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  1.  6
    Review of G. Felicitas Munzel’s Kant’s Conception of Pedagogy: Toward Education for Freedom. [REVIEW]Gregory L. Bynum - 2019 - Studies in Philosophy and Education 38 (3):331-333.
  2.  4
    Educating Semiosis: Foundational Concepts for an Ecological Edusemiotic.Cary Campbell - 2019 - Studies in Philosophy and Education 38 (3):291-317.
    Many edusemiotic writers have begun to closely align edusemitoics to biosemiotics; the basic logic being that, if the life process can be defined through the criterion of semiotic engagement, so can the learning process :373–387, 2006). Thus, the ecological concept of umwelt has come to be a central area of investigation for edusemiotics; allowing theorists to address learning and living concurrently, from the perspective of meaning and significance. To address the conceptual and experiential foundations of the edusemiotic perspective, this paper (...)
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  3.  4
    Analysing the Matter Flows in Schools Using Deleuze’s Method.David R. Cole - 2019 - Studies in Philosophy and Education 38 (3):229-240.
    Using Deleuzian theory for educational research and practice has become an increasingly popular activity. However, there are many theoretical complexities to the straightforward application of Deleuze to the educational context. For example, the ‘new materialism’ that Deleuze refers to in the 1960s takes its inspiration from Spinoza, and is an emancipatory project. Contrariwise, the ‘new materialism’ of the present moment is frequently applied to educational research and practice specifically as a way out of anthropocentric limits and enclosure. This paper explores (...)
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  4. Finding Treasures: Is the Community of Philosophical Inquiry a Methodology?Magda Costa Carvalho & Walter Kohan - 2019 - Studies in Philosophy and Education 38 (3):275-289.
    In the world of Philosophy for Children, the word “method” is found frequently in its literature and in its practitioner’s handbooks. This paper focuses on the idea of community of philosophical inquiry as P4C’s methodological framework for educational purposes, and evaluates that framework and those purposes in light of the question, what does it mean to bring children and philosophy together, and what methodological framework, if any, is appropriate to that project? Our broader aim is to highlight a problem with (...)
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  5.  48
    Wonder, Guarding Against Thoughtlessness in Education.Mario Di Paolantonio - 2019 - Studies in Philosophy and Education 38 (3):213-228.
    Hannah Arendt has a particular notion of thinking that both is and is not philosophical. While not guided by the search for meta principles, nor concerned with establishing logical systems, her notion of thinking as the examination of “whatever happens to come to pass,” and its significance for saving our world from thoughtlessness, retains and is motivated by the fundamental pathos at the heart of philosophy—wonder. In this paper, I consider the limiting and enabling sense in which Arendt invokes “wonder” (...)
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  6.  18
    Finding Treasures: Is the Community of Philosophical Inquiry a Methodology?Walter Omar Kohan & Magda Costa Carvalho - 2019 - Studies in Philosophy and Education 38 (3):275-289.
    In the world of Philosophy for Children, the word “method” is found frequently in its literature and in its practitioner’s handbooks. This paper focuses on the idea of community of philosophical inquiry as P4C’s methodological framework for educational purposes, and evaluates that framework and those purposes in light of the question, what does it mean to bring children and philosophy together, and what methodological framework, if any, is appropriate to that project? Our broader aim is to highlight a problem with (...)
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  7.  6
    Kant’s Critical Philosophy as Pedagogical Praxis: A Call to Learn to Philosophize.Megan J. Laverty - 2019 - Studies in Philosophy and Education 38 (3):335-338.
  8.  7
    F. Munzel, Kant’s Conception of Pedagogy: Toward Education for Freedom.Christopher Martin - 2019 - Studies in Philosophy and Education 38 (3):343-345.
  9.  6
    Exploring an Alternative Justification for the Importance of Curiosity in Education: Social Curiosity and Løgstrup’s Sovereign Expression of Life.Soern Finn Menning - 2019 - Studies in Philosophy and Education 38 (3):241-260.
    There seems to be a broad agreement that curiosity is important in education. However, current research often seeks to answer the question of how best to nurture curiosity and fails to ask the normative question of why this should be done. A closer look reveals that the reasons for justifying the importance of curiosity vary, with some theorists pointing to its role in cognitive development as a starting point for learning, and others praising it as an element of democracy and (...)
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  10.  3
    The Objective and Subjective Sides of Human Moral Consciousness and Their Relation: Author’s Reply to Reviews of Kant’s Conception of Pedagogy.G. Felicitas Munzel - 2019 - Studies in Philosophy and Education 38 (3):347-357.
  11. Introduction.Bruce Novak - 2019 - Studies in Philosophy and Education 38 (3):319-321.
  12.  4
    Free to Deeply See the World, and So to Morally Be in the World: Munzel’s Readings of Kant as Disclosing His Phenomenological “Transcendental Optics”.Bruce Novak - 2019 - Studies in Philosophy and Education 38 (3):323-330.
