguments require unwarranted optimism about the power of discussion. In response to this objection, Callan argues that discussion is the best way to blunt the potentially adverse effects of WtW once they have occurred. But this response is incomplete, for teachers can easily set up lesson activities so as to minimize the chances of WtW being voiced at all. To be able to defend discussion in these " harder " cases, more argument is required than Callan gives, and I sketch what this additional argument would look like. Since I allow that in easy cases, it is right to silence WtW, there arises a challenge to explain the basis on which teachers are to make the decision on when to silence. A four-part test is offered in response to this challenge and exemplified through examples from past classroom experiences. This test sharpens Callan's distinction between cases where we should and should not silence, as well as providing guidance on when it is right for teachers to steer discussion towards a particular outcome.
Thesis Chapters by Christina Easton
Since 2014, all schools in England have been required to "promote the fundamental British values ... more Since 2014, all schools in England have been required to "promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs". This prompts the question of whether teaching liberal values can be justified in a way that is consistent with the core principles of liberalism. My thesis addresses this and other philosophical questions relating to the values that are taught in state educational institutions.
Edited Books by Christina Easton
Forthcoming, Oxford University Press, 2024
Overview of The Future of Education: Reimagining its Aims and Responsibilities, co-edited with Dr... more Overview of The Future of Education: Reimagining its Aims and Responsibilities, co-edited with Dr Christina Easton and forthcoming from Oxford University Press in 2024.
We held a conference on the book at St Antony's College, Oxford on 16-17 Sept 2022: https://forms.gle/VN2KEHx8P7fuVkHL7
Uploads
Book Reviews by Christina Easton
https://doi.org/10.1080/02680939.2018.1432401
Blog posts by Christina Easton
I discuss ways in which my decision to conceive a child might be bad for the world, bad for the child, and bad for myself.
Drafts by Christina Easton
Papers by Christina Easton
Books by Christina Easton
In-depth explanations of CRE pedagogy, accompanied by detailed lesson plans and activities, will give teachers the confidence they need to inspire debate in the classroom, tackling issues as controversial as the authority of the Qur’an and the relationship between science and religion. The lesson plans and schemes of work exemplify CRE in practice and are aimed at empowering teachers to implement CRE pedagogy across their curriculum. Additional chapters cover essential issues such as differentiation, assessment, the importance of subject knowledge and tips for tackling tricky topics. The accompanying resources, including PowerPoint presentations and worksheets, are available via the book’s companion website.
Key to developing a positive classroom culture and promoting constructive attitudes towards Religious Education, this text is essential reading for all practising and future teachers of Religious Education in secondary schools.
Book chapters by Christina Easton
Thesis Chapters by Christina Easton
Edited Books by Christina Easton
We held a conference on the book at St Antony's College, Oxford on 16-17 Sept 2022: https://forms.gle/VN2KEHx8P7fuVkHL7
https://doi.org/10.1080/02680939.2018.1432401
I discuss ways in which my decision to conceive a child might be bad for the world, bad for the child, and bad for myself.
In-depth explanations of CRE pedagogy, accompanied by detailed lesson plans and activities, will give teachers the confidence they need to inspire debate in the classroom, tackling issues as controversial as the authority of the Qur’an and the relationship between science and religion. The lesson plans and schemes of work exemplify CRE in practice and are aimed at empowering teachers to implement CRE pedagogy across their curriculum. Additional chapters cover essential issues such as differentiation, assessment, the importance of subject knowledge and tips for tackling tricky topics. The accompanying resources, including PowerPoint presentations and worksheets, are available via the book’s companion website.
Key to developing a positive classroom culture and promoting constructive attitudes towards Religious Education, this text is essential reading for all practising and future teachers of Religious Education in secondary schools.
We held a conference on the book at St Antony's College, Oxford on 16-17 Sept 2022: https://forms.gle/VN2KEHx8P7fuVkHL7