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Forthcoming articles
  1. 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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  2. 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 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 talents. I include a research story from the field (...)
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  3. Eric Bredo (forthcoming). Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW] Studies in Philosophy and Education:1-5.
    Aspects of Adam Smith’s thought are introduced to help evaluate Weinstein’s reconsideration. Where Newton sought universal principles to explain planetary movement, Smith sought universal principles to explain human conduct. His theory of moral sentiments considered the role of sympathetic responses to others, and the resulting desire to harmonize responses in differing relationships, as a motive for moral thinking and conduct. His theory of reasoning explored the roles of pleasure, surprise, and wonder in sequential phases of thinking. Weinstein finds the pluralism (...)
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  4. 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 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 the (...)
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  5. Vasco D’Agnese (forthcoming). Undergoing, Mystery, and Half-Knowledge: John Dewey’s Disquieting Side. Studies in Philosophy and Education:1-20.
    In this article I argue that Dewey, throughout his work, conducted a systematic dismantling of the concept of rationality as mastery and control. Such a dismantling entails, at the same time, the dismantling of the auto-grounded subject, namely, the subject that grounds itself in the power to master experience. The Deweyan challenge to Western ontology goes straight to the core of the subject’s question. Dewey not only systematically challenged the understanding of thinking as a process consciously managed by the subject (...)
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  6. Michelle Forrest (forthcoming). Sonorous Voice and Feminist Teaching: Lessons From Cavarero. Studies in Philosophy and Education:1-16.
    I claim that Adriana Cavarero’s concept of sonorous voice is significant in feminist teaching because, as she argues, dominant concepts of voice refer to voice in semantic terms thereby discounting voice in sonorous terms. This process of ‘devocalization’, spanning the history of Western philosophy, devalues the uniqueness embodied in each sonorous voice effecting a bias against female-sounding voices. In light of women’s history and experience of being silenced, this devaluing of sonorous voice has distinct implications for feminist teaching. A person’s (...)
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  7. 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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  8. Larry Green & Kevin Gary (forthcoming). Pedagogy for a Liquid Time. Studies in Philosophy and Education:1-16.
    Sociologist Zygmunt Bauman characterizes our time as a time of “liquid modernity” . Rather than settled meanings, categories, and frames of reference Bauman contends that meaning is always in flux, open ended rather than closed. Given Bauman’s assessment, pedagogies that are directed towards finding, accepting, or imposing meaning come up short. They offer closed, ‘finished’ meanings instead of an examination of the ongoing, open ended, process of meaning making. What might a pedagogy for a liquid time look like? This is (...)
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  9. Igor Jasinski & Tyson E. Lewis (forthcoming). The Educational Community as In-Tentional Community. Studies in Philosophy and Education:1-13.
    This paper reassesses a perennial concern of philosophy of education: the nature of the educational community and the role of the teacher in relation to such a community. As an entry point into this broader question, we turn to Philosophy for children , which has consistently emphasized the importance of community. Yet, not unlike pragmatist notions of community more broadly, the P4C community has largely focused on the goal-directed, purposive, aspect of the process of inquiry. The purpose of our paper (...)
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  10. 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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  11. Mark E. Jonas (forthcoming). Rousseau on Sex-Roles, Education and Happiness. Studies in Philosophy and Education:1-17.
    Over the last decade, philosophers of education have begun taking a renewed interest in Rousseau’s educational thought. This is a welcome development as his ideas are rich with educational insights. His philosophy is not without its flaws, however. One significant flaw is his educational project for females, which is sexist in the highest degree. Rousseau argues that females should be taught to “please men…and make [men’s] lives agreeable and sweet.” The question becomes how could Rousseau make such strident claims, especially (...)
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  12. Aslaug Kristiansen (forthcoming). Moments of Goodness: An Analysis of Ethical and Educational Dimensions of the Terror Attack on Utøya, Norway. [REVIEW] Studies in Philosophy and Education:1-16.
    The analysis is based on some moral experiences taking place during a terrorist attack on the Norwegian Labor Party’s youth camp on the island of Utøya July 22, 2011, where 69 young people were killed and several seriously injured. After the attack many of the survivors told stories of how strangers spontaneous had helped and cared for each other. In the midst of the horror there occurred sudden “moments of goodness” or “points of light” that revealed hope for the persons (...)
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  13. Predrag Krstić (forthcoming). Three Naive Questions: Addressed to the Modern Educational Optimism. Studies in Philosophy and Education:1-16.
    This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The “naive” questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, (...)
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  14. Karin Murris (forthcoming). The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child. Studies in Philosophy and Education:1-16.
    The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think in the moment (...)
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  15. Christopher Naughton (forthcoming). A Reflection on Bakhtin’s ‘Epic and Novel’ in the Context of Early Childhood Student Teachers’ Practicum. Studies in Philosophy and Education:1-9.
    It is common in early childhood education , for student teachers to be asked to reflect on incidents or scenarios that occur while on practicum and relate their reflections to theory. This process of identification and corroboration, demonstrates the student’s familiarity with the dominant developmental narratives within which ECE is situated. The pressure on students to conform to prescribed theory and the local narratives of the practicum context can, however, make it difficult for them to question both the texts they (...)
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  16. 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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  17. M. A. Peters (forthcoming). Nietzsche's Legacy for Education Revisited. Studies in Philosophy and Education.
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  18. Ignacio Serrano del Pozo & Carolin Kreber (forthcoming). Professionalization of the University and the Profession as Macintyrean Practice. Studies in Philosophy and Education:1-14.
    Since the nineteenth century, the debate around the process of professionalization of higher education has been characterized by two extreme positions. For some critics the process carries the risks of instrumentalizing knowledge and of leading the university to succumb under the demands of the market or the state; for other theorists it represents a concrete opportunity for the university to open up to the real needs of society and for reorienting theoretical and fragmented disciplines towards the resolution of concrete and (...)
