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  1.  31
    The assessment challenge of social and collaborative learning in higher education.David Boud & Margaret Bearman - 2024 - Educational Philosophy and Theory 56 (5):459-468.
    There is a general tension between the individualised nature of current assessment practices in higher education and a collaborative approach to learning. This results in many dilemmas for educators as they try to balance academic integrity concerns and student preferences with social or collaborative assessment practices, including peer assessment, group assignments and direct assessment of teamwork or collaboration. This paper argues that focussing on singular assessment tasks or experiences tends to lead to marginal effects. Rather, we suggest that the collaborative (...)
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  2.  19
    Lessons from pragmatism: Organizational learning as resolving tensions at work.Ulrik Brandi & Bente Elkjaer - 2024 - Educational Philosophy and Theory 56 (5):448-458.
    In the article, we propose to frame organizational learning as inquiry into and resolving tensions arising from the performance of different commitments to work and its organizing. We expand learning as participation with its focus upon identity and membership to the development of work and the experiences and knowledge of its participants. The proposal is inspired by pragmatist philosophy both through its emphasis on learning as ascribing meaning to experience and its sociological version, symbolic interactionism with its emphasis on work (...)
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  3.  19
    Refurbishing learning via complexity theory: Buddhist co-origination meets pragmatic transactionalism.Jim Garrison - 2024 - Educational Philosophy and Theory 56 (5):420-428.
    Hager and Beckett assert that a ‘characteristic feature of … assorted co-present groups is that their processes and outputs are marked by the full gamut of human experiences involved in their functioning’. My paper endorses and further develops this claim. I begin by expanding on their emphasis upon the priority of relations in terms of Dewey and Bentley’s transactionalism and Buddhist dependent co-origination and emptiness. Next, I emphasize the importance of embodied perspectives in acquiring meaning and transforming the world. Here, (...)
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  4.  13
    Toward a better understanding of dentists’ professional learning using complexity theory.Adeline Yuen Sze Goh & Alistair Daniel Lim - 2024 - Educational Philosophy and Theory 56 (5):479-487.
    Like other health care practices, the increasing complexity in dentistry signals the need for a reconceptualisation of dentist professional learning. Professional dental bodies, at large, still privilege formal continuing professional development (CPD) provisions focusing on off-the-job activities despite growing evidence that much invaluable learning occurs through and at work. In exploring the two common dentist CPD approaches, this article critiques the narrow conceptions of learning inscribed in these frameworks, which are individualistic and acquisition oriented. Drawing on a vignette of dentists’ (...)
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  5.  15
    Complexity theory and learning: Less radical than it seems?David Guile & Rachel J. Wilde - 2024 - Educational Philosophy and Theory 56 (5):439-447.
    In a spirit of collegial support, this paper argues that Beckett and Hager’s theoretical justification and empirical exemplifications do not do full justice to the complexity of group or team learning. We firstly reaffirm our support for the theoretical argument Becket and Hager make, though expressing some reservations about Complexity Theory, to explain the taken-for-granted assumptions that learning by an individual is the paradigm case of learning and that context plays a minimal role in this process. Drawing on our joint (...)
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  6.  19
    Refurbishing learning via complexity theory: Introduction.Paul Hager & David Beckett - 2024 - Educational Philosophy and Theory 56 (5):407-419.
    This Special Issue addresses a range of educational issues linked to main themes from our 2019 book The Emergence of Complexity: Rethinking Education as a Social Science. This book elaborated two major theses that raise fundamental questions for philosophy of education. First, that learning by groups is typically a distinctive kind of learning that is not reducible to learning by individuals. Second, that a degree of holism, as against a focus on individuals, is essential for achieving a convincing understanding of (...)
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  7.  11
    This special issue as complexity theory in action.Paul Hager & David Beckett - 2024 - Educational Philosophy and Theory 56 (5):505-508.
    This Special Issue of Educational Philosophy and Theory originated from a suggestion by the late Professor Jim Walker that the main themes of our 2019 book were ripe for further exploration, not on...
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  8.  17
    Why co-present groups? Affective processing to produce meaningfulness.Jeanette Lancaster - 2024 - Educational Philosophy and Theory 56 (5):488-495.
