Philosophy of Education

Edited by Lavinia Marin (Delft University of Technology)
Assistant editor: Stefano Oliverio (University of Naples Federico II)
About this topic
Key works A comprehensive collection of texts on fundamental issues in philosophy of education is the recent International Handbook of Philosophy of Education (2018) Smeyers 2018 The Encyclopaedia of Educational Philosophy and Theory edited by  Peters et al 2016, is published online and continuously updated with new entries, following the model of the Stanford Encyclopaedia of Philosophy, but this one is under a pay wall. There is an earlier paper-based version of this encyclopaedia  Peters et al 2016  
Introductions Randal Curren Companion to the Philosophy of Education, Harvey Siegel's Handbook of Philosophy of Education.  For an overview of the methods in philosophy of education, Methods in Philosophy of Education is a good start, also the more recent Philosophy and Theory in Educational Research: Writing in the Margin
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34663 found
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  1. Is there a future in future-oriented education?Jiae Park - forthcoming - Educational Philosophy and Theory.
    This study aims to examine whether recent educational attempts to prepare students for the future can open up the future, using South Korea’s ‘high school credit system’ as an example. To provide differentiated instruction that recognizes differences and maximizes students’ potential, the Korean government recently launched a ‘high school credit system.’ The primary goal of this system is to assist students in identifying their strengths and interests, selecting courses for them to pursue, and following their plans independently. The system appears (...)
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  2. Education rejected and intergenerational failures.Bianca Thoilliez & Kai Wortmann - forthcoming - Educational Philosophy and Theory.
    This article interlaces the story ‘Comfort’ by Alice Munro with Hannah Arendt’s understanding of education as intergenerational passing on. Its principal aim is not to criticise Arendt or the fictional character of Lewis but to work with them towards a richer and more complex understanding of what can go wrong in education in general and teaching in particular. For this purpose, the article does not start from a theoretical framework but from the concrete aesthetic artifact – the story – itself. (...)
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  3. The Integrative, Ethical and Aesthetic Pedagogy of Michel Serres.Thomas E. Peterson - forthcoming - Studies in Philosophy and Education:1-14.
    The essay draws on Michel Serres’ writings on education in order to derive from them a general theory. Though the polyglot philosopher never presented his philosophy of education as a formal system, it was a lifelong concern that he addressed from the perspectives of mathematics and physics; literature and myth; art and aesthetics; justice and the law. Ever elusive in his prose style, Serres was a magnetic and infectious educator who, ironically, and perhaps understandably, did not gain the sort of (...)
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  4. A memory bank of the future: Stiegler, education and the gesture of care.Chantelle Gray - forthcoming - Educational Philosophy and Theory.
    In contemporary societies, the processes of transindividuation by which knowledges are transformed into cycles and rhythms of metastability have been dramatically short-circuited. In turn, this has provoked the spiritual misery and pseudo-fabulations so prevalent all around us, including our educational contexts. For Stiegler, this is nothing short of a noetic reticulation that deprives us from ways of thinking ourselves beyond or outside of our digital experience. But digitality has not only intensified the commodification of knowledges (savoirs), it has also rendered (...)
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  5. On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary.Frans Kruger - forthcoming - Educational Philosophy and Theory.
    For Bernard Stiegler ‘the question of philosophy is first of all that of action’ (p.7). By extending this statement to philosophy of education, I consider the possibilities of action in education in responding to the conditions of the contemporary. These conditions, which have come to be discussed and dissected with reference to such terms as Anthropocene (Stoermer, Crutzen), Capitalocene (Moore), Plantationocene (Haraway), hold unprecedented and mostly devastating consequences for all life. To consider possibilities for action within the field of education (...)
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  6. The nonhuman animal in social studies: Using critical animal studies for empathy.Alia Baker Danch - forthcoming - Educational Philosophy and Theory.
    Despite the many contributions of nonhuman animals in history, nonhuman animal representations are seldom crafted with care and accuracy in curricular texts. Because of the anthropocentric vantage point of textbook creation, the nonhuman animal is often portrayed as an object, but as our relationship with the nonhuman world continues to deteriorate, we need now more than ever to consider the agency and subjectivity of nonhuman entities across time and space. In this article, I will use critical contextual analysis as a (...)
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  7. Artificial intelligence: Why is it our problem?Alexander M. Sidorkin - forthcoming - Educational Philosophy and Theory.
