Year:

  1.  2
    Should Liberal States Subsidize Religious Schooling?François Boucher - 2018 - Studies in Philosophy and Education 37 (6):595-613.
    Many liberals and secularists believe that religious schooling should not be publicly funded or that it should simply be banned. Challenging those views, I claim that although liberal states may refuse to fund and may even ban certain illiberal separate religious schools, it is impermissible, for distinctively liberal reasons, to completely ban publicly funded religious schooling. I will however argue that providing religious instruction within common public schools is more desirable than having separate religious schools. I argue that providing religious (...)
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  2.  2
    Studying with the Internet: Giorgio Agamben, Education, and New Digital Technologies.Tyson E. Lewis & Samira Alirezabeigi - 2018 - Studies in Philosophy and Education 37 (6):553-566.
    This paper provides an analysis of the educational use of the Internet and of digital technologies that is neither pessimistic nor optimistic, that is neither critical nor post-critical. Turning to Italian philosopher Giorgio Agamben’s comments on studying and its relationship to the technology of the blank writing tablet, the authors argue that digital devises are a radical transformation in our relationship to the technologies of reading and writing. Traditionally, the scholar was able to experience his or her potentiality to communicate (...)
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  3.  5
    Admitting a Sense of Superiority: Aggrandized Higher Education Status as an Objection to Educational Inequality.John Fantuzzo - 2018 - Studies in Philosophy and Education 37 (6):579-593.
    Recalling the landmark US Supreme Court case Brown v. Board of Education, the advancement of educational equality is often associated with the reduction of stigmatizing differences in status or “sense of inferiority” engendered by separately and differentially educated citizens. This essay takes up the obverse concern, the sense of superiority sustained by educational inequality, with particular focus on the inequality signaled by higher education status. I contend that the presence of aggrandized HES in a democratic society provides reasons to object (...)
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  4.  18
    Paulo Freire and Philosophy for Children: A Critical Dialogue.Walter Omar Kohan - 2018 - Studies in Philosophy and Education 37 (6):615-629.
    This paper is an attempt to connect the Brazilian Paulo Freire’s well known educational thinking with the “philosophy for children” movement. It considers the relationship between the creator of philosophy for children, Matthew Lipman and Freire through different attempts to establish a relationship between these two educators. The paper shows that the relationship between them is not as close as many supporters of P4C have claimed, especially in Latin America. It also considers the context of Educational Policies in our time (...)
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  5.  6
    Defending a Common World: Hannah Arendt on the State, the Nation and Political Education.Peter Lilja - 2018 - Studies in Philosophy and Education 37 (6):537-552.
    For a long time, one of the most important tasks for education in liberal democracies has been to foster the next generation in core democratic values in order to prepare them for future political responsibilities. In spite of this, general trust in the liberal democratic system is in rapid decline. In this paper, the tension between the ambitions of liberal-democratic educational systems and contemporary challenges to central democratic ideas is approached by reconsidering Hannah Arendt’s critique of political education. This will (...)
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  6.  1
    Goods, Principles, and Values in the Brighouse, Ladd, Loeb and Swift Framework for Educational Policy-Making.Lars Lindblom - 2018 - Studies in Philosophy and Education 37 (6):631-645.
    This article presents the promising framework for educational decision makers developed by Brighouse, Ladd, Loeb, and Swift. The framework consists of an account of the educational goods, distributional principles and independent values at stake in education, and a method for making policy decisions on the basis of these and solid social science. I present three criticisms of this approach. The first says that the derivation of educational goods proceeds on the basis of a too narrow conception of values. I suggest (...)
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  7.  2
    Disability, Dialogue, and the Posthuman.Ellen Saur & Alexander M. Sidorkin - 2018 - Studies in Philosophy and Education 37 (6):567-578.
    This article is the result of a mutual interest in the radical philosophical dialogue discussed by Martin Buber. The radical dialogue is rooted in western European values of humanism, values that are challenged because they exclude women, people with disabilities, non-western, indigenous people and sexual minorities. With our basis in radical dialogue we are discussing flaws within the very concept of dialogue, how dialogue is challenged in encounters between people with severe disabilities and their helpers, and we are proposing a (...)
