Is good reasoning in the moral domain different from its counterpart in non-moral domains? What counts as a good moral argument, or a valid moral assertion or claim? What does 'validity' mean in the moral realm? Lots of ink has been spilled on these and related questions in the past few decades, but not much has been settled. In what follows I…

A long tradition in the philosophy of education identifies education's most fundamental aim and ideal as that of the "fostering" or "cultivation of rationality". In this article I relate this tradition in philosophy of education to recent work inspired by Wilfred Sellars on "the space of reasons". I first offer a very brief overview of the…

Research in education and the training of education researchers are often said to require attention to "epistemological diversity": Researchers ought to be familiar with different ways of knowing and diverse epistemological perspectives. But the notion is unclear. What is "epistemological diversity"? What exactly is "epistemological" about it?…