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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. 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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  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. 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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  6. 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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  7. 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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  8. 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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  9. 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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  10. 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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  11. 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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  12. 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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  13. 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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  14. 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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  15. M. A. Peters (forthcoming). Nietzsche's Legacy for Education Revisited. Studies in Philosophy and Education.
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  16. 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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  17. 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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  18. 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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  19. 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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  20. 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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  21. 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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  22. 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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  23. Doris A. Santoro & Samuel D. Rocha (forthcoming). Review of Gert J.J. Biesta, The Beautiful Risk of Education. [REVIEW] Studies in Philosophy and Education:1-6.
    In The Beautiful Risk of Education, Gert Biesta displays his gift for engaging generously with the thought of others to illuminate what makes education educational, that is, the value in maintaining the complexity and risk involved in a dialogic approach to education. As Biesta puts it, “[education] is therefore, again, a dialogical process. This makes the educational way the slow way, the difficult way, the frustrating way, and so we might say, the weak way” . Such a view of education (...)
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  24. 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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  25. A. Stables (forthcoming). The Unnatural Nature of Nature and Nurture. Studies in Philosophy and Education.
     
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  26. 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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  27. 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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  28. 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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  29. Daniel Tröhler & Jürgen Oelkers (forthcoming). Historiography of Education: Philosophical Questions and Case Studies. Studies in Philosophy and Education.
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  30. 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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