17 found

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  1.  2
    Decolonizing environmental education: celebrating epistemological diversity through integrating traditional ecological knowledge and scientific knowledge in Oman.Maryam Alhinai - 2025 - Journal of Philosophy of Education 59 (2):257-273.
    My goal in this project is to understand how traditional ecological knowledge (TEK) manifests—or fails to manifest—in environmental education policy issued by the Ministry of Education in Oman. I also seek to explore whether there are cultural pressures in Omani society to overlook TEK in environmental education policy. Specifically, my aim is to understand how forces of globalization interact with TEK in Oman and whether these forces are behind the tendency to unknowingly ignore TEK when designing the Environmental Education Policy. (...)
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  2.  5
    Academic freedom, education, and ‘the gender wars’: a response to Suissa and Sullivan.Iris Bliss & Jane Gatley - 2025 - Journal of Philosophy of Education 59 (2):240-256.
    Judith Suissa and Alice Sullivan’s 2021 paper ‘The Gender Wars, Academic Freedom and Education’ holds that activism associated with the slogan ‘trans women are women’ harms progress towards the goals of shared learning and knowledge production. They hold that shared learning and knowledge production ground the value of the university. In response, we point out that academic freedom is not absolute, and that its contribution to learning and knowledge production is only part of a host of academic goods. Given the (...)
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  3.  5
    The interface of the other: ethicality of online education from the teacher’s perspective.Katja Castillo & Minna-Kerttu Kekki - 2025 - Journal of Philosophy of Education 59 (2):372-387.
    In this article, we investigate the ethical conditions of online education by extending Levinas’ concept of the ‘face’. Considering the ‘face’ of the other raises the question of what it is we see when communicating online—is it the face of the other, or something else? How does this perception constitute the other for ‘me’? Can we access the ethical dimension of experience in online communication? To describe the ‘face’ we encounter in online educational settings, we introduce the concept of ‘interface’: (...)
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  4.  4
    (1 other version)Pedagogical virtues from the situationist insight: virtuous scaffolding and sensitivity to non-epistemic situational factors to learning.Noel L. Clemente - 2025 - Journal of Philosophy of Education 59 (2):325-341.
    This article explores two pedagogical virtues (intellectual virtues of a teacher) that arise from the insight that non-epistemic situational factors can affect students’ epistemic judgements and behaviour. First, a virtuous teacher must be sensitive enough to these factors in order to take advantage of how they boost student learning. However, while cultivating a situationally and epistemically favourable environment for learning sounds sensible, teachers should not spoil their students by making them too dependent on these beneficial external factors. The virtuous teacher (...)
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  5.  5
    Educating Character Through the Arts.Daisy Dixon - 2025 - Journal of Philosophy of Education 59 (2):406-411.
  6.  19
    Character development over happiness: the aesthetic foundation of John Stuart Mill’s philosophy of education.Yuval Eytan - 2025 - Journal of Philosophy of Education 59 (2):306-324.
    Despite the many interpretive disputes regarding John Stuart Mill’s philosophy of education, there is wide agreement that Mill saw education as the most necessary and significant means of promoting human happiness. I challenge this view by claiming that Mill belongs to a broad philosophical trend of his time that rejected the conception of human nature that stands at the foundation of the modern ideal of happiness according to which human freedom is expressed in the autonomous pursuit of self-satisfaction. Instead, he (...)
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  7.  14
    Biesta’s world-centred education: subjectification revisited?Elodie Guillemin - 2025 - Journal of Philosophy of Education 59 (2):274-289.
    This article explores Biesta’s recent revisiting of his iconic and at times contested notion of education as subjectification. First, I look at how Biesta presents his notion by attending to his answers to the criticisms it has faced concerning elusiveness, oversimplification, and self-centredness. Then, going beyond the declarative level, I explore a concrete example of education as subjectification from Biesta’s 2022 book, World-Centred Education. Analysing the example of Homer Lane and Jason, I examine the ambivalence between Biesta’s explicit statements on (...)
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  8.  2
    Liberal democratic justice and identity politics in education: the structural theory of obligation as an approach to anti-racist education.Anniina Leiviskä & Johannes Drerup - 2025 - Journal of Philosophy of Education 59 (2):354-371.
    Drawing on Courtney Jung’s structural theory of obligation, this article proposes a novel interpretation of the relationship between liberal democratic justice and identity politics. This interpretation, in turn, justifies an anti-racist curriculum in the context of liberal democratic education. According to Jung’s theory, the liberal state has an obligation to improve the status of oppressed identity groups in society in so far as the state itself has participated in the formation of their identities through historical and continuing structural injustices. Based (...)
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  9.  7
    Reimagining Ethiopia: philosophy education as a tool for overcoming ethnic divisions.Fasil Merawi - 2025 - Journal of Philosophy of Education 59 (2):342-353.
    This article explores the role that can be played by philosophy education in Ethiopia as a means to develop a shared meaning that is able to go beyond the ethnic polarization that is currently haunting the nation. It shows that through the introduction of a philosophy education that fosters a culture of critical reflection, dialogue, and reflection on the nature of human existence, human values, and a moral fabric that is able to bestow a sense of a common purpose on (...)
