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  1.  2
    Courage, Uncertainty and Imagination in Deweyan Work: Challenging the Neo‐Liberal Educational Agenda.Vasco D'agnese - 2018 - Journal of Philosophy of Education 52 (2):316-329.
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  2. Peirce and Aesthetic Education.Juliana Acosta López de Mesa - 2018 - Journal of Philosophy of Education 52 (2):246-261.
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  3.  2
    John Dewey's Democracy and Education 100 Years On.Christine Doddington, Ruth Heilbronn & Rupert Higham - 2018 - Journal of Philosophy of Education 52 (2):284-286.
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  4.  2
    Growth and Growing in Education: Dewey's Relevance to Current Malaise.Ruth Heilbronn - 2018 - Journal of Philosophy of Education 52 (2):301-315.
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  5.  3
    ‘To Be Is To Respond’: Realising a Dialogic Ontology For Deweyan Pragmatism.Rupert Higham - 2018 - Journal of Philosophy of Education 52 (2):345-358.
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  6.  2
    Experience is Not The Whole Story: The Integral Role of the Situation in Dewey's Democracy and Education.David L. Hildebrand - 2018 - Journal of Philosophy of Education 52 (2):287-300.
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  7.  1
    Teaching as an Immortality Project: Positing Weakness in Response to Terror.Cathryn van Kessel & Kevin Burke - 2018 - Journal of Philosophy of Education 52 (2):216-229.
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  8.  2
    Devil, Deceiver, Dupe: Constructing John Dewey From the Right.Kelley M. King - 2018 - Journal of Philosophy of Education 52 (2):330-344.
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  9.  3
    Dewey as Virtue Epistemologist: Open‐Mindedness and the Training of Thought in Democracy and Education.Ben Kotzee - 2018 - Journal of Philosophy of Education 52 (2):359-373.
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  10. Philosophy, Translation and the Anxieties of Inclusion.Naoko Saito - 2018 - Journal of Philosophy of Education 52 (2):197-215.
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  11.  1
    Working Through Resistance to Resistance in Anti‐Racist Teacher Education.Jenna Min Shim - 2018 - Journal of Philosophy of Education 52 (2):262-283.
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  12.  3
    Inferentialism at Work: The Significance of Social Epistemology in Theorising Education.Hanno Su & Johannes Bellmann - 2018 - Journal of Philosophy of Education 52 (2):230-245.
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  13.  6
    The Value of Inclusion.Franziska Felder - 2018 - Journal of Philosophy of Education 52 (1):54-70.
    In recent years inclusion has become one of the most dominant values and objectives in education. However, there is still considerable disagreement concerning the theoretical concept of inclusion and its normative implications. This article suggests an understanding of inclusion that first differentiates analytically between societal and communal forms of inclusion, and second, situates the value of inclusion in the debate around recognition and freedom. Furthermore, it connects the discussion to some dilemmas and difficulties we might face in education. The overall (...)
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  14. Does Action Research Have a Future? A Reply to Higgins.Lorraine Foreman‐Peck & Ruth Heilbronn - 2018 - Journal of Philosophy of Education 52 (1):126-143.
    This paper presents a view of action research as a valuable way in which teachers can pose fertile questions and engage in inquiry with transformative possibilities. This counters claims of its being at best a sterile method of teacher research and at worst a perilous trap for teachers.Chris Higgins has argued that AR has lost its original intention of empowering teachers and sealing the theory practice divide. He claims that it has degenerated into a method devoid of thought. In its (...)
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  15.  6
    Does Action Research Have a Future? A Reply to Higgins.Lorraine Foreman‐Peck & Ruth Heilbronn - 2018 - Journal of Philosophy of Education 52 (1):126-143.
    This paper presents a view of action research as a valuable way in which teachers can pose fertile questions and engage in inquiry with transformative possibilities. This counters claims of its being at best a sterile method of teacher research and at worst a perilous trap for teachers.Chris Higgins has argued that AR has lost its original intention of empowering teachers and sealing the theory practice divide. He claims that it has degenerated into a method devoid of thought. In its (...)
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  16.  3
    The New School.David Kennedy - 2018 - Journal of Philosophy of Education 52 (1):105-125.
    This paper traces the changing status of the school as a counter culture in the anthropological and historical literature, in particular from the moment when compulsory mass schooling assumed the function of ideological state apparatus in the post-revolutionary 19th century West. It then focuses attention on what may be called the New School, which could be said to represent an evolved, postmodern embodiment of the social archetype of the school as interruption of the status quo. It emerged in the form (...)