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  8. Ethics, Subjectivity, and Sociomaterial Assemblages: Two Important Directions and Methodological Tensions.Jesse Bazzul - 2018 - Studies in Philosophy and Education 37 (5):467-480.
    Research that explores ethics can help educational communities engage twenty-first century crises and work toward ecologically and socially just forms of life. Integral to this research is an engagement with social theory, which helps educators imagine our shared worlds differently. In this paper I present two theoretical-methodological directions for educational research that centres ethics: Ethics and subjectivity; and Ethics-in-assemblage. While both approaches might be seen as commensurable, they can also be seen as quite divergent. Using Michel Foucault’s later work on (...)
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  9.  1
    The Fascist Seduction of Narrative: Walter Benjamin’s Historical Materialism Beyond Counter-Narrative.Tadashi Dozono - 2018 - Studies in Philosophy and Education 37 (5):513-527.
    This essay introduces Walter Benjamin’s historical materialism to illuminate how history teachers may invoke a critique of the past and present through democratizing the production of knowledge in the classroom. Historical materialism gives students access to the means of knowledge production and entrusts them with the task of generating a critique of politics though encounters with historical objects. The rise of the alt-right, alternative facts, and fake news sites necessitates social studies methods that intervene into the fascist seductions of narrative (...)
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  10.  2
    Teaching is Oppositional: On the Importance of Supporting Experimental Teaching During Student Teaching.Jeff Frank - 2018 - Studies in Philosophy and Education 37 (5):499-512.
    This paper has two interrelated goals. The first is to introduce a framework: oppositional democracy. The second is to use this framework to address what I see as a central problem that occurs when learning to teach: the moment when someone with power tells an aspiring teacher that something she hopes to accomplish is unrealistic. The framework of oppositional democracy helps us understand this problem while also suggesting responses that free an aspiring teacher to experiment in responsible ways, thereby empowering (...)
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  11. Revealing the Hidden Curriculum in Higher Education.José Víctor Orón Semper & Maribel Blasco - 2018 - Studies in Philosophy and Education 37 (5):481-498.
    The so-called ‘hidden curriculum’ is often presented as a counterproductive element in education, and many scholars argue that it should be eliminated, by being made explicit, in education in general and specifically in higher education. The problem of the HC has not been solved by the transition from a teacher-centered education to a student-centered educational model that takes the student’s experience as the starting point of learning. In this article we turn to several philosophers of education to propose that HC (...)
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  12.  2
    The Flipped Curriculum: Dewey’s Pragmatic University.Aaron Stoller - 2018 - Studies in Philosophy and Education 37 (5):451-465.
    Recently Graham Badley :631–641, 2016) made the case that the "pragmatic university” represents a viable future for the post-modern institution. In his construction of the pragmatic university, Badley largely draws upon the vision laid out by Richard Rorty. While Rorty’s neopragmatism offers an important perspective on the pragmatic institution, I believe that John Dewey’s classical pragmatism offers a richer and more capable vision of the university. The aim of this paper is to develop a view of the pragmatic university drawn (...)
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  13. The Datafication of Learning: Data Technologies as Reflection Issue in the System of Education.Ernst D. Thoutenhoofd - 2018 - Studies in Philosophy and Education 37 (5):433-449.
    Like other parts of the social system, education is becoming an information-driven venture: data technologies pervade all levels of the system. This datafication of education seems to take place alongside a general turn to learning that Gert Biesta has called learnification: a progressively singular focus on the manipulable features of individual learning in education. Given rapidly rising levels of datafication, it seems timely to take up Luhmann and Schorr’s contention that education entails a technology deficit and discuss datafication as reflection (...)
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  14.  15
    Review of What Is A Public Education and Why We Need It: A Philosophical Inquiry Into Self - Development, Cultural Commitment, and Public Engagement, Walter Feinberg. [REVIEW]John Tillson - 2018 - Studies in Philosophy and Education 37 (5):529-536.
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  15.  3
    On Tacit Knowledge for Philosophy of Education.Oliver Belas - 2018 - Studies in Philosophy and Education 37 (4):347-365.