    Not every new technology or public media hype warrants the attention of philosophers and theorists of education. In recent years, we have witnessed many educational trends and technologies that hav...
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  8. Introduction - Large Language Models and Teaching Writing.Syed AbuMusab - forthcoming - Teaching Philosophy.
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  9. Towards a relevant African philosophy of education.Blessing Chapfika - forthcoming - Journal of Philosophy of Education.
    Most African philosophers would accept the observation that the ‘African philosophy question’—Is there an African philosophy, and if there is, what is it? —and the different responses to it have not only generated much debate in African philosophy but have also had a significant impact on its development. Since its inception about half a century ago, African philosophy has gained recognition as a member of the world philosophies and established itself as an academic discipline. African philosophy owes these significant inroads, (...)
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  10. Education as a positional good.Martin Hollis - 1987 - In Roger Straughan & John Wilson (eds.), Philosophers on education. Barnes & Noble.
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  11. Epistemologia das ciências da educação.Adalberto Dias de Carvalho - 1988 - Porto [Portugal]: Edições Afrontamento.
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  12. The Importance of Contrary Forces in Education: On the Notion of Conflict in Tagore’s Religion of Man.Jan G. Pouwels - 2024 - Studies in Philosophy and Education 43 (3):243-268.
    Dealing with conflicts seems to be a great challenge in society today. But not only in society. Higher education displays an air of resoluteness with certainty and security that disguises the conflicts and the fear of conflicts in a substantial number of subjects. If not in a state of denial, higher education avoids taking up conflicts over issues, for learning. The detailed investigation of Tagore’s pedagogical writings, with a focus on the importance of conflicts in education, reveals a genuine embrace (...)
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  13. Dialogue, Horizon and Chronotope: Using Bakhtin’s and Gadamer’s Ideas to Frame Online Teaching and Learning.Peter Rule - 2024 - Studies in Philosophy and Education 43 (3):305-323.
    The information explosion and digital modes of learning often combine to inform the quest for the best ways of transforming information in digital form for pedagogical purposes. This quest has become more urgent and pervasive with the ‘turn’ to online learning in the context of COVID-19. This can result in linear, asynchronous, transmission-based modes of teaching and learning which commodify, package and deliver knowledge for individual ‘customers’. The primary concerns in such models are often technical and economic – technology as (...)
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  14. Subjectivity as the Purpose of Education and Teaching.Arik Segev - 2024 - Studies in Philosophy and Education 43 (3):269-287.
    In his book “World-Centred Education,” Biesta discusses two themes fundamental for the emergence of subjectivity as a desirable existential humane state of being and for an education that aims to achieve it. The first theme is about freedom and the importance of distancing education and teaching from any act of objectifying students. The second theme concerns the world, its limitations on freedom, and its central role in educational events, which aim to help students fulfill their subjectivity. However, when he analyzes (...)
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  15. Rethinking Humanism and Education Through Sloterdijk’s Rules for the Human Zoo.Jeong-Gil Woo - 2024 - Studies in Philosophy and Education 43 (3):223-241.
    This study examines the challenges of humanism and education in the 21st century as addressed by the German philosopher Peter Sloterdijk in his Elmau Speech (1999). In this lecture, titled _Rules for the Human Zoo_, Sloterdijk argues that the traditional notion of humanism, specifically “humanism as a literary society,” has reached its conclusion, necessitating the development of a new humanism appropriate for the contemporary era. However, the new concept of humanism emerging from what Sloterdijk terms the “anthropotechnic turn” appears to (...)
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  16. l'exercici de la ment oberta.Sergi Oms - 2023 - Convivium: revista de filosofía 36:101-127.
    This paper explores the most relevant proposals involving the notion of Open-Mindedness present in contemporary philosophy. After a short historical introduction, which allows us to establish some of the basic components of the notion of Open-mindedness, the paper presents the current theoretical context of the discussion: virtue epistemology. Two types of theories of Open-Mindedness are distinguished and reasons are given for focusing on one of them, whose three most relevant cases in the current literature are critically presented. The article discusses (...)
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  17. Using leverage points to reconsider the sociopolitical drivers of exclusion from education.Richard Ingram - forthcoming - Educational Philosophy and Theory.
