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Forthcoming articles
  1. David T. Hansen, Jason Thomas Wozniak & Ana Cecilia Galindo Diego (forthcoming). Fusing Philosophy and Fieldwork in a Study of Being a Person in the World: An Interim Commentary. Studies in Philosophy and Education:1-12.
    In this article, we describe a longitudinal inquiry into what it means to be a person in our contemporary world. Our method constitutes a dynamic, non-objectifying fusion of empirical and philosophical anthropology. Field-based anthropology examines actualities: how people lead their lives and talk about them. Philosophical anthropology addresses possibilities: who and what people could become in light of actualities while not being determined by them. We describe and illustrate our fieldwork in the classrooms of 16 teachers who work in New (...)
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  2. Jan De Vos (forthcoming). Deneurologizing Education? From Psychologisation to Neurologisation and Back. Studies in Philosophy and Education:1-17.
    The long standing reign of psychology as the privileged partner of education has, arguably, now been superseded by the neurosciences. Given that this helped to drive the emergent field of neuroeducation, it is crucial to ask what changes in education, if anything does in fact change, when the hitherto hegemonic psychologising discourse is substituted for a neurological one. The primary contention of this paper is that with the neuro-turn a process of “neurologisation” has also been initiated, which can be analysed (...)
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  3. Anne Newman & Ronald David Glass (forthcoming). Ethical and Epistemic Dilemmas in Empirically-Engaged Philosophy of Education. Studies in Philosophy and Education:1-12.
    This essay examines several ethical and epistemological issues that arise when philosophers conduct empirical research focused on, or in collaboration with, community groups seeking to bring about systemic change. This type of research can yield important policy lessons about effective community-driven reform and how to incorporate the voices of marginalized citizens in public policy debates. Community-based reform efforts are also particularly ripe for philosophical analysis since they can demonstrate the strengths and shortcomings of democratic and egalitarian ideals. This type of (...)
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  4. Jerome A. Popp (forthcoming). John Dewey's Theory of Growth and the Ontological View of Society. Studies in Philosophy and Education:1-18.
    John Dewey’s famous early twentieth-century account of the relationship between education as growth and democratic societies, presented in Democracy and Education, was later rejected by him, because it failed to properly identify the role of societal structures in growth and experience. In the later Ethics, Dewey attempts to correct that omission, and adumbrates the argument required to reconstruct his theory, which is an appeal to the role of institutions in individual growth and experience. It is the contention of this paper (...)
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  5. José María Ariso (forthcoming). Learning to Believe: Challenges in Children's Acquisition of a World-Picture in Wittgenstein's On Certainty. Studies in Philosophy and Education:1-15.
    Wittgenstein scholars have tended to interpret the acquisition of certainties, and by extension, of a world-picture, as the achievement of a state in which these certainties are assimilated in a seemingly unconscious way as one masters language-games. However, it has not been stressed that the attainment of this state often involves facing a series of challenges or difficulties which must be overcome for the development of the world-picture and therefore the socialization process to be achieved. After showing, on the one (...)
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  6. Heesoon Bai, Claudia Eppert, Charles Scott, Saskia Tait & Tram Nguyen (forthcoming). Towards Intercultural Philosophy of Education. Studies in Philosophy and Education:1-15.
    In this paper, we propose an understanding of philosophy of education as cultural and intercultural work and philosophers of education as cultural and intercultural workers. In our view, the discipline of philosophy of education in North America is currently suffering from measures of insularity and singularity. It is vital that we justly and respectfully engage with and expand our knowledge and understanding of sets of conceptual and life-practice resources, and honor and learn from diverse histories, cultures, and traditions. Such honoring (...)
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  7. Iris Berger (forthcoming). Educational Leadership with an Ethics of Plurality and Natality. Studies in Philosophy and Education:1-13.
    This paper aims to impregnate the concept of educational leadership with new meanings and new possibilities. I draw on Hannah Arendt’s (The human condition. University of Chicago Press, Chicago, 1958/1998) political thought, particularly, her concepts of plurality and natality alongside the distinction she made between who and what we are, to propose a new ethics for educational leadership. An ethics of plurality and natality resists a dominant understanding of education as developing a what, namely, producing persons with particular qualities and (...)