    This article offers a detailed reading Gascoigne and Thornton’s book Tacit Knowledge, which aims to account for the tacitness of tacit knowledge while preserving its status as knowledge proper. I take issue with their characterization and rejection of the existential-phenomenological Background—which they presuppose even as they dismiss—and their claim that TK can be articulated “from within”—which betrays a residual Cartesianism, the result of their elision of conceptuality and propositionality. Knowledgeable acts instantiate capacities which we might know we have and of (...)
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  16.  2
    Time for Values: Responding Educationally to the Call From the Past.Lovisa Bergdahl & Elisabet Langmann - 2018 - Studies in Philosophy and Education 37 (4):367-382.
    This paper rethinks the fostering task of the teacher in a time when it, paradoxically, has tended to become marginalized and privatized despite its public urgency. Following post-holocaust thinkers such as Hannah Arendt and Zygmunt Bauman, the position explored here is radical in the sense that it takes ‘the crisis of traditions’ and the erosion of a common moral ground or value basis seriously, and it is conservative in the sense that it insists on responding educationally to the call from (...)
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  17.  3
    Cerebra: “All-Human”, “All-Too-Human”, “All-Too-Transhuman”.Joff P. N. Bradley - 2018 - Studies in Philosophy and Education 37 (4):401-415.
    In thinking the passage from the “all-human cerebrum” to what one might call the contemporary “all-too-human” cerebrum in neo-liberal societies and beyond to the “all-too-transhuman” cerebrum in the cybernetic society, in contrasting Wells’s idea of a new world order with the dystopia of the disordering un-world, in considering the prospects of a “world brain” faced with the realities of the “global mnemotechnical system”, in highlighting the differences between the global and authoritarian instrument of “control” in Wells and the descriptions of (...)
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  18.  4
    Review Symposium of David Corey, The Sophists in Plato’s Dialogues.Avi I. Mintz, Anne-Marie Schultz, Samantha Deane, Marina McCoy, William H. F. Altman & David D. Corey - 2018 - Studies in Philosophy and Education 37 (4):417-431.
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  19.  7
    Toward a Militant Pedagogy in the Name of Love: On Psychiatrization of Indifference, Neurobehaviorism and the Diagnosis of ADHD—A Philosophical Intervention.Mattias Nilsson Sjöberg - 2018 - Studies in Philosophy and Education 37 (4):329-346.
    psychiatric diagnoses such as attention deficit hyperactivity disorder is a rapidly growing and globally increasing phenomenon, not least in different educational contexts such as in family and in school. Children and youths labelled as ADHD are challenging normative claims in terms of nurturing and education, whereas those labelled as ADHD are considered a risk for society to handle. The dominant paradigm regarding ADHD is biomedical, where different levels of attention and activity-impulsivity are perceived as neurobiological dys/functions within the brain best (...)
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  20.  8
    On Educating While Hoping for the Impossible: Gabriel Marcel’s Absolute Hope as a Rejection of Educational Instrumentalism.Oded Zipory - 2018 - Studies in Philosophy and Education 37 (4):383-399.
    Over the last 20 years, there has been an increase in philosophical inquiries of hope both in philosophy of mind and of virtue as well as in the philosophy of education. This paper wishes to add to this discussion by presenting the analysis of hope by French existentialist philosopher and theologian Gabriel Marcel and examining its possible contribution to educational practices and beliefs. As one of the very few modern, systematic accounts of hope, Marcel’s provocative conception of it and his (...)
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  21.  3
    “This Is a White Space”: On Restorative Possibilities of Hospitality in a Raced Space.Lyudmila Bryzzheva - 2018 - Studies in Philosophy and Education 37 (3):247-256.
    In a restorative classroom inspired by a vision of racial equity, race consciousness is a necessity and a restorative outcome is conceptualized in terms of a sustainable interdependent right-relation, a species of racial justice. Yet, regardless of intent, the constructed space is white. Race-based inequity is reproduced as White students get more of everything from class than do students of Color. What made the space white? How might hospitality affect the restorative possibilities of and in the space? I explore these (...)
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  22.  2
    ‘Not-Being-at-Home’: Subject, Freedom and Transcending in Heideggerian Educational Philosophy.Vasco D’Agnese - 2018 - Studies in Philosophy and Education 37 (3):287-300.