    This article outlines how the international push for inclusive education cannot be aligned with current education systems centred on neoliberal ideals of individualism, measurement, and competition. The way that these systems are organised means that a proportion of (usually marginalised) students are necessarily excluded. In order to meaningfully address the global education crisis, that sees millions of children and young people either out of school or unengaged with learning, this ontological misalignment must be acknowledged, and discourse and engagement around it (...)
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  18. Philosophy of education: Thinking and learning through history and practice By JohnRyder. Lanham: Rowman and Littlefield, 2022. Pp. x + 275. [REVIEW]Avi I. Mintz - forthcoming - Metaphilosophy.
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  19. ChatGPT and the Writing of Philosophical Essays in advance.Markus Bohlmann & Annika M. Berger - forthcoming - Teaching Philosophy.
    Text-generative AI-systems have become important semantic agents with ChatGPT. We conducted a series of experiments to learn what teachers’ conceptions of text-generative AI are in relation to philosophical texts. In our main experiment, using mixed methods, we had twenty-four high school students write philosophical essays, which we then randomized to essays with the same command from ChatGPT. We had ten prospective teachers assess these essays. They were able to tell whether it was an AI or student essay with 78.7 percent (...)
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  20. Writing with ChatGPT in advance.Ricky Mouser - forthcoming - Teaching Philosophy.
    Many instructors see the use of LLMs like ChatGPT on course assignments as a straightforward case of cheating, and try hard to prevent their students from doing so by including new warnings of consequences on their syllabi, turning to iffy plagiarism detectors, or scheduling exams to occur in-class. And the use of LLMs probably is cheating, given the sorts of assignments we are used to giving and the sorts of skills we take ourselves to be instilling in our students. But (...)
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  21. The Genesis of Aesthetic Sensitivity in Carolina de Jesus: Challenges for Educators.Erika Natacha Fernandes de Andrade, Marcus Vinicius da Cunha & Tatiana Cristina Santana Viruez - 2024 - Studies in Philosophy and Education 43 (3):289-304.
    Brazilian writer Carolina Maria de Jesus (1914–1977) was born in a rural community and spent most of her life in a slum. Despite this, her literary work achieved remarkable editorial success, having its value recognized by critics and academic circles. This paper analyzes Carolina Maria de Jesus’s autobiographical narratives in the light of John Dewey’s aesthetic theory, with the purpose of investigating the factors responsible for the development of her aesthetic sensitivity – intellectual and emotional dispositions favorable to involvement with (...)
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  22. Negotiating White Complicity through Vigilantly Vulnerable Informed Humility: Response to Self.Barbara Applebaum - 2024 - Studies in Philosophy and Education 43 (3):329-335.
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  23. What “Vigilantly Vulnerable Informed Humility” Offers: Review of White Educators Negotiating Complicity (by Barbara Applebaum, 2022). [REVIEW]Elizabeth A. Self - 2024 - Studies in Philosophy and Education 43 (3):325-328.
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  24. A reflection on a womanist theologian’s endeavour to dismantle whiteness, through creating the Religious Education module ‘Black Religion and Protest’.Alexandra Brown - forthcoming - Journal of Philosophy of Education.
    In his seminal work After Whiteness: An Education in Belonging, Willie Jennings defines a concept he calls ‘whiteness’ and states that this plays the role of the ‘Paterfamilias’, a term born within the Greco-Roman period, which refers to the social system of rule and governance that was centred around the father-master archetype. During slavery, Jennings states that it was on the plantation that the life, logic, and social order of whiteness transpired. The more I engaged with Jennings’ work, the more (...)
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  25. Student Voices on GPT-3, Writing Assignments, and the Future College Classroom in advance.Bada Kim, Sarah Robins & Jihui Huang - forthcoming - Teaching Philosophy.
    This paper presents a summary and discussion of an assignment that asked students about the impact of Large Language Models on their college education. Our analysis summarizes students’ perception of GPT-3, categorizes their proposals for modifying college courses, and identifies their stated values about their college education. Furthermore, this analysis provides a baseline for tracking students’ attitudes toward LLMs and contributes to the conversation on student perceptions of the relationship between writing and philosophy.
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  26. The unknowable other and ethics of ungraspability: Education through the irrational.Sajad Kabgani - forthcoming - Educational Philosophy and Theory.
    The insistence on knowledge accumulation in modern educational discourses has led to the formation of exclusive dichotomies in various forms, most tangibly observable in the division of people into ‘knowledgeable’ and ‘unknowledgeable’. What underlies this dichotomy is a conception of rationality based on which knowledge is seen as an ‘instrument’ which must necessarily result in a usable, profitable product. From a Levinasian perspective, the latter situation inevitably, if not purposefully, leads to the formation of the Other being located at the (...)