    Small human complex systems, here called co-present groups, are found across all fields of human social life. Complexity thinking suggests why this is so: that these groups, irrespective of formal content, have a meta-function of providing maximum complexity to manage the indeterminacy or uncertainty that characterises the most complex of human social issues. This claim depends on an understanding of the functioning of these groups as being characterised by irreducibly complex intersubjective (person to person) relations, which are involved in the (...)
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  9.  19
    Complexity theory and the enhancement of learning in higher education: The case of the University of Cape Town.Mark Mason - 2024 - Educational Philosophy and Theory 56 (5):469-478.
    In the post-Apartheid era South Africa’s universities have faced serious questions about the quality of their student learning in the face of near impossible challenges. The University of Cape Town, widely seen as the country’s leading higher education institution, has shown remarkable resilience, however, in the range of initiatives it has launched to support and enhance student learning. These initiatives, designed with a common purpose, are of course intended to work together so that their effects might be compounded and realized (...)
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  10.  12
    Learning in the air traffic control tower: Stretching co-presence through interdependent sentience.Christine Owen - 2024 - Educational Philosophy and Theory 56 (5):496-504.
    This paper examines the learning and performance of the air traffic control (ATC) work domain. This domain was chosen because it embodies features that represent future work for many other industries (e.g., information service provision mediated by information technologies; a high reliance on communication skills and collaborative work; increasing complexity and intensity of the work activity), within an organisational context undergoing considerable change. In ATC work learning occurs formally as part of accredited training and informally, as part of everyday practice. (...)
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  11.  13
    Future possible educational selves and the many worlds interpretation of quantum mechanics.James Reveley - 2024 - Educational Philosophy and Theory 56 (5):401-406.
  12.  11
    Vietnamese adult learners as Confucian Culture co-present groups in workplaces.Hong Hanh Tran - 2024 - Educational Philosophy and Theory 56 (5):429-438.
    This paper focuses on learning that takes place outside formal classrooms within groups or teams. Based on the conceptual framework of informal learning, adult learning and lifelong learning, it investigates how two contrasting groups of adult learners in Vietnam, Mekong doctors and Hanoi hairdressers, learn, interact, and collaborate through their informal learning experiences in the workplace. These are two ‘co-present groups’ or two ‘complex systems’. For Vietnamese learners, the challenges of Confucian heritage culture, or the lack of awareness of cultural (...)
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  13.  12
    The Philosophy of Higher Education: A Critical Introduction, by Ronald Barnett, Routledge, 2022, 290 pp., USD32.95, ISBN 9780367610289. The philosophy of higher education: A critical introduction, byRonald Barnett,Routledge,2022,290 pp.,USD32.95, ISBN 9780367610289. [REVIEW]Ronald Barnett, Søren S. E. Bengtsen, Nuraan Davids & Michael A. Peters - 2024 - Educational Philosophy and Theory 56 (4):392-398.
    In many ways, Ron Barnett’s academic oeuvre is unique. Without a doubt, he is one of the (if not the) most central founding academics of the research field ‘the philosophy of higher education’, whi...
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  14.  9
    East-West relational imaginaries: Classical Chinese gardens & self cultivation.Judy Bullington - 2024 - Educational Philosophy and Theory 56 (4):299-304.
  15.  11
    Spinoza: Fiction and Manipulation in Civic Education, by Johan Dahlbeck, Springer Singapore, 2021, 90 pp., USD59.85 (e-book), ISBN 978-981-16-7124-1 Spinoza: Fiction and manipulation in civic education, byJohan Dahlbeck,Springer,2021,90 pp., USD59.85 (e-book), ISBN 978-981-16-7124-1. [REVIEW]Aurélien Daudi - 2024 - Educational Philosophy and Theory 56 (4):398-400.
    A testimony to what I perceive to be the accomplishments of Dahlbeck’s (2021) Spinoza: Fiction and Manipulation in Civic Education is that, as I turn the over the last page, contemplating the total...
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  16.  17
    The metaphysical novel as educator: Simone de Beauvoir’s philosophy of lived experience.Mordechai Gordon - 2024 - Educational Philosophy and Theory 56 (4):371-380.
    This essay analyzes the educational significance of the metaphysical novel, that is, how it can be used to educate ourselves and our students. Mordechai Gordon begins by describing the nature of the metaphysical novel while contrasting it to “pure” philosophy and theory building. Gordon also situates Beauvoir’s insights in the broader context of the ongoing conversation on philosophy and literature. In the next part, he examines Beauvoir’s philosophy of lived experience and compare her philosophical approach to more traditional phenomenological theories. (...)
