Education as a thick epistemic concept (ETEC) is a thick epistemology project that highlights the role of education in both epistemic virtues acquisition and motivation. In this article, I argue that ETEC is not satisfactory because it relies on a version of virtue responsibilism (VR) that is also not plausible, in so far as it relies on the premise that both the motivation and the action-guidedness of epistemic and moral virtues are unified. By rejecting this unification premise, I show that an epistemically virtuous person is not necessarily a morally virtuous/caring person either. It might happen to be the case that an epistemically virtuous person is also a morally virtuous person. However, there is no necessary connection between the epistemic and moral virtues as VR and ETEC claim since there can be a sharp gap between their motivation and their action-guidedness. I also argue that there are bad forms of education that can further sharpen the gap between epistemic and moral virtues, further undermining ETEC. Thus, when it comes to education, a thick epistemology project should consider how different forms of education can sharpen the gap in the motivation and the action-guidedness of different types of virtues developed by learners.

This History of Education Society Presidential Address considers Blackfoot education and how psychologist Abraham Maslow attempted to make sense of it after his six-week stay at the Siksika reserve in 1938. Maslow encountered an educated, secure people at Siksika, who had a fully formed system of education grounded in reverence for children, stories, ceremonies, songs, language, humor, land, and connection, all of which had been tested over millennia. Though he might not have been able to interpret what he was seeing and hearing as fully as would a member of the Blackfoot community, what he experienced stuck with him, and can be read as the basis for the theories he presented as the hierarchy of needs and self-actualization. As Maslow learned, Blackfoot history is an education history, which Blackfoot Elders sought to document and keep for generations not yet born.

The Bābīs and Bahā’īs have worked towards a gradual revolutionary conceptual and social transformation within their community which is based on a change in values and ethics. This paper looks first at the underlying transformation in worldview that has resulted in a move away from hierarchy and patriarchy, by creating social structures and pathways of action that are not led by powerful individuals, but rather are consultative and collaborative. Then, more specific examples are given of how this change in worldview played out with regard to social and religious leadership, education, and the role of women. What may be called a Bahā’ī counter-culture has thus been created. Evidence is provided of how these changes may have impacted the wider Iranian society and contributed to misunderstandings and persecutions of the Bahā’ī community.

While much scholarly attention has been devoted to analyzing governments' attempts to determine ways of remembering or forgetting the past, little is known about how the politics of remembrance affect the process of reconciliation. To what extent does conflict remembrance actually influence the shaping of collective (national) identities? Does remembering the painful past lead to reconciliation? If not, what does it do? This article addresses these questions by reflecting on the author's experience of teaching multinational groups at her university in Japan, and discussing fraught issues relating to the Asia-Pacific War (including the “comfort women”) with her classes. Drawing on class observations and student essays from 2016 to 2019, she discusses the often conflicting narratives and identities that students bring to the university classroom and the pedagogical challenges involved in negotiating these. The paper illustrates how highly selective narratives of the national past (learnt at school or absorbed from the media) affect collective identity (the way we perceive the self versus the other), and discusses implications for East Asian reconciliation and peace.

We combine data from a randomized evaluation and a laboratory experiment to measure the causal impact of human capital on respect for earned property rights, a component of social preferences with important implications for economic growth and development. We find that higher academic achievement reduces the willingness of young Kenyan women to appropriate others’ labor income, and shifts players toward a 50–50 split norm in a modified dictator game. This study demonstrates that education may have long-run impacts on social preferences, norms and institutions beyond the human capital directly produced.

A minority of ultra-Orthodox (Charedi) Jews choose not to be vaccinated, and their refusal has assumed significant importance from a variety of perspectives. Clinicians often encounter patients whose beliefs are different from their own. Vaccine hesitancy within the US Charedi Jewish community is a factor contributing to outbreaks of disease, reflecting a growing mistrust between communities and arms of the State played out on the terrain of bodies and societies. Clinicians need to be aware of and understand this broader context as a foundation of empathetic listening and epistemic humility that might lead to improved health for the Charedi community based on reinforced trust.

Public sector worker absence has been cited as a reason for the poor performance of public services. This paper argues that the differential attention politicians pay to public services over their tenure cycle can explain levels of absenteeism. Using the case of teachers in India, teachers and politicians are embedded in a dynamic principal-agent relationship that allows for absenteeism when electoral incentives are not salient and results in increased accountability when they are. I constructed a panel of all schools across India between 2006 and 2018, employed an event study design, and found that teacher absenteeism decreases the year before an election and is higher the year after an election. I found inconsistent effects in the private sector, lending support for a channel of political control in the public sector. Political interference has an effect on bureaucratic performance, and relationships between public sector workers and politicians can ameliorate absenteeism.

COMPASS is an educational intervention aimed at supporting individualised goal setting for students on the autism spectrum. Although its effectiveness is supported by quantitative data, little qualitative research has explored the perceived benefits and challenges of implementing COMPASS with community consultants. In the present qualitative study, we explored the benefits and challenges of COMPASS from the perspectives of stakeholders including parents/caregivers, teachers, and consultants. Semistructured interviews and focus groups were recorded and analysed using reflexive thematic analysis. Participants felt COMPASS (a) brings the right information to the table, (b) sets the scene for collaboration, and (c) uses a quality tool for data collection. The fourth theme reflected participants’ concerns around how (d) time could be a barrier. The data for this study has implications for the individualised planning process for students on the autism spectrum, a process directly linked to critical student outcomes. Overall, stakeholders spoke positively about student outcomes, which they linked directly to participation in the COMPASS program. The standardised process for individualised planning provided by COMPASS was particularly valued. Results of the study provide further understanding about the COMPASS intervention and offer a direction for future replications of COMPASS.

Core moral concepts in Confucianism, such as benevolence, righteousness, and faithfulness, are often so vague that in moral teachings one must rely on intuitive understanding aided by metaphor and etymology that illustrate them. In addition, case stories play a crucial role in clarifying these abstract moral concepts. Confucian ethics heavily depends on stories of wise men and exemplary figures who have been revered throughout Confucian history. In this paper, I will explore the role of examples in Confucian ethics, particularly within the context of moral education.

Disaster Medicine is a critical and often neglected component of health care. The World Association for Disaster and Emergency Medicine (WADEM) Board of Directors, as well as the WADEM Student and Young Professional Special Interest Group, recognize the importance of introducing Disaster Medicine concepts early in health care education and have put forth a position statement emphasizing this importance. As leaders in Disaster Medicine, we aim to highlight the need for the integration of Disaster Medicine education into health care profession training. By acknowledging this educational need and by providing recommendations to appropriate stakeholders, we anticipate that this investment in Disaster Medicine education will assist in developing well-prepared health care professionals who will improve prehospital and emergency medicine, public health, and day-to-day health care throughout local and global communities.

It is a long-standing view that educational institutions sustain democracy by building an engaged citizenry. However, recent scholarship has seriously questioned whether going to college increases political participation. While these studies have been ingenious in using natural experiments to credibly estimate the causal effect of college, most have produced estimates with high statistical uncertainty. I contend that college matters: I argue that, together, prior effect estimates are just as compatible with a positive effect as a null effect. Furthermore, analyzing two-panel datasets of $n \approx 10,000$ young US voters, using a well-powered difference-in-differences design, I find that attending college leads to a substantive increase in voter turnout. Importantly, these findings are consistent with the statistically uncertain but positive estimates in previous studies. This calls for updating our view of the education-participation relationship, suggesting that statistical uncertainty in prior studies may have concealed that college education has substantive civic returns.