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  19. 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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  20. Herner Saeverot (forthcoming). Revitalising Bildsamkeit? Studies in Philosophy and Education:1-16.
    In the book Forgotten Connections. On Culture and Upbringing, originally from 1983, the late German educator Klaus Mollenhauer interprets Johann Friedrich Herbart’s educational concept of Bildsamkeit, i.e., the ability and willingness to be educated. Furthermore, Mollenhauer conceives Bildsamkeit as growing out of a primitive state towards a cultivated life. The Danish thinker Søren Kierkegaard, however, conceives the Christian concept of ‘primitiveness’ as a growing in the opposite direction, i.e., as a growing out of a cultivated state towards a primitive one, (...)
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  21. 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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  22. Alexander M. Sidorkin (forthcoming). Campbell’s Law and the Ethics of Immensurability. Studies in Philosophy and Education:1-12.
    The paper examines “Campbell’s Law”: “The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.” The examination of measurability leads to explaining the reason for existence of a class of unmeasurable phenomena. The author describes a kind of habitus in which a strong taboo against measuring must exist by necessity, not by (...)
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  23. A. Stables (forthcoming). The Unnatural Nature of Nature and Nurture. Studies in Philosophy and Education.
     
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  24. Mitsutoshi Takayanagi (forthcoming). The Perfection of the Teacher Through the Pursuit of Happiness: Cavell’s Reading of J. S. Mill. Studies in Philosophy and Education:1-12.
    Drawing upon Nel Noddings’ contention that, if children are to be happy in schools, their teachers should also be happy, this paper tries to explore a way in which the obviously intimate but seemingly conflicting connections between students’ and teachers’ happiness can be understood from the viewpoint of Stanley Cavell’s reading of J. S. Mill. Mill’s conceptions of desire and pleasure are examined as a means of liberating the above connection from existing prioritization: that is, teachers’ or students’ happiness comes (...)
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  25. 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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  26. Merlin B. Thompson (forthcoming). Authenticity in Education: From Narcissism and Freedom to the Messy Interplay of Self-Exploration and Acceptable Tension. Studies in Philosophy and Education:1-16.
    The problem with authenticity—the idea of being “true to one’s self”—is that its somewhat checkered reputation garners a complete range of favorable and unfavorable reactions. In educational settings, authenticity is lauded as one of the top two traits students desire in their teachers. Yet, authenticity is criticized for its tendency towards narcissism and self-entitlement. So, is authenticity a good or a bad thing? The purpose of this article is to develop an intimate understanding of authenticity by investigating its current interpretation (...)
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  27. Winston C. Thompson (forthcoming). Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments. [REVIEW] Studies in Philosophy and Education:1-4.
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  28. Mar Rosàs Tosas (forthcoming). Educational Leadership Reconsidered: Arendt, Agamben, and Bauman. Studies in Philosophy and Education:1-17.
    In this paper we claim educational leadership as an autonomous discipline whose goals and strategies should not mirror those typical of business and political leadership. In order to define the aims proper to educational leadership we question three common assumptions of what it is supposed to carry out. First, we turn to Hannah Arendt and her contemporary critics to maintain that education aims at opening up exceptions within the normal course of events rather than simply preserving it. This way, education (...)
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  29. Daniel Tröhler & Jürgen Oelkers (forthcoming). Historiography of Education: Philosophical Questions and Case Studies. Studies in Philosophy and Education.
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  30. Riku Välitalo, Hannu Juuso & Ari Sutinen (forthcoming). Philosophy for Children as an Educational Practice. Studies in Philosophy and Education:1-14.
    During the past 40 years, the Philosophy for Children movement has developed a dialogical framework for education that has inspired people both inside and outside academia. This article concentrates on analysing the historical development in general and then taking a more rigorous look at the recent discourse of the movement. The analysis proceeds by examining the changes between the so-called first and second generation, which suggests that Philosophy for Children is adapting to a postmodern world by challenging the humanistic ideas (...)
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  31. Joris Vlieghe (forthcoming). A Material and Practical Account of Education in Digital Times: Neil Postman’s Views on Literacy and the Screen Revisited. Studies in Philosophy and Education:1-17.
    In this article I deal with the impact of digitization on education by revisiting the ideas Neil Postman developed in regard with the omnipresence of screens in the American society of the 1980s and their impact on what it means to grow up and to become an educated person. Arguing, on the one hand, that traditionally education is profoundly related to the initiation into literacy, and on the other hand, that the screen may come to replace the book as the (...)
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  32. Jack Russell Weinstein (forthcoming). Adam Smith and the Educative Critique: A Response to My Commentators. Studies in Philosophy and Education:1-10.
    This paper is both a response to the four reviewers in a special symposium on my book Adam Smith’s Pluralism and a substantive discussion of philosophy of education. In it, I introduce what I call “the educative critique,” a mode of analysis similar to Marxist, feminist, or postcolonial critiques, but focusing on the educative role of a text. I argue that choosing education as a theme is itself a solution to interpretive difficulties, not an add-on that only concerns pedagogues and (...)
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  33. Matt S. Whitt (forthcoming). Other People’s Problems: Student Distancing, Epistemic Responsibility, and Injustice. Studies in Philosophy and Education:1-18.
    In classes that examine entrenched injustices like sexism or racism, students sometimes use “distancing strategies” to dissociate themselves from the injustice being studied. Education researchers argue that distancing is a mechanism through which students, especially students of apparent privilege, deny their complicity in systemic injustice. While I am sympathetic to this analysis, I argue that there is much at stake in student distancing that the current literature fails to recognize. On my view, distancing perpetuates socially sanctioned forms of ignorance and (...)
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