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  17.  17
    To have or to be - Reimagining the focus of education for sustainable development.Qudsia Kalsoom - 2024 - Educational Philosophy and Theory 56 (4):381-391.
    Three decades ago, the term Education for Sustainable Development (ESD) entered educational discourse. However, it is important to note that the concept of ‘ESD’ did not emerge from scholarly debates on education, rather as a tool to carry forward the agenda of sustainable development. As a result, it has been conceptualized in many different ways. This article is an attempt to further the debate on ESD-conceptualization. The paper discusses connections between constructivism, transformative learning, and Erich Fromm’s idea of ‘to be’ (...)
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  18.  28
    A collective essay on philosophical reflections on modern education in Korea.Duck-Joo Kwak, Gicheol Han, Jaijeong Choi, Eun Ju Park, Kyung-hwa Jung, Ki-Seob Chung, Yong-Seok Seo, SunInn Yun, Sang Sik Cho, Juhwan Kim, Jae-Bong Yoo, Morimichi Kato & Ruyu Hung - 2024 - Educational Philosophy and Theory 56 (4):305-316.
    Modern schooling in Korea, which was officially established by law in 1949, is well known for its function as an engine of economic success in modern Korea. Although this fact seems to be world-wid...
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  19.  12
    Circulation-chain model with constructivism and institutionalism.Jian Li & Eryong Xue - 2024 - Educational Philosophy and Theory 56 (4):317-327.
    The purpose of this study is to conceptualize and theorize the circulation-chain model as an education policy implementation framework systematically. The circular-chain education policy implementation process and effect evaluation analysis model are a theoretical innovation model and practical exploration path to explore the implementation and effect evaluation of education policies according to the new problems and trends in the implementation of education policies. In particular, the connotation, the theoretical basis, the elements, the value, and the objective and significance of the (...)
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  20.  12
    Pedagogy of scale: Unmastering time, teaching and living through crises.Kasia Mika-Bresolin - 2024 - Educational Philosophy and Theory 56 (4):328-342.
    What does it mean to teach, live, and imagine one’s futures amidst a global pandemic? How to respond to the reality of unequal and overlapping crises, COVID-19 being one of them? Can alternative understandings of time help us create a more just post-pandemic university? Drawing on environmental humanities, disaster and critical time studies, in conversation with qualitative data, this article theorizes a ‘pedagogy of scale’: a practical and conceptual centering on multiple temporalities and diverse interpretative frames. The analysis argues for (...)
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  21.  21
    Capitalising shadow education: A critical discourse analysis of private tuition websites in Singapore.Peter Teo & Dorothy Koh - 2024 - Educational Philosophy and Theory 56 (4):343-357.
    Shadow education, or supplementary private tutoring, has expanded to become a multi-billion-dollar industry worldwide, capitalising on the desires of parents and their children to succeed and excel in education. In doing so, shadow education draws upon and reproduces cultural capital represented by knowledge, skills and educational credentials and symbolic capital constituted in the prestige, privilege and legitimacy of educational achievement. The study on which this article is based adopts a critical discourse analytic approach to examine the websites of five leading (...)
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  22.  23
    Racism, white supremacy and Roberto Esposito’s biopolitics through the lens of Black affect studies: Implications for an affirmative educational biopolitics.Michalinos Zembylas - 2024 - Educational Philosophy and Theory 56 (4):358-370.
    The objective of this article is to engage in a critical review of Roberto Esposito’s biopolitical account by including a thoroughgoing interrogation of racism and white supremacy through the lens of Black affect studies. It is argued that both white supremacy studies and Esposito’s framework could work side-by-side in ways that are productive for affirmative educational biopolitics. In particular, the analysis highlights two insights: first, engagement with white supremacy as a biopolitical category—in particular, white supremacy as an affective embodiment—is essential (...)
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  23.  23
    A pedagogy of generosity: On the topicality of Deleuze and Guattari’s thought in the philosophy of education.Francisco J. Alcalá - 2024 - Educational Philosophy and Theory 56 (3):241-251.
    In this article, I will try to elucidate the relevance of Deleuze and Guattari’s approaches in the philosophy of education, along the lines of the Deleuzean pedagogy of ‘do with me’ and the absence of pre-established rules for learning or methodological anarchism. To do so, I will consider three important milestones in Deleuze and Guattari’s thought: (i) antihumanism as the matrix of a pedagogy of generosity, (ii) the primacy of functioning over meaning as a vindication of practical learning versus rote (...)