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  27. ЧЕЛОВЕК В МИРЕ. МИР В ЧЕЛОВЕКЕ: АКТУАЛЬНЫЕ ПРОБЛЕМЫ ФИЛОСОФИИ, СОЦИОЛОГИИ, ПОЛИТОЛОГИИ И ПСИХОЛОГИИ.Sophia Polyankina (ed.) - 1974
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  28. Education and the Postmodern Condition.Michael Peters (ed.) - 1995 - Westport, Conn.: Bergin & Garvey.
    This collection of essays brings together a number of contributions on Lyotard's work made by philosophers, educationalists and sociologists around the special focus of education. Their intent is to examine Lyotard's notion of the postmodern condition and its relevance to education.
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  29. A Review of Gulson, Sellar, and Webb’s Algorithms of Education.Daniel Shussett - 2023 - Social Epistmology Review and Reply Collective 12 (5):8-13.
    A review of Gulson, Sellar, and Webb’s "Algorithms of Education: How Datafication and Artificial Intelligence Shape Policy" (2022) published on the Social Epistemology Reply and Review Collective.
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  30. Actualising Decolonisation: A Case for Anti-Colonising and Indigenising the Curriculum.George J. Sefa Dei & Alessia Cacciavillani - forthcoming - Journal of Philosophy of Education.
    Calls to decolonise education systems cannot be removed from broader social struggles. Scholars have engaged in theoretical discussions on what decolonisation entails, emphasising the need for transforming thoughts, beliefs, and practices. However, the lack of sustained engagement and widespread resistance to decolonising the curriculum remains evident (Shahjahan, Estera & Surla, 2021; Fataar, 2018; Margolis, 2001), underscoring the urgency to envision new futures and explore relationalities between educators and students.In this article, we delve into the evolving terminologies surrounding Decolonisation, Anti-Colonisation and (...)
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  31. Don’t Believe the Hype in advance.Benjamin Mitchell-Yellin - forthcoming - Teaching Philosophy.
    This paper argues that the threat Large Language Models (LLMs), such as ChatGPT, pose to writing instruction is both not entirely new and a welcome disruption to the way writing instruction is typically delivered. This new technology seems to be prompting many instructors to question whether essay responses to paper prompts reflect students’ own thinking and learning. This uneasiness is long overdue, and the hope is it leads instructors to explore evidence-based best practices familiar from the scholarship of teaching and (...)
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  32. Reviving the Philosophical Dialogue with Large Language Models in advance.Robert Smithson & Adam Zweber - forthcoming - Teaching Philosophy.
    Many philosophers have argued that large language models (LLMs) subvert the traditional undergraduate philosophy paper. For the enthusiastic, LLMs merely subvert the traditional idea that students ought to write philosophy papers “entirely on their own.” For the more pessimistic, LLMs merely facilitate plagiarism. We believe that these controversies neglect a more basic crisis. We argue that, because one can, with minimal philosophical effort, use LLMs to produce outputs that at least “look like” good papers, many students will complete paper assignments (...)
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  33. The Regenerative Liminalities of Global Citizenship Education.Nicholas Palmer - forthcoming - Journal of Philosophy of Education.
    Global citizenship education (GCE) is an active entanglement in the civic priorities of the planet. In recent research, the concept has emerged as a multivalent coalescence of being, an engagement with planetary tensions and revisions of cosmopolitan ideology. In this article, I argue for a theoretical interpretation of GCE reliant on liminal-oriented practice and the potentialities of regenerative agency. Privileging Axel Honneth’s interpretation of social freedom and Boaventura de Sousa Santos’ post-abyssal thinking, I argue that interfaces with the limit of (...)
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  34. Restorative Justice in Educational Settings and Policies: Bridging the East and West.Theo Gavrielides & Dennis Wong (eds.) - 2019 - London: RJ4All Publications.
    Edited by two leading restorative justice scholars from the West and East, this unique e-book bridges a gap in the literature by bringing together new evidence on the application of restorative practices in educational settings. The book has two aims. First, it builds a bridge between the restorative justice world in the East with that of the West. The volume demonstrates how similar the theoretical and practical experiences are in the two sides of the world. It presents us with evidence (...)