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  8. Gert Biesta (forthcoming). Freeing Teaching From Learning: Opening Up Existential Possibilities in Educational Relationships. Studies in Philosophy and Education:1-15.
    In this paper I explore the relationship between teaching and learning. Whereas particularly in the English language the relationship between teaching and learning has become so intimate that it often looks as if ‘teaching and learning’ has become one word, I not only argue for the importance of keeping teaching and learning apart from each other, but also provide a number of arguments for suggesting that learning may not be the one and only option for teaching to aim for. I (...)
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  9. Barry Brummett (forthcoming). Form, Experience and the Centrality of Rhetoric to Pedagogy. Studies in Philosophy and Education:1-8.
    This essay notes a resurgence of interest in rhetorical studies on the appeal of form, grounded in the work of rhetorical theorist Kenneth Burke. The essay argues that form is not only a way to structure discourses, it is a way to structure experience. Form is foundational in creating perceptions and thus experiences. Form is also highly rhetorical, in that how we structure our world carries social and ideological implications. The essay thus argues that an understanding of form as foundational (...)
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  10. Elizabeth de Freitas & Francesca Ferrara (forthcoming). Movement, Memory and Mathematics: Henri Bergson and the Ontology of Learning. Studies in Philosophy and Education:1-21.
    Using the work of philosopher Henri Bergson (1859–1941) to examine the nature of movement and memory, this article contributes to recent research on the role of the body in learning mathematics. Our aim in this paper is to introduce the ideas of Bergson and to show how these ideas shed light on mathematics classroom activity. Bergson’s monist philosophy provides a framework for understanding the materiality of both bodies and mathematical concepts. We discuss two case studies of classrooms to show how (...)
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  11. Mario Di Paolantonio (forthcoming). Roger Simon as a Thinker of the Remnants: An Overview of a Way of Thinking the Present, Our Present…. Studies in Philosophy and Education:1-15.
    Whereas there are many aspects of Roger Simon’s thought that can be privileged, one of the most compelling points of entry for beginning to consider his legacy in the field of education, and beyond, lies with his concern for the difficult work of receiving and transmitting, of giving countenance to, the traces of those now absent. Indeed, in the last 20 years of his scholarly work, Simon pressed us to consider the pedagogical stakes in forging an ethical living relation with (...)
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  12. Johannes Drerup (forthcoming). Autonomy, Perfectionism and the Justification of Education. Studies in Philosophy and Education:1-25.
    This paper is concerned with the practical importance of different forms of paternalism for educational theory and practice. Contrary to the traditional treatment of paternalism as a sometimes necessary and rather messy aspect of educational practices, I demonstrate that paternalism is to be regarded as an “indigenous concept” (Herbart) of educational theory and as the ‘indigenous model of justification’ that underlies the structure of educational practices. Based on an analysis of the intricate nexus between autonomy-oriented forms of paternalism and educational (...)
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  13. Walter Feinberg (forthcoming). Critical Pragmatism and the Appropriation of Ethnography by Philosophy of Education. Studies in Philosophy and Education:1-9.
    In this essay I explore the potential that ethnographic methods hold for philosophy of education as a form of critical pragmatism. An aim of critical pragmatism is to help to analyze the roadblocks to fruitful communication, coordination and liberation. It does so by identifying their sources and opportunities for repair. As I have argued elsewhere (Feinberg in Eur J Pragmatism Am Philos 4(1):222–240, 2012) an important aim of critical pragmatism is to redirect expert knowledge so it takes seriously local understanding. (...)
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  14. Derek R. Ford (forthcoming). A Figural Education with Lyotard. Studies in Philosophy and Education:1-12.
    While there was a flurry of articles throughout the 1990s in philosophy of education on Lyotard, there are still several key concepts in his oeuvre that have import for but remain largely underdeveloped or absent in the field. One of the most interesting of these absent concepts is Lyotard’s notion of the figural. In this paper, I take the figural as an educational problematic and ask what new educational insights it can generate in regard to the existing literature. As such, (...)
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  15. Clinton Golding (forthcoming). The Community of Inquiry: Blending Philosophical and Empirical Research. Studies in Philosophy and Education:1-12.