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  24.  23
    What has happened to desire? The BwO of the Hikikomori.Joff P. N. Bradley - 2024 - Educational Philosophy and Theory 56 (3):262-272.
    In this experimental piece of writing I want to think about the pedagogy of contact and the plight of the hikikomori or social recluse in Japan. I am interested in exploring how the hikikomori practices a kind of contactlessness or what I will call a deadly ipseity of desire. What does it mean to resist contact, to be without contact, to be without desire? What does it mean to risk contact, to risk being tactile with the other, to risk affirming (...)
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  25.  17
    Guattari and Stiegler on the therapeutic object: Objet re- petit-ive a-b-c.Joff P. N. Bradley - 2024 - Educational Philosophy and Theory 56 (3):273-284.
    Here, I wish to pursue an analysis of the potential link between the thinkers Félix Guattari and Bernard Stiegler as I see in both thinkers a profound rumination of the question of therapeutic care and curation at the institutional level. My concern is with the institutional object and its deadly repetitions. By and through agitating the coefficient of transversality, my argument is that this might problematize the dyadic and sometimes dysfunctional transindividual relationships between doctor and patient, teacher and pupil. My (...)
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  26.  12
    Introduction to the special issue on Anti-Oedipus at 50.Joff P. N. Bradley & Emile Bojesen - 2024 - Educational Philosophy and Theory 56 (3):201-205.
    The 50th anniversary of the publication of Anti-Oedipus in 1972, just a few years after the events in May-June 1968 in Paris, affords us the opportunity to reflect on the very simple question, what...
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  27.  15
    Anti-Oedipus in the Anthropocene: Education and the deterritorializing machine.David R. Cole - 2024 - Educational Philosophy and Theory 56 (3):285-297.
    The Deleuze/Guattari text Anti-Oedipus burst onto the intellectual scene in 1972 as a radical new means to reconceptualise capitalism and its effects. At the heart of Anti-Oedipus and its analysis of capitalism is the concept of deterritorialization, and how it evacuates identities, culture, values, and, indeed, coherent thought itself, and it makes them susceptible to the equations and dynamics of capital flows. Anti-Oedipus presents the mechanisms with respect to how deterritorialization interacts with and to an extent liberates desire as ‘desiring-machines’. (...)
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  28.  18
    Colonial assemblage and its rhizomatic network of education in Quito.Marco Ambrosi De la Cadena - 2024 - Educational Philosophy and Theory 56 (3):229-240.
    Colonization has traditionally been studied as a monological and definitive period. This article seeks to problematize its analysis by means of the so-called ‘philosophy of desire’ and ‘rhizomatic thinking’, enriching them, in methodological terms, by the Actor-Network-Theory. In this vein, an alternative explanation of the colonial regime is offered by emphasizing how it assembled several worlds—Indigenous and Europeans—guided by a desiring-production that put originary accumulation before anything else; a standpoint that also enables a discussion about the network of colonial education (...)
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  29.  16
    The risks of a recurring childhood: Deleuze and Guattari on becoming-child and infantilization.Daan Keij - 2024 - Educational Philosophy and Theory 56 (3):218-228.
    Deleuze and Guattari’s thought on remainders of childhood has proven its worth for educational theory and philosophy. However, thus far the discussion has not paid much attention to their notion of infantilization, which reveals a new dimension of their understanding of childhood. In this article, I develop both their concept of becoming-child and their concept of infantilization. This allows for thinking the remainders of childhood as inherently risky and ambiguous. I argue that this new understanding does not only paint a (...)
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  30.  10
    Anatomies of desire: Education and human exceptionalism after Anti-Oedipus.Helena Pedersen - 2024 - Educational Philosophy and Theory 56 (3):252-261.
    Animals are at work everywhere in education, yet existing nowhere: Education doesn’t know them beyond their instrumental use value; as animals-for-us (Pedersen, 2019a, p. 7; Wallin, 2014, p. 149; c...
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  31.  11
    Making democracy safe for the world? Philosophy of war, peace and democracy.Michael A. Peters & Tina Besley - 2024 - Educational Philosophy and Theory 56 (3):197-200.
    The list of causalities for wars in the twentieth and twenty-first centuries is horrendous with an estimated 187 million people dying in the period 1900 to the present day, with approximately 75 mi...
