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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. 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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  3. 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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  4. Susan Verducci (forthcoming). Self-Doubt: One Moral of the Story. Studies in Philosophy and Education:1-12.
    This essay focuses on the value of self-doubt in moral inquiry and in moral education. Using John Patrick Shanley’s play, Doubt: A parable, as illustration, it shows how self-doubt initiates and extends moral inquiry, highlights one’s epistemic fallibility and connects the inquirer to the virtue of humility. The essay draws on the work of Charles Sanders Peirce, Hullett, Nussbaum, Thayer-Bacon and Elbow to support the idea that the question ‘Am I wrong?’ is important for moral inquiry and for moral education.
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  5. Susan Verducci (forthcoming). Introduction: Narratives in Ethics of Education. Studies in Philosophy and Education:1-11.
    In introducing the works included in this special issue, this essay identifies some general ways that these and other narratives can function in ethical explorations in the field of education. The essay not only articulates ways that narratives can be useful to education scholars, but it also provides pedagogical reasons to connect stories with ethics in classrooms. It concludes with a brief nod to the dangers that Plato, contemporary scholars and teachers have about combining narratives with ethical inquiry, and touches (...)
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  6. Heesoon Bai & Avraham Cohen (forthcoming). Zen and the Art of Storytelling. Studies in Philosophy and Education:1-12.
    This paper explores the contribution of Zen storytelling to moral education. First, an understanding of Zen practice, what it is and how it is achieved, is established. Second, the connection between Zen practice and ethics is shown in terms of the former’s ability to cultivate moral emotions and actions. It is shown that Zen practice works at the roots of consciousness where, according to the fundamental tenets of Buddhism, the possibility of human goodness, known as bodhicitta (awakened heartmind), lies. Third, (...)
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  7. Ronald Bogue (forthcoming). Review of Inna Semetsky, The Edusemiotics of Images: Essays on the Art–Science of Tarot. [REVIEW] Studies in Philosophy and Education:1-7.
    For well over a decade Inna Semetsky has been at the forefront of an effort to introduce the thought of Gilles Deleuze into educational philosophy and theory. In her (2006) book, Deleuze, Education and Becoming, she set forth a sophisticated reading of Deleuze that drew enlightening parallels between his work and that of John Dewey and his Pragmatist predecessors. In Re-Symbolization of the Self (2011), she linked Deleuze to a very different tradition—that of Jungian psychology—and argued for the integration of (...)
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  8. Ann Chinnery (forthcoming). On Timothy Findley's The Wars and Classrooms as Communities of Remembrance. Studies in Philosophy and Education:1-9.
    In this paper I explore the connection between narrative ethics and the increasing emphasis on historical consciousness as a way to cultivate moral responsibility in history education. I use Timothy Findley’s World War I novel, The Wars, as an example of how teachers might help students to see history neither simply as a collection of artefacts from the past, nor as an effort to construct an objective view about what went on in those other times and places, but rather as (...)
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  9. Johan Dahlbeck (forthcoming). On Following Commands: A Philosophical Inquiry Into the Governing Values of Swedish Early Childhood Education. Studies in Philosophy and Education:1-18.
    In this article I will investigate a perceived tension in Swedish early childhood education (ECE) policy between reevaluating certain foundational claims on the one hand and following universal moral commands on the other. I ask the question; how is it that certain commonly held assumptions are being debunked and others left undisturbed in this particular context? To this end, I look at some of the preconditions of framing the educational practice by universal moral commands so as to make visible some (...)
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  10. 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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  11. 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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  12. 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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  13. 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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  14. 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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  15. Matthew J. Hayden (forthcoming). Whither Thou Goest, Philosophy of Education …. Studies in Philosophy and Education:1-6.
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  16. Lotta Jons (forthcoming). Learning as Calling and Responding. Studies in Philosophy and Education:1-13.
    According to Martin Buber’s philosophy of dialogue, our being-in-the-world is to be conceived of as an existential dialogue. Elsewhere, I have conceptualized the teacher–student-relation accordingly (see Jons 2008), as a matter of calling and responding. The conceptualization rests on a secularised notion of vocation, paving way for discovering, articulating and discerning pedagogical relations in a new way. In the present article, I take this conceptualization one step further, applying the concept of calling and responding to the pedagogical relation between a (...)
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  17. Michael S. Katz (forthcoming). The Role of Trustworthiness in Teaching: An Examination of The Prime of Miss Jean Brodie. Studies in Philosophy and Education:1-13.