    Philosophical research tends to be done separately from empirical research, but this makes it difficult to tackle questions which require both. To make it easier to address these hybrid research questions, I argue that we should sometimes combine philosophical and empirical investigations. I start by describing a continuum of research methods from data collecting and analysing to philosophical arguing and conceptualising. Then, I outline one possible middle-ground position where research is equally philosophical and empirical: the Community of Inquiry reconceived as (...)
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  16. Mordechai Gordon (forthcoming). Between Remembering and Forgetting. Studies in Philosophy and Education:1-15.
    This essay seeks to add to a growing body of literature in philosophy of education that focuses on issues of historical consciousness and remembrance and their connections to moral education. In particular, I wish to explore the following questions: What does it mean to maintain a tension between remembering and forgetting tragic historical events? And what does an ethical stance that seeks to maintain this tension provide us? In what follows, I first describe two contemporary approaches to cultivating historical consciousness (...)
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  17. Alexandre Guilherme (forthcoming). Reflexions on Buber's 'Living-Centre': Conceiving of the Teacher as 'The Builder' and Teaching as a 'Situational Revelation'. Studies in Philosophy and Education:1-18.
    There has been a shift from teaching to learning, the so-called process of ‘learnification’, which promotes the idea that teaching should be primarily concerned with the creation of rich learning environments and scaffolding student learning. In doing so, this process of ‘learnification’ has also attacked the idea that teachers have something to teach and that students have something to learn from their teachers. The influence of constructivism, and thinkers like Piaget, Vygotsky, and Bruner in this paradigm shift is quite evident; (...)
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  18. Viktor Johansson (forthcoming). Questions From the Rough Ground: Teaching, Autobiography and the Cosmopolitan “I”. Studies in Philosophy and Education:1-18.
    In this article I explore how cosmopolitanism can be a challenge for ordinary language philosophy. I also explore cosmopolitan aspects of Stanley Cavell’s ordinary language philosophy. Beginning by considering the moral aspects of cosmopolitanism and some examples of discussions of cosmopolitanism in philosophy of education, I turn to the scene of instruction in Wittgenstein and to Stanley Cavell’s emphasis on the role of autobiography in philosophy. The turn to the autobiographical dimension of ordinary language philosophy, especially its use of “I” (...)
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  19. Janez Krek (forthcoming). Two Principles of Early Moral Education: A Condition for the Law, Reflection and Autonomy. Studies in Philosophy and Education:1-21.
    We establish the thesis that in moral education, particularly in the first years of the child’s development, unreflexive acts or unreflexiveness in certain behaviours of adults is a condition for the development of the personality structure and virtues that enable autonomous ethical reflection and a relation to the Other. With the notion of unreflexiveness we refer to resolvedness in the response of adults when it is necessary to establish a limit, or cut, in the child’s demand for pleasure, as well (...)
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  20. Maija Lanas & Michalinos Zembylas (forthcoming). Towards a Transformational Political Concept of Love in Critical Education. Studies in Philosophy and Education:1-14.
    This paper makes a case for love as a powerful force for ‘transforming power’ in our educational institutions and everyday lives, and proposes that ‘revolutionary love’ serves as a moral and strategic compass for concrete individual and collective actions in critical education. The paper begins by reviewing current conceptualizations of love in critical education and identifies the potential for further theorization of the concept of love. It continues by theorizing love as a transformational political concept, focusing on six different perspectives (...)
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  21. Steven Mailloux (forthcoming). Jesuit Eloquentia Perfecta and Theotropic Logology. Studies in Philosophy and Education:1-10.
    This essay takes a rhetorical pragmatist perspective on current questions concerning educational goals and pedagogical practices. It begins by considering some challenges to rhetorical approaches to education, placing those challenges in the theoretical context of their posing. The essay then describes one current rhetorical approach—based on Kenneth Burke’s dramatism and logology—and uses it to understand and redescribe another rhetorical approach—Jesuit teaching of eloquentia perfecta. Proceeding in this way, the essay presents both a general theoretical framework for discussing educational aims and (...)
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  22. Michele S. Moses, Lauren P. Saenz & Amy N. Farley (forthcoming). The Central Role of Philosophy in a Study of Community Dialogues. Studies in Philosophy and Education:1-11.
    The project we highlight in this article stems from our philosophical work on moral disagreements that appear to be—and sometimes are—intractable. Deliberative democratic theorists tout the merits of dialogue as an effective way to bridge differences of values and opinion, ideally resulting in agreement, or perhaps more often resulting in greater mutual understanding. Could dialogue mitigate disagreements about a controversial education policy such as affirmative action? Could it foster greater understanding? We conceived of a project that would simultaneously fulfill two (...)