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  32.  16
    Anti-Oedipus confronts a familiar people: On the plasticity of the celibate machine.Virgilio A. Rivas - 2024 - Educational Philosophy and Theory 56 (3):206-217.
    In Anti-Oedipus, Deleuze and Guattari saw the difficulty of disentangling the question of Spinoza and, later, of Reich from the very limit of a system of representation by which they mean Oedipus. As A Thousand Plateaus would emphasize later, this limit brings out the question of the desire for democracy (‘democracies are majorities’). It desires Oedipus. In What Is Philosophy?, the limit question (Oedipus) gave way to the concept of a people to come. Fifty years since its publication, Anti-Oedipus remains (...)
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  33.  7
    Sense and sensibility in Japanese educational philosophy.Ruyu Hung - 2024 - Educational Philosophy and Theory 56 (2):192-193.
    This article briefly introduces and comments on the EPAT special issue ‘Philosophical reflections on modern education in Japan: strategies and prospects’ edited by Morimichi Kato. There are seven papers excluding the editor’s introductory essay. This special issue provides a unique approach to Japanese educational philosophy by offering and deliberating features and concepts peculiar to Japanese education.
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  34.  5
    Cultivating classroom democracy: Educational philosophy and classroom management for social justice.Shigeki Izawa - 2024 - Educational Philosophy and Theory 56 (2):135-144.
    Inequality and injustice in education have been viewed from the perspective of social justice. Since the emergence of John Rawls’s A Theory of Justice, social justice issues have attracted the attention of social and political philosophers. Theoretical consequences of social and political philosophy have been actively incorporated into the field of education. However, the issue of educational justice remains controversial and requires further philosophical consideration. To further philosophical consideration, this paper explores how the class or the classroom can generate space (...)
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  35.  2
    Philosophical reflections on modern education in Japan: Strategies and prospects.Morimichi Kato - 2024 - Educational Philosophy and Theory 56 (2):107-115.
  36.  4
    Philosophical reflections on modern education in Japan: Strategies and prospects.Morimichi Kato, Ryohei Matsushita, Masamichi Ueno, Kayo Fujii, Yasunori Kashiwagi, Naoko Saito, Tomohiro Akiyama, Fumio Ono, Mika Okabe, Jun Yamana, Shigeki Izawa, Yasushi Maruyama, Miyuki Okamura, Ruyu Hung & Duck-Joo Kwak - 2024 - Educational Philosophy and Theory 56 (2):95-106.
  37.  3
    Feeling lost between tradition and modernity: In pursuit of the reinvention of East-Asian subjectivities.Duck-Joo Kwak - 2024 - Educational Philosophy and Theory 56 (2):194-195.
    This short essay makes a comment on the special issue on Japanese scholars’ responses to modern education in Japan edited by Morimichi Kato. The essay mainly focuses on the historical experiences shared by most of east Asian countries, the establishment of modern education of which tended to be historically forced by the external superpower: the experiences of feeling split between tradition and modernity. From the post-colonial perspective, the essay poses a challenging question of how the east Asian educators are to (...)
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  38.  17
    The ethico-aesthetics of teaching: Toward a theory of relational practice in education.Yasushi Maruyama & Miyuki Okamura - 2024 - Educational Philosophy and Theory 56 (2):145-152.
    This paper discusses what constitutes good teaching, taking as its cue the ‘aesthetic’ concept treated in everyday aesthetics and ‘internal good’ accounted by McIntyre. Teaching is viewed as practice, not merely as a basic action, due to its epistemological nature as everyday work. What everyday aesthetics teaches us is that even in the practice of teaching, sensory experiences such as comfort, familiarity, discomfort, ordinariness, etc. can be viewed as aesthetic experience. This kind of aesthetic experience constitute intuition supporting ’good teaching’ (...)
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  39.  17
    Toward an ecological view of learning: Cultivating learners in a data-driven society.Ryohei Matsushita - 2024 - Educational Philosophy and Theory 56 (2):116-125.
    Although modern education is expected to solve social problems, it has brought about new problems. While theoretical critiques of education have not always been successful, with the transition to a data-driven society, education as a historical product is actually losing its efficacy. However, this does not mean that acquisition of knowledge and skills is becoming unnecessary. Prompted by the need to change the purpose of public education, we are forced to rethink the nature of education boldly. Competency-based education, as advocated (...)