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  35. Philosophical Reflections on Teachers’ Ethical Dilemmas in a Global Pandemic.Sarah K. Gurr, Tatiana Geron, Daniella J. Forster & Meira Levinson - forthcoming - Studies in Philosophy and Education:1-21.
    The COVID-19 pandemic raised not only overwhelming practical challenges but also deep ethical dilemmas for educators. There have been few efforts to connect these challenges to either ethical dilemmas teachers faced in pre-pandemic times or to philosophical analyses of complex normative terrain of teachers’ work. We facilitated eleven discussion groups with 101 educators from seven countries on the dilemmas they faced due to COVID-19. Analysis of these sessions reveals how the pandemic amplified, exacerbated and augmented pre-pandemic educational dilemmas in ways (...)
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  36. The philosophy of emotions: Implementing character education through poetry.Kristian Guttesen - forthcoming - Educational Philosophy and Theory.
    This paper investigates the concept of emotion and its relevance to education via character education through the medium of poetry. The objective is to demonstrate the potential implementation of character education through poetry, and to show the intrinsic link between poetry and virtue, knowledge and reasoning. It is argued that poetry serves as a bridge between emotion and character education. The philosophy of emotions is explored through the works of Aristotle, Karin Bohlin and David Carr. Character education is understood in (...)
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  37. The impact of short-term pressures on students’ performances: An experimental study.Anh-Duc Hoang - forthcoming - International Education Journal: Comparative Perspectives.
    We conducted an experiment to determine the impact of short-term pressure on 1,228 Grade 8 students’ outcomes when performing simple math exercises. We required all students to complete 100 simple math questions for 90 seconds. We analysed students’ results and then divided them into three groups: (i) a control group who did nothing; (ii) a group who performed an easy task; and (iii) a group who performed a difficult task. Finally, we required all students to solve another 100 simple math (...)
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  38. Conquering illusions: Don Quixote and the educational significance of the novel.Wiebe Koopal & Stefano Oliverio - forthcoming - Journal of Philosophy of Education.
    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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  39. Can Conversational Thinking serve as a suitable pedagogical approach for philosophy education in African schools?Jonathan O. Chimakonam & L. Uchenna Ogbonnaya - forthcoming - Journal of Philosophy of Education.
    This article investigates whether Conversational Thinking can suitably serve as a pedagogical approach for philosophy education in African schools (primary and secondary levels). We argue that there is a need to introduce and teach philosophy in schools in Africa. Additionally, we argue that it would be apropos to adopt a decolonial approach in developing such curricula, which, amongst others, could accommodate African approaches to philosophy. We contend that African homegrown frameworks, such as Conversational Thinking, can serve as appropriate decolonial strategies (...)
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  40. Addressing Democracy and Its Threats in Education: Exploring a Pluralist Perspective in Light of Finnish Social Studies Textbooks.Pia Mikander & Henri Satokangas - forthcoming - Studies in Philosophy and Education:1-17.
    Democracy is increasingly being challenged, by disengagement and by anti-pluralist movements (Levitsky and Ziblatt in How Democracies Die: What History Reveals About Our Future, Viking, New York, 2018; Wikforss in _Därför demokrati. Om kunskapen och folkstyret_ [Because of this, democracy. On knowledge and people’s rule] Fri Tanke, 2021; Svolik et al. in J Democr 34(1):5–20, 2023). This article draws upon a theoretical discussion about democracy, pluralism, and threats to democracy. Departing from Dewey, Laclau, Mouffe, Young and Allen, we address democracy (...)
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  41. Teaching for human dignity: Making room for children and teachers in contemporary schools.Cara Furman, Sara Abu-Rumman, Joan Bradbury, Meghan Brindley & Allison Greer - forthcoming - Educational Philosophy and Theory.
    How do we teach for human dignity in a context where life is, generally speaking, not treated as precious? How do we carve spaces for humanity amidst inhumane contexts? In this paper, five experienced teachers share how they work from the cracks to expand spaces for human dignity in their schools. They write and act as teacher-philosophers, dually considering it means to teach for human dignity and practically speaking how it can be done.
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  42. Ensuring Genuine Assessment in Philosophy Education in advance.Lillian M. King Abadal - forthcoming - Teaching Philosophy.
    In this article, I will outline an assessment model that allows instructors to continuing assigning term papers and argumentative papers without compromising the authenticity of student assessment. This path forward relies upon a pseudo flipped classroom model in which students will complete a scaffolded term paper through a series of in-class assessments that build upon previously completed components. The final steps of completing this assignment will require producing a draft and final version of a traditional term paper outside of the (...)