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  23. Sevket Benhur Oral (forthcoming). Weird Reality, Aesthetics, and Vitality in Education. Studies in Philosophy and Education:1-16.
    This paper discusses the repercussions of a new metaphysics—speculative/weird realism—for education and pedagogy. A historic shift is taking place in present-day continental philosophy, which involves an explicit and renewed call for realism. One of the most salient features of this development is a revitalised interest in ontological questions. As part of this overall trend towards realist and materialist ontologies in current continental thinking, the paper particularly focuses on Graham Harman’s object-oriented ontology, which claims that aesthetics is first philosophy. Harman’s object-oriented (...)
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  24. M. A. Peters (forthcoming). Nietzsche's Legacy for Education Revisited. Studies in Philosophy and Education.
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  25. Miriam Prieto (forthcoming). The Other From an Educational Perspective: Beyond Fear, Dependence. Studies in Philosophy and Education:1-13.
    In this article I explore the implications of the educational use of diversity in current discourse and practice. I argue that the current recognition of differences through the emphasis on social identity is just the continuity of the logic that traditionally has responded to otherness through suppression or possession. The central idea is that the category of diversity, even if it is used in the educational sphere as a purveyor of recognition of otherness, hides in reality a fear of the (...)
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  26. Jennifer Richards (forthcoming). Equipment for Thinking: Or Why Kenneth Burke is Still Worth Reading. Studies in Philosophy and Education:1-13.
    In a market place crowded with practical rhetoric books what educational value could a challenging work such as Kenneth Burke’s A Rhetoric of Motives (1950) possibly have? Burke knows but doesn’t use the terminology of the classical art and rather than analysing the persuasive rhetoric of well-known speeches to equip us with strategies, he weaves his way around literary texts, teasing out meanings that their authors something intended, sometimes did not. Yet, despite such difficulties, A Rhetoric of Motives is a (...)
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  27. Peter Roberts (forthcoming). 'It Was the Best of Times, It Was the Worst of Times …': Philosophy of Education in the Contemporary World. Studies in Philosophy and Education:1-12.
    This article considers the state of philosophy of education in our current age and assesses prospects for the future of the field. I argue that as philosophers of education, we live in both the best of times and the worst of times. Developments in one key organisation, the Philosophy of Education Society of Australasia, are examined in relation to broader international trends. Informed by the work of Pierre Hadot, I also reflect on what it might mean to talk of philosophy (...)
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  28. Clarke Rountree & John Rountree (forthcoming). Burke's Pentad as a Guide for Symbol-Using Citizens. Studies in Philosophy and Education:1-14.
    Ever since the rhetorical turn in education, education scholars have recognized the importance of rhetoric in constructing and mediating human society. They have turned to rhetorical theory to come to terms with this rhetorically mediated reality and to engage students as critical citizens within it. Much of this work draws on rhetorical theorist Kenneth Burke, but much of Burke’s work remains unexplored in this area. We argue that his theories can be part of a user’s guide to educate students about (...)
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  29. Kris Rutten & Ronald Soetaert (forthcoming). Attitudes Toward Education: Kenneth Burke and New Rhetoric. Studies in Philosophy and Education:1-9.
    In this article we introduce the special issue Attitudes Toward Education: Kenneth Burke and New Rhetoric, which brings together a number of contributions that were first presented at the conference Rhetoric as Equipment for Living. Kenneth Burke, Culture and Education (Ghent University, May 2013). Kenneth Burke [1897–1993] is one of the foundational figures in the development of what is known as the ‘new rhetoric’. The aim of the contributions to this special issue is to explore what is pedagogical about Burke’s (...)
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  30. Yam San Chee (forthcoming). Interrogating the Learning Sciences as a Design Science: Leveraging Insights From Chinese Philosophy and Chinese Medicine. Studies in Philosophy and Education.
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  31. Doris A. Santoro (forthcoming). Philosophizing About Teacher Dissatisfaction: A Multidisciplinary Hermeneutic Approach. Studies in Philosophy and Education:1-10.