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  40.  9
    Catastrophe memories and translation: An essay on education for endless narratives.Mika Okabe - 2024 - Educational Philosophy and Theory 56 (2):172-181.
    Education about catastrophes often begins with, and at times even focuses on, passing down catastrophe memories. For this education, catastrophe memories that are unique to the survivors must be translated carefully to ensure that they can be understood by successors who may not have experienced a catastrophe themselves. This study elaborates on the structure of the translation of these memories between the survivors and successors. It also focuses on the educational significance of the practical application of such translations. Section 1 (...)
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  41.  7
    Towards a philosophy of education built on fragile parts: Technological rationality and knowledge of pathos.Fumio Ono - 2024 - Educational Philosophy and Theory 56 (2):182-191.
    The aim of this paper is to examine the relationship between education and technological rationality from the perspective of the philosophy of education, and to show that while education is deeply related to technique, skills, or technology, it can never be reduced to technical knowledge, and that there are things in education that overflow technical knowledge. I will here ask why there is something in education that overflows technical knowledge — I will define it as knowledge of pathos — and (...)
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  42.  12
    On the education of the whole person.Naoko Saito & Tomohiro Akiyama - 2024 - Educational Philosophy and Theory 56 (2):153-161.
    Against the prevailing outcomes-based education and the instrumentalization of education, a movement has arisen towards holistic education. This aims to go beyond objective measurement of the outcomes of education in order to treat the student as a whole person. In this paper, we shall examine some strands of education in Japan which in some way or another feature the idea of the whole person. This includes the tradition of clinical pedagogy, which originated in Kyoto University, Yukichi Shitahodo’s educational anthropology (Kyoiku-Ningengaku), (...)
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  43.  9
    Philosophy of Minna and moral education: Manabi that encompasses everyone.Masamichi Ueno, Kayo Fujii & Yasunori Kashiwagi - 2024 - Educational Philosophy and Theory 56 (2):126-134.
    This paper studies the theory and practice of Minna in Manabi, as the Japanese concept of learning from the perspective of moral education. The Japanese word Minna, which means “all” or “everyone,” plays an important role in Manabi. The word “Minna” is often found in textbooks used in moral education classes, and great value is placed on “thinking about everyone.” Minna, a component of Manabi, not only makes the self (the learner) nothing and selfless, but also makes it possible to (...)
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  44.  3
    Free spaces and ‘pedagogical protection’: On the asylum theory of Ortwin Henssler and its implications for education.Jun Yamana - 2024 - Educational Philosophy and Theory 56 (2):162-171.
    This paper attempts to reinterpret asylum theory (1954) propounded by Ortwin Henssler (1923–2017) as a free-space theory of education, as a way of grasping the problematic nature of ‘pedagogical protection.’ The theoretical potential of Henssler’s thought has been more appreciated, accepted, and developed in Japan than in his native Germany. First, I outline Henssler’s theory of asylum and show how his theory has been received and developed in Japan, especially in the fields of historical researches. Secondly, I discuss the possibility (...)
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  45.  17
    Taoism, teaching and learning: A nature-based approach to education Taoism, teaching and learning: A nature-based approach to education, by John P. Miller, Xiang Li and Tian Ruan, University of Toronto Press, 2022, 144 pp., USD16.63 (e-book), ISBN: 9781487540968. [REVIEW]Lin Cheng - 2024 - Educational Philosophy and Theory 56 (1):91-94.
    Man [sic.] follows the earth, earth follows the heaven, heaven follows the Tao and the Tao follows nature.– Lao Tzu (Tao Te Ching)Taoism, as an ancient traditional Chinese philosophy, not only prof...
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  46.  22
    The call to teach in contemporary educational thought and practice.Darryl M. De Marzio & David T. Hansen - 2024 - Educational Philosophy and Theory 56 (1):86-90.
    Reimagining the call to teach: A witness to teachers and teaching, by David T. Hansen, Teachers College Press, 2021, 192 pp., USD29.95 (pbk), ISBN 978-0807765463David Hansen and the call the teach:...
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  47.  19
    Postdigital Marxism and education.Derek R. Ford & Petar Jandrić - 2024 - Educational Philosophy and Theory 56 (1):1-6.
    We now live in a world where digital technology is no longer ‘separate, virtual, [or] “other” to a ‘natural’ human and social life’ (Jandrić et al., 2018, p. 893). Contemporary information and comm...
