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1 results

  • 34 - Ethics as a Field Discipline in the Classroom

  • from Part III - Emerging Ethical Pathways and Frameworks
  • Edited by Sheron Fraser-Burgess, Ball State University, Indiana, Jessica Heybach, Florida International University, Dini Metro-Roland, Western Michigan University
  • Book:
    The Cambridge Handbook of Ethics and Education
    Published online:
    07 March 2024
    Print publication:
    14 March 2024, pp 712-733

  • Summary

    This chapter is inspired by Greta Thunberg’s challenge to global education that does not have the power to challenge twenty-first-century existential crises. Its curriculum proposals emerge from Evelyn Briggle’s, Robert Frodeman’s, and Adam Brister’s research on what they call field philosophy. The model joins philosophers with researchers in other fields to create solutions to environmental problems that require what Nietzsche calls a “mountain-top” vision. The chapter applies field philosophy’s methodology to address a fundamental philosophical question: How do we ensure life’s future and the planet’s health? Education grounded in field philosophy will promote the creation of knowledge rather than its assimilation at all levels of education. And that creation will be a collaboration between student and teacher.