    In my paper, by drawing on the writings Heidegger developed in the late 1920s, I wish to display what we may refer to as the thorough educational nature of Heideggerian reflection. It is my argument that the analysis of Dasein we find in the early Heidegger displays an extraordinary deep and dense reflection on selfhood and subjectivity, a reflection that is rooted in subject’s freedom and transcending. By paying attention to the interplay between these two features, I argue that in (...)
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  23.  1
    Reply to Lewin.Oren Ergas - 2018 - Studies in Philosophy and Education 37 (3):323-327.
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  24.  2
    Review of Reconstructing ‘Education’ Through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy, Oren Ergas. [REVIEW]David Lewin - 2018 - Studies in Philosophy and Education 37 (3):315-321.
    This paper provides a review of Reconstructing ‘Education' through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy by Oren Ergas. The review examines the central argument of the book, namely that present educational theory and practice avoids substantial self-inquiry, paying lip service to reflective practice but stopping short of any real encounter with the complex dynamics of the self. In Ergas’ bold inquiry, we are invited to attend and to see for ourselves by considering perspectives and (...)
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  25.  3
    From Hostility to Hospitality: Teaching About Race and Privilege in a Post-Election Climate.Shaireen Rasheed - 2018 - Studies in Philosophy and Education 37 (3):231-245.
    Now more than ever the role of the other has been put into question and marginalized in a redefinition of an “American national self-protective identity” in the current post election climate. In philosophical terms, an identity of a radical other- implies that any change, any difference, any impurity can be conceived as posing a threat to identity. If a specific group of people is identified as preventing the self from being what it ought to be, the other is identified as (...)
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  26.  1
    Hospitality and Embodied Encounters in Educational Spaces.Claudia W. Ruitenberg - 2018 - Studies in Philosophy and Education 37 (3):257-263.
    This short paper responds to the essays by Shilpi Sinha, Shaireen Rasheed, and Lyudmila Bryzzheva. It considers how racial inequality between teachers and students affects the possibilities of educational hospitality, both in cases of white teachers teaching racialized students and in cases of racialized teachers teaching white students. The response takes a phenomenological turn, considering the relative vulnerability of bodies that encounter each other in educational spaces which, themselves, are not neutral.
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  27.  4
    The Racialized Body of the Educator and the Ethic of Hospitality: The Potential for Social Justice Education Re-Visited.Shilpi Sinha - 2018 - Studies in Philosophy and Education 37 (3):215-229.
    Derridean hospitality is seen to undergird ethical teacher–student interactions. However, hospitality is marked by three aporias that signal incommensurable and irreducible ways of being and responding that need to be held together in tension without eventual synthesis. Due to the sociopolitical materiality of race and the phenomenological difference that constitutes racialized bodies, educators of color in interaction with white students are called to live the aporetic tensions that characterize hospitality in distinctive ways that are not currently emphasized in the discourse (...)
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  28.  3
    Introduction to Deconstructing Privilege in the Classroom: Teaching as a Racialized Pedagogy.Shilpi Sinha & Shaireen Rasheed - 2018 - Studies in Philosophy and Education 37 (3):211-214.
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  29.  3
    The Logic of Deferral: Educational Aims and Intellectual Disability.Ashley Taylor - 2018 - Studies in Philosophy and Education 37 (3):265-285.
    The educational aims described by educational philosophers rarely embrace the full range of differences in intellectual ability, adaptive behavior, or communication that children exhibit. Because envisioned educational aims have significant consequences for how educational practices, pedagogy, and curricula are conceptualized, the failure to acknowledge and embrace differences in ability leaves open the question of the extent to which students with intellectual disabilities are subject to the same aims as their “typically-developing” peers. In articulating and defending valued aims of education, educational (...)
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  30.  8
    Holocaust Laughter and Edgar Hilsenrath’s The Nazi and the Barber : Towards a Critical Pedagogy of Laughter and Humor in Holocaust Education.Michalinos Zembylas - 2018 - Studies in Philosophy and Education 37 (3):301-313.
    This article tries to defend the position that Holocaust Education can be enriched by appreciating laughter and humor as critical and transformative forces that not only challenge dominant discourses about the Holocaust and its representational limits, but also reclaim humanity, ethics, and difference from new angles and juxtapositions. Edgar Hilsenrath’s novel The Nazi and the Barber is discussed here as an example of literature that departs from representations of Holocaust as celebration of resilience and survival, portraying a world in which (...)
