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Volume 118, Number 10 (2016)

by James Stillwaggon
As Robert McClintock argues, educational researchers often rely upon a distributive model of justice, despite its insufficiency in describing education’s formative aims. In this essay, I argue that the limits of our contemporary view of education as a distributable good can be traced to two distinct and contradictory traditions in educational thought: one, the distributive ideal of divine plenitude and the other, the formative principle that McClintock identifies in Plato’s Republic.
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by Avi I. Mintz
Does Plato’s trailblazing discussion of common education in The Republic include all children or only those of the elite guardian class? The author proposes a new way of answering this question. He suggests that Plato’s ambiguous treatment of the third class’s education in The Republic may have been intentional, designed to provoke his readers to address this question.
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by Darryl De Marzio & Timothy Ignaffo
Following McClintock’s suggestion that formative justice operates as a strategy for selecting those human potentials that are deserving of educational attention, this paper explores the role of value and human motivation in such a strategy and how formative justice becomes utilized in the creation and appropriation of commons-based digital resources.
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by Winston C. Thompson
Educational research tends to borrow accounts of justice from scholarship embedded within the structures and commitments of other disciplines or fields of study. This article suggests a potentially desirable break from that pattern and employs Robbie McClintock’s work on formative justice towards articulating an account of justice that is primarily sensitive to the educational dimensions of its focus. Thompson argues that this account of the conceptual category serves as an entry point into posing distinctly educational questions in research and practice.
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by Robert McClintock
This paper introduces the human problem of acting justly; it discusses the work that concepts of justice perform in human action; it situates a concept of formative justice relative to other forms of justice (i.e., distributive, retributive, social); and it explores some implications formative justice can have for educational policy and practice.
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