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  17.  3
    Antecedent Recognition: Some Problematic Educational Implications of the Very Notion.Heikki J. Koskinen - 2018 - Journal of Philosophy of Education 52 (1):178-190.
    Contemporary recognition theory based on Axel Honneth's foundational work is a well-established research programme that is highly relevant also for philosophy of education. However, some of Honneth's own relatively recent writings on pathologies of recognition, and especially on the notion of antecedent recognition threaten to undermine the carefully built systematic foundations of the theory. These developments also problematise the educational significance that recognition theory in its previously established form arguably has. In this paper, I will analyse and critically evaluate some (...)
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  18. Does Action Research Have a Future? A Reply to Higgins.Ruthheilbronn Lorraineforeman‐Peck - 2018 - Journal of Philosophy of Education 52 (1).
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  19.  1
    ‘To Catch at and Let Go’: David Bakhurst, Phenomenology and Post‐Phenomenology.Emma Louisewilliams - 2018 - Journal of Philosophy of Education 52 (1).
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  20.  3
    Play's the Thing: Wherein We Find How Learning Can Begin.Michael Luntley - 2018 - Journal of Philosophy of Education 52 (1):36-53.
    In this paper I outline an answer to the following question: What are the abilities that make you the sort of subject who can learn, who can acquire new concepts, new skills? There are many traits that matter in providing an answer. But I want to suggest that the ability for creative and imaginative engagement with and sustenance of the playful patterns of our aesthetic experience is core. I identify a core sense of play that fills this role. Play's the (...)
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  21.  10
    What's Wrong with Private Schools.Roger Marples - 2018 - Journal of Philosophy of Education 52 (1):19-35.
    The aim of this article is to demonstrate the respects in which private schools are unfair, and why they pose a threat to the well-being of not only those who are excluded on financial grounds, but to democratic equality and social cohesion in general. The shortcomings associated with relying on a form of educational provision that is merely ‘adequate’ are rendered explicit, and the article concludes with a consideration of a variety of measures that might go some way towards nullifying (...)
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  22.  6
    A Moment of Letting Go: Iris Murdoch and the Morally Transformative Process of Unselfing.Anna‐Lova Olsson - 2018 - Journal of Philosophy of Education 52 (1):163-177.
    Higher education as a personal, intellectual and moral cultivation is a longstanding ideal that is constantly challenged by the view that education is merely the development of specific skills for vocational and personal success. Much research argues that the latter understanding makes education a technical affair that creates an egocentric emphasis on the individual students’ ambitions and desires. This article joins in the defence of the former ideal by enquiring into the moral dimensions of education. This is done by turning (...)
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  23.  2
    A Genealogical Analysis of the Concept of ‘Good’ Teaching: A Polemic.Steven A. Stolz - 2018 - Journal of Philosophy of Education 52 (1):144-162.
    In this essay I intentionally employ Nietzsche's genealogical method as a means to critique the complex concept of ‘good’ teaching, and at the same time reconstitute ‘good’ teaching in a form that is radically different from contemporary accounts. In order to do this, I start out by undertaking a genealogical analysis to both reveal the complicated historical development of ‘good’ teaching and also disentangle the intertwining threads that remain hidden from us so we are aware of the core threads that (...)
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  24.  3
    ‘To Catch at and Let Go’: David Bakhurst, Phenomenology and Post‐Phenomenology.Emma Louise Williams - 2018 - Journal of Philosophy of Education 52 (1):87-104.
    This paper examines David Bakhurst's attempt to provide a picture of ‘the kinds of beings we are’ that is ‘more realistic’ than rationalism. I argue that there is much that is rich and compelling in Bakhurst's account. Yet I also question whether there are ways in which it could be taken further. I introduce the discussion by exploring Bakhurst's engagement with phenomenology and, more specifically, Hubert Dreyfus—who enters Bakhurst's horizon on account of his inheritance of the philosophy of John McDowell. (...)
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  25.  6
    Thinking Controversially: The Psychological Condition for Teaching Controversial Issues.Douglas Yacek - 2018 - Journal of Philosophy of Education 52 (1):71-86.
    How should we teach controversial issues? And which issues should we teach as controversies? In this paper, I argue that educators should heed what I call a ‘psychological condition’ in their practical efforts to address these questions. In defending this claim, I engage with the various decision criteria that have been advanced in the controversial issues literature: the epistemic criterion, behavioral criterion, political criterion and politically authentic criterion. My argument is that the supporters of these various criteria have focused too (...)
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