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  31.  7
    Adequacy in Education and Normative School Choice.Adelin Costin Dumitru - 2018 - Studies in Philosophy and Education 37 (2):123-146.
    In this paper I make a contribution to three distinct, but deeply interwoven subjects. Firstly, I argue that, at the level of ideal theory, the distribution of educational goods should follow a sufficientarian pattern and that the evaluative space of children’s advantage should be inspired by the capability approach. Secondly, the paper is delving into the more policy-oriented debates on the desirability of school choice. I argue that, given the non-ideal circumstances in which decision makers have to act, giving parents (...)
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  32.  4
    Stuber, J. M. . Inside the College Gates: How Class and Culture Matter in Higher Education.Paul E. Bylsma - 2018 - Studies in Philosophy and Education 37 (2):207-209.
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  33.  11
    Risky Subjectivities in Philip Pullman’s Northern Lights.Áine Mahon & Elizabeth O’Brien - 2018 - Studies in Philosophy and Education 37 (2):181-193.
    This paper engages the philosophical concepts of subjectification and acknowledgment in conversation with Philip Pullman’s young adult novel, Northern Lights. Our particular focus is Lyra Belacqua, Pullman’s central character. Precarious in her vulnerability and in her unknown significance, we read Lyra as usefully negotiating the dangerous transition from childhood to adolescence. In her negotiation of this complex liminality, we argue that Lyra models those difficult-to-define moments encountered by children as they learn to be in and of the world. Situating our (...)
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  34.  10
    Civic Republican Social Justice and the Case of State Grammar Schools in England.Andrew Peterson - 2018 - Studies in Philosophy and Education 37 (2):167-179.
    The aim of this paper is to consider the ways in which civic republican theory can provide a meaningful and useful account of social justice, one that is which holds resonance for educational debates. Recognising the need for educationalists interested in civic republicanism to pay greater attention to ideas of justice—and in particular social justice as it concerns relationships between citizens —it is argued that a form of civic republicanism committed to freedom as non-domination is capable of providing a substantive (...)
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  35.  6
    Vulnerability as a Key Concept in Museum Pedagogy on Difficult Matters.Katrine Tinning - 2018 - Studies in Philosophy and Education 37 (2):147-165.
    In recent years there has been an increasing interest in museum studies in exhibitions on what is termed Difficult Matters —such as rape and mass murder—and how such exhibitions may evoke ethical change. This raises the question about the conditions on which such exhibitions can lead to an ethical change. By developing a conceptual framework this article contributes to museum studies on Difficult Matters demonstrating how vulnerability can work as a key concept in a relational pedagogical understanding of the conditions (...)
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  36.  7
    My Friend Ilan Gur Ze’Ev.Nigel Tubbs - 2018 - Studies in Philosophy and Education 37 (2):195-206.
    Ilan Gur Ze’ev gave his last lecture on January 4, 2012, in room 363 in the Haifa University’s Faculty of Education. Ilan passed away on the morning of January 5, 2012 at the Italian Hospital in Haifa. In this last lecture given to friends, colleagues and students he said ‘The challenge is to counter immersion of ourselves in the fashionable and in frozen identities. Important doors are opening for education to love. To summarize my part of this encounter, as I (...)
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  37.  4
    Re-Imagining Affect with Study: Implications From a Daoist Wind-Story and Yin–Yang Movement.Weili Zhao & Derek R. Ford - 2018 - Studies in Philosophy and Education 37 (2):109-121.
    Within educational philosophy and theory there has recently been a re-turn to the concept and practices of studying as an alternative or oppositional educational logic to push back against learning as the predominant mode of educational engagement. While promising, we believe that this research on studying has been limited in a few ways. First, while the ontological aspects of studying have been examined in a thorough manner, the affective dimension of studying has not yet been investigated. Second, while a diverse (...)
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  38.  3
    A Reply to Marianna Papastephanou’s Review of Time and the Rhythms of Emancipatory Education.Michel Alhadeff-Jones - 2018 - Studies in Philosophy and Education 37 (1):103-107.
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  39.  7
    A New Version of Optimism for Education.Emile Bojesen - 2018 - Studies in Philosophy and Education 37 (1):5-14.