    In this methodological reflection, I describe the multidisciplinary hermeneutic process of philosophizing about teacher dissatisfaction. I discuss how philosophy serves as a starting point for interpretive work based on interviews with former teachers and readings of qualitative and quantitative research on teacher attrition and dissatisfaction. The result has been a project that enabled me to offer new descriptions of phenomena and to develop concepts that can be used to interpret the moral dimensions of teacher dissatisfaction. The fact that I return (...)
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  32. Amy Shuffelton (forthcoming). Estranged Familiars: A Deweyan Approach to Philosophy and Qualitative Research. Studies in Philosophy and Education:1-11.
    This essay argues that philosophy can be combined with qualitative research without sacrificing the aims of either approach. Philosophers and qualitative researchers have articulated and supported the idea that human meaning-constructions are appropriately grasped through close attention to “consequences incurred in action,” in Dewey’s words. Furthermore, scholarship in both domains explores alternative possibilities to familiar constructions of meaning. The essay explains by means of a concrete example the approach I took to hybridizing these approaches. It describes an ethnographic and philosophical (...)
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  33. Hannah Spector (forthcoming). The Who and the What of Educational Cosmopolitanism. Studies in Philosophy and Education:1-18.
    In the educational strand of cosmopolitanism, much attention has been placed on theorizing and describing who is cosmopolitan. It has been argued that cosmopolitan sensibilities negotiate and/or embody such paradoxes as rootedness and rootlessness, local and global concerns, private and public identities. Concurrently, cosmopolitanism has also been formulated as a globally-minded project for and ethico-political responsibility to human rights and global justice. Such articulations underscore cosmopolitanism in anthropocentric terms. People can be cosmopolitan and cosmopolitan projects aim to cultivate cosmopolitan subjectivities. (...)
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  34. A. Stables (forthcoming). The Unnatural Nature of Nature and Nurture. Studies in Philosophy and Education.
     
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  35. Christiane Thompson (forthcoming). The Philosophy of Education as the Economy and Ecology of Pedagogical Knowledge. Studies in Philosophy and Education:1-14.
    What does reflection on educational theory and education today actually aim at, if theory and practice can no longer be formulated as a unity? This article describes the German discourse of educational philosophy and outlines its critical view discussing the “limits of understanding subjectivity”. In the following parts it is argued that the philosophy of education of the future will encompass an “economy” as well as an “ecology” of pedagogical or educational knowledge. Here, analyses of contemporary educational practices are brought (...)
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  36. Daniel Tröhler & Jürgen Oelkers (forthcoming). Historiography of Education: Philosophical Questions and Case Studies. Studies in Philosophy and Education.
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  37. M. Elizabeth Weiser (forthcoming). National Identity Within the National Museum: Subjectification Within Socialization. Studies in Philosophy and Education:1-18.
    Rhetorician Kenneth Burke’s theory of identification usefully demonstrates how (and where) communities are able to engage with difficult, opposing viewpoints as they develop or maintain a sense of shared identity. Identification, “establishing a shared sense of values, attitudes, and interests with [an audience],” is promoted dialogically in the modern national museum in a way that it is difficult for classrooms to emulate. This article examines dialogic national identification particularly through the focus in museums on certain key objects that serve as (...)
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  38. Terri S. Wilson (forthcoming). Exploring the Moral Complexity of School Choice: Philosophical Frameworks and Contributions. Studies in Philosophy and Education:1-11.
    In this essay, I describe some of the methodological dimensions of my ongoing research into how parents choose schools. I particularly focus on how philosophical frameworks and analytical strategies have shaped the empirical portion of my research. My goal, in this essay, is to trace and explore the ways in which philosophy of education—as a methodological orientation—may enable researchers to be attentive to the normative dimensions of human experience. In addition, I will argue that philosophically informed empirical research offers new (...)
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  39. Stanton Wortham (forthcoming). Clearing Away Assumptions Through Philosophy and Research. Studies in Philosophy and Education:1-12.
    This article illustrates one way in which philosophical inquiry and empirical research can be combined to illuminate processes like learning and social identification. Over the past 20 years, my empirical work in classrooms and communities has drawn on philosophical discussions about how knowledge is interconnected with social relationships and how we should conceptualize multiple levels of explanation. Both empirical research and philosophy can be done in various ways, and I offer no comprehensive account of how the two relate. I focus (...)
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