  13.  1
    Thinking Through Kant’s Conception of Pedagogy.Samuel A. Stoner - 2019 - Studies in Philosophy and Education 38 (3):339-342.
  14.  8
    Daoist Onto - Un - Learning as a Radical Form of Study : Re-Imagining Study and Learning From an Eastern Perspective.Weili Zhao - 2019 - Studies in Philosophy and Education 38 (3):261-273.
    Within educational philosophy and theory, there has been an international re-turn to envision study as an alternative formation to disrupt the defining learning logic. As an enrichment, this paper articulates “Daoist onto-un-learning” as an Eastern form of study, drawing upon Roger Ames’s interpretation of the ancient Chinese correlative cosmology and relational personhood thinking. This articulation is to dialogue with the conceptualizations of study shared by Giorgio Agamben, Derek Ford, and Tyson Lewis, and unfolds in three steps. First, I examine how (...)
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  15.  25
    Remediating Campus Climate: Implicit Bias Training is Not Enough.Barbara Applebaum - 2019 - Studies in Philosophy and Education 38 (2):129-141.
    A common remedial response to a culture of racism, sexism, homophobia and other forms of oppression on college campuses has been to institute mandatory implicit bias training for faculty, staff and students. A critical component of such training is the identification of unconscious prejudices in the minds of individuals that impact behavior. In this paper, I critically examine the rush to rely on implicit bias training as a panacea for institutional culture change. Implicit bias training and the notion of implicit (...)
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  16. Training Transdisciplinary Educators: Intercultural Learning and Regenerative Practices in Ecuador.Javier Collado-Ruano, Mario Madroñero-Morillo & Freddy Álvarez-González - 2019 - Studies in Philosophy and Education 38 (2):177-194.
    The main goal of this article is to explain the transdisciplinary training model developed at the National University of Education in Ecuador, based on the ancestral worldviews of Buen Vivir. Good Living is a philosophical and political concept of the Kichwa indigenous peoples in the Andean Region, where human beings are interconnected with planet Earth and the whole cosmos. In 2008, Ecuador became the first country in the world to recognize the Rights of Nature in its Constitution, in order to (...)
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  17.  9
    Education and Time: Coming to Terms with the “Insufficiency of Now” Through Mindfulness.Oren Ergas - 2019 - Studies in Philosophy and Education 38 (2):113-128.
    This paper addresses the problem of “the insufficiency of now” that stems from the entanglement of education with time. Namely, the embodied-lived present is always inferior compared to the hypothetical ideal future. Education and its promise hence carry the seed of inevitable disenchantment. This problem is examined based on two contrasting perspectives: Plato’s cave allegory and its application to contemporary schooling on the one hand and the Yogacara Buddhist “mind-moments” model on the other hand. The insufficiency of now emerges from (...)
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  18.  1
    Response to John Tillson’s Review of What is a Public Education.Walter Feinberg - 2019 - Studies in Philosophy and Education 38 (2):211-212.
  19.  8
    Revaluing Leisure in Philosophy and Education.Givanni M. Ildefonso-Sanchez - 2019 - Studies in Philosophy and Education 38 (2):163-176.
    This paper shows that philosophy and contemplation are integral parts of leisure and of a fully conscious educative experience. Through examination of the concepts of philosophy, the philosopher, and contemplation, it will be proposed that leisure is a necessary condition for philosophy and for education. To conceptually bring together philosophy and education with leisure, the act of teaching as “an overflow of contemplation,” following Yves Simon’s definition, will be considered. Supporting the philosophical view of education as constituting an inward transformation (...)
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  20.  8
    Beyond Higher Education as We Know It: Gesturing Towards Decolonial Horizons of Possibility.Sharon Stein - 2019 - Studies in Philosophy and Education 38 (2):143-161.
    This article addresses the conceptual challenges of articulating the ethical–political limits of ‘higher education as we know it’, and the practical challenges of exploring alternative formations of higher education that are unimaginable from within the dominant imaginary of the higher education field. This article responds to the contemporary conjuncture in which possible futures have been significantly narrowed, and yet these possibilities also appear increasingly unsustainable and unethical. It invites scholars of higher education to rethink the epistemological and ontological frames within (...)
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  21.  6
    The Ethics and Politics of Precarity: Risks and Productive Possibilities of a Critical Pedagogy for Precarity.Michalinos Zembylas - 2019 - Studies in Philosophy and Education 38 (2):95-111.
    This paper discusses Butler’s theory on the possibility of precarity to serve as the nexus of ethical relations, while also exploring some of the pitfalls of her theorization to reconceptualize the pedagogical implications of a critical pedagogy for precarity. In particular, the paper asks: How can precarity—understood as an ambivalent concept, as a paradoxical nexus of both possibilities and constraints—function pedagogically in a way that challenges its moralization? How can educators engage with precarity in ways that ‘re-frame’ it so that (...)