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  43. The university as sanctuary: home and unhomeliness.Amanda Fulford & Áine Mahon - forthcoming - Journal of Philosophy of Education.
    Recent work at the confluence of Philosophy and Higher Education Studies has conceptualized the university as a place for belonging. The university, on this understanding, offers respite and refuge and familiarity; it is a place for insiders and outsiders to come together and to forge meaningful and lasting bonds. One of the interesting aspects about this body of scholarship is that its antithesis also exists. There is an equally compelling body of work in the philosophy of education that conceptualizes the (...)
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  44. The Nominalism Versus Realism Debate: Towards a Philosophical Rather than a Political Resolution.Richard S. Prawat - 2003 - Educational Theory 53 (3):275-311.
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  45. Revisiting Rancière’s ‘radical democracy’ for contemporary education policy analysis.Jane McDonnell - forthcoming - Educational Philosophy and Theory.
    Just over a decade on from a spike of interest in Jacques Rancière’s writing within educational philosophy and theory, I revisit his interventions on democracy and education to make the case for (re)engaging with Rancière’s writing now to address important questions about contemporary education policy, the role of schools in democratic societies and public debate over the curriculum. Specifically, I argue that Rancière’s interventions on the Platonism that characterises both ‘progressive’ and ‘traditional’ arguments about school curricula in such contexts offer (...)
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  46. A DIMENSÃO ONTOLÓGICA DO HOMEM EM ARISTÓTELES E MARX: FUNDAMENTANDO O EDUCANDO COMO SER POLÍTICOSOCIAL E DE TRABALHO NO PROCESSO EDUCACIONAL SOC.Marcelo Barboza Duarte - 2017 - Saberes: Revista Interdisciplinar de Filosofia e Educação (Issn 1984-3879) 1:125-137.
    Diante dos embates e dilemas que vive o Brasil após o ano de 2016, fundamentalmente no que diz respeito a educação pública brasileira, o presente trabalho procurou se debruçar, refletir e verificar a posição e situação do educando brasileiro no cenário social nacional, e sobretudo escolar. Levamos em conta como base de configuração do indivíduo-sujeito e estudante sua identidade enquanto ser biopsicossocial, isso na perspectiva Aristotélica e Marxista de homem, tanto como ser dotado de razão, emoção, vontade, social, político, teleológico (...)
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  47. A Historical Introduction to Continental Pedagogics from a North American Perspective.Anja Kraus & Rose Ylimaki - 2024 - Educational Theory 74 (2):201-223.
    This article aims to serve as an introductory discussion of the European Continental tradition of pedagogics, specifically from a North American perspective. It begins with an overview of the Continental tradition and its main figures. Here, we find a philosophical and, thus, language-sensitive attitude toward the human, the child; and a specific pedagogical terminology, i.e., descriptions and interpretations about the reality of education, such as educational practices, goals, norms, and organizational forms of educational institutions. John Dewey's educational theories exemplify the (...)
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  48. Gareth B. Matthews, The Child's Philosopher; Maughn Rollins Gregory and Megan Jane Laverty, eds.; Routledge, 2021, Pp. 278. [REVIEW]Gregory Lewis Bynum - 2024 - Educational Theory 74 (2):255-263.
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  49. Portrayals of Snow and Hermeneutics as an Early Childhood Educational Theory.David W. Jardine - 2024 - Educational Theory 74 (2):165-176.
    This paper is a combination of a grandfather's musings over his grandson's drawings, combined with a reconsideration of hermeneutics as an early childhood educational theory.
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  50. Rediscovery of Forgotten Dimensions of Pedagogical Practice from a Continental Perspective.Agnes Pfrang & Daniel J. Castner - 2024 - Educational Theory 74 (2):183-200.
    This article critically assesses contemporary empirical educational research, directing attention toward overlooked facets of pedagogical practice. Here, Agnes Pfrang and Daniel Castner raise questions about predominant psychological approaches to empirical educational research, instead advocating for a holistic viewpoint that encompasses the subtleties of educational situations and experiences. They highlight the learning atmosphere and pedagogical relationships as crucial dimensions often neglected by researchers. By delving into the historical evolution of the relationship between educational research and empirical pedagogy, the article underscores the (...)
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