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  10.  4
    ‘Dwelling’ as an educational concept.Aline Nardo - 2025 - Journal of Philosophy of Education 59 (2):388-405.
    This article explores an educational philosophy centred around the notion of ‘dwelling’. Building on the analysis of Heidegger, Roth, Dewey, Emerson, and Haraway, the article reflects on how ‘dwelling’ foregrounds a certain quality of engagement with the present as the focal point of educational theory and practice. To this end, it considers how the concept of ‘dwelling’ can contribute to the development of present-oriented theoretical perspectives in education. In particular, the article seeks to explore the potential of ‘dwelling’ to offer (...)
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  11.  11
    The hand that rocks the cradle: revaluing academic labour and recognizing the centrality of care work.Sahana V. Rajan - 2025 - Journal of Philosophy of Education 59 (2):290-305.
    This article examines the often overlooked yet crucial role of care work within the academic ecosystem. Challenging the dominant paradigm that prioritizes research output, the article argues for recognizing academic labour as a spectrum where teaching, research, and service hold equal value. Drawing on Rajan’s framework of ‘academic care work’, the article demonstrates the inseparable link between care and knowledge, highlighting how care work forms the foundation for knowledge production and reproduction. The analysis situates academic care workers within the complex (...)
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  12.  19
    From powerful knowledge to capabilities: social realism, social justice, and the Capabilities Approach.Daniel Talbot - 2025 - Journal of Philosophy of Education 59 (2):219-239.
    This article argues that, as applied to education, the Capabilities Approach pioneered by Amartya Sen and Martha Nussbaum shares a range of philosophical commitments with the work of social realist scholars on the concept of ‘powerful knowledge’. I first trace the history of the concept of powerful knowledge and present critiques put forward by social justice scholars. I then outline the Capabilities Approach, arguing it provides a response to some of these concerns. From here I develop the connection between the (...)
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  13.  35
    Truth and knowledge in the community of inquiry.Luca Zanetti & Sebastiano Moruzzi - 2025 - Journal of Philosophy of Education 59 (2):199-218.
    According to some Philosophy for Children theorists, the pedagogy of the Community of Inquiry hinges upon the acceptance of a pragmatist epistemology. The underlying idea is that it is possible to participate, and to justify participation, in a community of inquiry only if some pragmatist view of truth and knowledge is true and accepted by the participants engaged in dialogue. In this article we argue that this claim is false. In this way, we want to free the pedagogy of the (...)
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  14.  10
    The Trickster archetype: education to stupefy.Sunny Dhillon - 2025 - Journal of Philosophy of Education 59 (1):184-197.
    Contra the teleological paradigm of the Hero, this article argues that incorporating an ethic of the Trickster archetype may facilitate greater critical thinking and metacognition within contemporary neoliberal Education Studies learning environments in UK Higher Education. Echoing Lewis’ call for an education to stupefy, as well as Bojesen’s argument for treating Education Studies as a labour of the negative, I present the Trickster archetype as a valuable mode of educational engagement (an endeavour which itself must be done in a paradoxical (...)
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  15.  17
    Homer’s The Odyssey: education as Phaeacian (hospitable) or as Laestrygonian (hostile).Alexandre Guilherme & Artur Magoga Cardozo - 2025 - Journal of Philosophy of Education 59 (1):165-183.
    The issue of hospitality in education has become prominent in the philosophy of education, with various articles and books being published recently. This is so for a number of reasons, such as the necessity to harbour and include immigrants and refugees in our schools and education systems, the rising levels of violence being experienced by individuals in school communities, and the importance of establishing dialogical relations between teacher and students and between students. In this article, we discuss the concept of (...)
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  16.  17
    Conquering illusions: Don Quixote and the educational significance of the novel.Wiebe Koopal & Stefano Oliverio - 2025 - Journal of Philosophy of Education 59 (1):79-94.
    In this article we want to rethink the educational significance of the novel from the perspective of a ‘metanovelistic’ reading of Don Quixote, often acclaimed as the ‘first modern novel’. Our point of departure is two-fold: on the one hand, there is the controversial contemporary phenomenon of de-reading, and all the educational discussions it entails; on the other hand, there is the existing tradition of literary education, which has already extensively reflected upon the (moral, epistemological, ontological) relations between novel reading, (...)
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  17.  16
    Fragments and semiophores: on the educational values of monuments as ephemeral heritage.Maria Mendel - 2025 - Journal of Philosophy of Education 59 (1):108-124.
    Based on several cases, this article develops a thought inspired by the Journal of Philosophy of Education’s special issue on the Educational Value of Monuments (55.3). The article is a reflection about the locations which make statues able to be transformed materially and semiotically, and which provoke discussion about what is to be learnt by understanding the monument as a fragment and semiophore. I argue that the monument—located in a specific place which makes its contextual meaning—represents fragments, in Latin fractures (...)
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