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  22.  4
    Response to Weili Zhao.Tyson E. Lewis - 2019 - Studies in Philosophy and Education 38 (1):93-94.
  23.  14
    SF! Haraway’s Situated Feminisms and Speculative Fabulations in English Class.Sarah E. Truman - 2019 - Studies in Philosophy and Education 38 (1):31-42.
    This article draws on Donna Haraway’s call for feminist speculative fabulation as an approach to qualitative research methodologies and writing praxis in schools. The first section of the article outlines how I conceptualize speculative thought, through different philosophers and theorists, and provides a brief literature review of speculative fiction used in secondary English curricula. The article then focuses on an in school creative writing project with grade 9 English students. In the student examples that I attend to, speculative fabulations and (...)
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  24.  2
    Teaching with Stories: Ecology, Haraway, and Pedagogical Practice.Heather Greenhalgh-Spencer - 2019 - Studies in Philosophy and Education 38 (1):43-56.
    Haraway foregrounds many stories that we, in a late capitalist era, tell ourselves in order to justify, or not even notice, actions that are harmful to all living things. While I am mindful of Haraway’s excellent attention to the ways that ‘stories tell stories, thoughts think thoughts, and knots knot knots,’ I argue that we must take great care when we, as educators, blur the lines between facts and fiction; reality and art. When everything becomes a story—with some stories simply (...)
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  25.  2
    Storying Ruptures as Educational Practice.Heather Greenhalgh-Spencer & Zofia Zaliwska - 2019 - Studies in Philosophy and Education 38 (1):1-6.
  26.  2
    Response to Weili Zhao.Tyson Lewis - 2019 - Studies in Philosophy and Education 38 (1):93-94.
  27.  30
    ‘How to Write as Felt’ Touching Transmaterialities and More-Than-Human Intimacies.Stephanie Springgay - 2019 - Studies in Philosophy and Education 38 (1):57-69.
    In this paper, I invoke various matterings of felt in order to generate a practice of writing that engenders bodily difference that is affective, moving, and wooly. In attending to ‘how to write as felt,’ as a touching encounter, I consider how human and nonhuman matter composes. This co-mingling that felt performs enacts what Alaimo calls transcorporeality. Connecting felt with theories of touch and transcorporeality becomes a way to open up and re-configure different bodily imaginaries, both human and nonhuman, that (...)
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  28.  5
    Com-Posting Experimental Futures: Pragmatists Making Kin with New Materialists.Barbara S. Stengel - 2019 - Studies in Philosophy and Education 38 (1):7-29.
    Here I craft a case for recognizing the roots and patterns that ground the possibility of contemporary com-posting—as outlined in Donna Haraway’s Staying with the Trouble—by New Materialists and critical pragmatists, especially those who are affected by the social injustices and ill-advised practices of today’s formal education. I explore both Spinozan Ethics and American pragmatism in order to fashion a pattern that affects educational thought and action. That pattern of affect/affecting is one Haraway calls “attunement”, a state of co-relation that (...)
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  29.  4
    SF! Haraway’s Situated Feminisms and Speculative Fabulations in English Class.Sarah Truman - 2019 - Studies in Philosophy and Education 38 (1):31-42.
    This article draws on Donna Haraway’s call for feminist speculative fabulation as an approach to qualitative research methodologies and writing praxis in schools. The first section of the article outlines how I conceptualize speculative thought, through different philosophers and theorists, and provides a brief literature review of speculative fiction used in secondary English curricula. The article then focuses on an in school creative writing project with grade 9 English students. In the student examples that I attend to, speculative fabulations and (...)
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  30.  5
    Troubling Hope: Performing Inventive Connections in Discomforting Times.Zofia Zaliwska & Megan Boler - 2019 - Studies in Philosophy and Education 38 (1):71-84.
    In what follows, we revisit the most promising conceptions of “hope” while following Haraway’s admonition to “stay with the trouble.” Thirty-five years after Haraway’s opening to the Manifesto for Cyborgs where she states that “irony is about contradictions that do not resolve into larger wholes”, we move with her ceaseless task to eschew resolution and certainty, urging instead a radical contingency that is fundamental to thought itself. The radical contingency recognizes the limits of what any one individual or one species (...)
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  31.  4
    Review of Tyson E. Lewis, Inoperative Learning: A Radical Rewriting of Educational Potentialities. [REVIEW]Weili Zhao - 2019 - Studies in Philosophy and Education 38 (1):85-92.
  32.  18
    Assessment, Truth and Religious Studies.John Tillson - 2019 - Studies in Philosophy and Education (2):195-210.
    This paper addresses the question of what should determine whether students’ answers to closed questions are marked as correct or incorrect in the context of formal religious education, and when their answers to open ended questions should be given more or less credit. Drawing on insights from Craig Bourne, Emily Caddick Bourne and Clare Jarmy, I argue that a combination of judged truth, and a range of well-argued cases about what ought to be believed given certain premises should constrain these (...)
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