    The primary purpose of this paper is to outline the conceptual means by which it is possible to be optimistic about education. To provide this outline I turn to Ian Hunter and David Blacker, after a brief introduction to Nietzsche’s conceptions of optimism and pessimism, to show why certain forms of optimism in education are either intellectually unhelpful or dispositionally helpless in the face of current educational issues. The alternative form of optimism—which I argue is both intellectually and practically helpful—is (...)
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  40.  5
    Education, In Spite of It All.Emile Bojesen - 2018 - Studies in Philosophy and Education 37 (1):1-3.
    This special issue of Studies in Philosophy and Education neither rejects, nor offers outright alternatives to the dominant contemporary model of education, but instead explores its margins and the possibilities they might offer for administrators, teachers and students within institutions and broader social contexts. The intention of the editors and contributors has been to tweak the focus from a critique of an oppressive system to a mapping of that system and the opportunities that exist within it–or on its margins–in spite (...)
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  41.  5
    Teaching, in Spite of Excellence: Recovering a Practice of Teaching-Led Research.Matthew Charles - 2018 - Studies in Philosophy and Education 37 (1):15-29.
    Although, as a result of the introduction of the Teaching Excellence Framework, the principle of teaching excellence is receiving renewed attention in English higher education, the idea has been left largely undefined. The cynic might argue, in agreement with Bill Readings, that this lack of a precise definition is deliberate, since teaching excellence is not designed to observe teaching but to permit an integrated system of accounting. This article, however, develops a different line of criticism. Following Readings’s characterization of “excellence” (...)
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  42.  5
    A New Rootedness? Education in the Technological Age.Simon Glendinning - 2018 - Studies in Philosophy and Education 37 (1):81-96.
    This paper explores the challenges facing educators in a time when modern technology, and especially modern social technology, has an increasingly powerful hold on our lives. The educational challenge does not primarily concern questions concerning the use of technology in the classroom, or as part of the learning environment, but a changeover in the whole social environment that marks our time. Taking guidance from Heidegger, Wittgenstein, Dewey and Nietzsche, the essay explores what we want the education of children to achieve, (...)
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  43.  3
    Fixing Education.Aaron M. Kuntz & John E. Petrovic - 2018 - Studies in Philosophy and Education 37 (1):65-80.
    In this article we consider the material dimensions of schooling as constitutive of the possibilities inherent in “fixing” education. We begin by mapping out the problem of “fixing education,” pointing to the necrophilic tendencies of contemporary education—a desire to kill what otherwise might be life-giving. In this sense, to “fix” education is to make otherwise fluid processes-of-living static. We next point to the material realities of this move to fix. After establishing the material consequences of perpetually fixing schools, we provide (...)
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  44.  9
    Experimentation in Institutions: Ethics, Creativity, and Existential Competence.Aislinn O’Donnell - 2018 - Studies in Philosophy and Education 37 (1):31-46.
    The existential, experiential, ethical, pathic and pre-pathic dimensions of education are essential for the creative composition of subjectivities in institutional spaces, yet educational research and policy tend increasingly to privilege technical discourses and prescriptive approaches both when evaluating ‘what is effective in education’ and when determining educational policy. This essay explores those aspects of the educational experience and educational institutions that are often felt and sensed pre-cognitively by students, parents and teachers, but are seldom given further elaboration or articulation in (...)
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  45.  7
    Michel Alhadeff-Jones, Time and the Rhythms of Emancipatory Education: Rethinking the Temporal Complexity of Self and Society. Routledge, 2017.Marianna Papastephanou - 2018 - Studies in Philosophy and Education 37 (1):97-102.
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  46.  8
    From Critical Education to An Embodied Pedagogy of Hope: Seeking a Liberatory Praxis with Black, Working Class Girls in the Neoliberal 16–19 College. [REVIEW]Camilla Stanger - 2018 - Studies in Philosophy and Education 37 (1):47-63.
    In this article I present a discussion about the purpose of education of, for and with black, working class, young women within an inner-London, twenty-first century college, and explore the complex and imperfect ways that educational purpose translates into educational practice. I discuss the respective value of two contrasting discourses of education that operate in this college: firstly, a neoliberal discourse of education and educational success; secondly, a critical tradition of education, as traced through the work of Paulo Freire, feminist (...)
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