    The purpose of this paper is to examine the role that trustworthiness plays in the ability of teachers to function as moral role models. Through exploration of Muriel Spark’s novel, The Prime of Miss Jean Brodie, I explain some of the central features of trustworthiness as a moral virtue and suggest how these features are critical to developing moral relationships between teachers and students. I show how and why the character of Miss Jean Brodie fails to embody trustworthiness, and how (...)
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  18. 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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  19. Kristján Kristjánsson (forthcoming). Is Shame an Ugly Emotion? Four Discourses—Two Contrasting Interpretations for Moral Education. Studies in Philosophy and Education:1-17.
    This paper offers a sustained philosophical meditation on contrasting interpretations of the emotion of shame within four academic discourses—social psychology, psychological anthropology, educational psychology and Aristotelian scholarship—in order to elicit their implications for moral education. It turns out that within each of these discourses there is a mainstream interpretation which emphasises shame’s expendability or moral ugliness (and where shame is typically described as guilt’s ugly sister), but also a heterodox interpretation which seeks to retrieve and defend shame. As the heterodox (...)
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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. Megan Jane Laverty (forthcoming). As Luck Would Have It: Thomas Hardy's Bildungsroman on Leading a Human Life. Studies in Philosophy and Education:1-12.
    In this essay, I demonstrate the value of the Bildungsroman for philosophy of education on the grounds that these narratives raise and explore educational questions. I focus on a short story in the Bildungsroman tradition, Thomas Hardy’s “A Mere Interlude”. This story describes the maturation of its heroine by narrating a series of events that transform her understanding of what it means to lead a human life. I connect her conceptual shift with two paradigms for leading a human life. One (...)
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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. Marianna Papastephanou & Zelia Gregoriou (forthcoming). Locke's Children? Rousseau and the Beans (Beings?) of the Colonial Learner. Studies in Philosophy and Education:1-18.
    Rousseau’s story about Emile having his first moral lesson in property rights by planting beans in a garden plot has educationally been discussed from various perspectives. What remains unexplored in such readings, however, is the connection of the theory of the natural learner with the Lockean rationalization of appropriation of land through cultivation. We will show that this connection forms the subtext of the ‘beans’ episode and grounds the rich and complex textual operations that give to the episode a strong (...)
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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. Herner Saeverot (forthcoming). What's Behind the Hyphen? A Response to Publish Yet Perish. Studies in Philosophy and Education:1-5.
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  26. 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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  27. 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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  28. Inna Semetsky (forthcoming). Response to Bogue. Studies in Philosophy and Education:1-4.
    Professor Bogue is one of the major commentators on Gilles Deleuze, whose philosophical legacy constitutes an important influence on my scholarship. I am grateful to Bogue for acknowledging my usage “of Deleuze, and of so many other thinkers across a host of disciplines, [as] intriguing and powerful”. My book not only aims to demonstrate that Tarot represents edusemiotic pedagogy, but also to achieve a new understanding of its functioning. Early in the Prologue I quote Gettings (1973): “no-one has ever been (...)
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  29. 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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  30. Paul Smeyers, Doret J. De Ruyter, Yusef Waghid & Torill Strand (forthcoming). Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors. Studies in Philosophy and Education:1-20.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal (Stud Philos Educ 31:1–27, 2012), this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. (...)
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  31. A. Stables (forthcoming). The Unnatural Nature of Nature and Nurture. Studies in Philosophy and Education.
     
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  32. David Stevens (forthcoming). Creating Greener Citizens: Political Liberalism and a Robust Environmental Education. Studies in Philosophy and Education:1-18.
    Proponents of environmentalist views often urge the teaching of such views and the inculcation of ‘green’ values within the educational curriculum of schools as a key component of achieving their ends. It might seem that modern versions of political morality that refuse to take a stance on controversial questions—religious, ethical, philosophical—or eschew appeal to perfectionist doctrines, such as Rawlsian political liberalism, are beset by a particularly acute difficulty in this regard. To the extent that environmentalist views embody claims about ethical (...)
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  33. Daniel Tröhler & Jürgen Oelkers (forthcoming). Historiography of Education: Philosophical Questions and Case Studies. Studies in Philosophy and Education.
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  34. 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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  35. 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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  36. Guoping Zhao (forthcoming). Freedom Reconsidered: Heteronomy, Open Subjectivity, and the 'Gift of Teaching'. Studies in Philosophy and Education:1-13.
    This paper analyzes the entanglement of the modern concepts of freedom, autonomy, and the modern notion of the subject and how a passion for and insistence on freedom has undermined the reconstruction of human subjectivity in Heidegger and Foucault, and how such passion has also limited the educational effort at addressing the problems brought to education by the modern notion of the subject. Drawing on Levinas, it suggests that a new understanding of freedom as heteronomy will allow us to envision (...)
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