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  48.  15
    The craft of acting as a pedagogical model for living a flourishing life in a world of tensions and contradictions.Katja Frimberger - 2024 - Educational Philosophy and Theory 56 (1):74-85.
    In this paper, I explore German playwright Bertolt Brecht’s conception of the art of acting, and his views on the new actor’s conduct towards their craft, as a pedagogical model for Brechts’ broader view on how we should live our lives. Drawing on his key writings – most importantly, his famous street scene essay – I will show that Brecht’s conception of the theory-practice connection in his approach to actor training/acting bears some deeper insight into Brecht’s conception of the art (...)
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  49.  14
    Can attempts to make schools more reliable render them less trustworthy?Atli Harðarson - 2024 - Educational Philosophy and Theory 56 (1):42-51.
    This paper has two aims. One is to draw a distinction between two types of trust. The other is to argue for its applicability in academic discourse on educational policies. One of the two types of trust is ethical trust that rests on beliefs about others’ ethical virtues. The other is institutional trust that typically depends on law enforcement and economic incentives. Ideas about a social order based primarily on institutional trust have haunted political thought since the time of Thomas (...)
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  50.  15
    Polyphonic agency as precondition for teachers’ research literacy.Mirva Heikkilä & Andreas Eriksen - 2024 - Educational Philosophy and Theory 56 (1):63-73.
    This article provides a conceptual clarification of the complementary relationship between teachers’ research literacy and their role-based agency. In many countries, teachers are increasingly expected to actively use and develop research. However, without taking account of teachers’ distinct conditions of agency, this expectation may weaken rather than strengthen the profession. Top-down mechanisms that push teachers to follow rigid evidence-based procedures diminish their professional autonomy. At the same time, conceptual research on teachers’ agency has developed new tools for promoting research literacy (...)
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  51.  17
    A collective essay on the Korean philosophy of education: Korean voices from its traditional thoughts on education.Duck-Joo Kwak, Keumjoong Hwang, Chang-ho Shin, Gyeong-sik An, Woojin Lee, Jeong-Gil Woo, Jee Hyeon Kim, Chunho Shin, Hee-Bong Kim, Jina Bhang, Jun Yamana & Roland Reichenbach - 2024 - Educational Philosophy and Theory 56 (1):7-19.
    Since the Korean Philosophy of Education Society was established in 1964, the question regarding the nature of Philosophy of Education as a modern discipline has always been a vexing question to mo...
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  52.  13
    Conceptualizing and contextualizing three-dimensional interaction model of internationalization: Evidence from China.Jian Li & Eryong Xue - 2024 - Educational Philosophy and Theory 56 (1):20-32.
    This study explores to conceptualize and practicalize three-dimensional interaction model of internationalization from China’s higher education perspective. Applying documentary analysis, a qualitative method, and interviews, 15 international administrative staff and directors from eight sampled local universities were interviewed to present in-depth insights into the internationalization of the local higher education system in Beijing. The major findings are that strategic positioning in terms of the internationalization of local universities should be based on the following: top-level design of a national macro internationalization (...)
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  53.  20
    Somatic multiplicities: The microbiome-gut-brain axis and the neurobiologized educational subject.James Reveley - 2024 - Educational Philosophy and Theory 56 (1):52-62.
    Therapeutic translations of the microbiome-gut-brain (MGB) axis are reconstructing the educational subject in a manner amenable to Foucauldian analysis. Yet, at the same time, under the sway of MGB research social scientists are taking a biosocial turn that threatens the integrity of Foucault’s historicizing philosophical project. Meeting that challenge head-on, this article argues that the MGB axis augments the neurobiological constitution of the educational subject by means of a dietetic mode of subjectivation. Absent a pedagogical element, there is a hollowness (...)
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  54.  22
    The context of Songdok: Two purposes of traditional Korean education.Sujin Song & Sanghyun Kim - 2024 - Educational Philosophy and Theory 56 (1):33-41.
    This study explores the educational meaning of Songdok in traditional Korean education. Songdok refers to the act of memorizing text completely while reading it aloud; however, in traditional Korean education, it used to symbolize ‘learning’ itself. Historically, Songdok was regarded in extreme terms: being criticized as low-level memorization or encouraged as a religious ritual. In the Goryeo Dynasty, when civil service exams were introduced, Songdok was performed to memorize Confucian textbooks solely for passing the exam. However, its status changed in (...)
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