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  1. Realistic Fantasies: Puzzles About What It is Like to Be Elizabeth Costello.Terence Rajivan Edward - manuscript
    In this paper, I present two puzzles arising from J.M. Coetzee’s novel Elizabeth Costello, a fiction which is closely connected to analytic philosophy.
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  2. Leading a Professional Learning Community for Teacher Educators: Inquiry Into College Principals Motives and Challenges.Maria Gutman - forthcoming - Teacher Development.
    The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured interviews underwent a thematic analysis that indicated two parallel journeys of PLC leadership: a journey of co-leading a PLC and cultivating creativity, and a journey of crystallizing intellectual identity and image through leading PLCs. The (...)
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  3. Critical Thinking and Epistemic Injustice: An Essay in Epistemology of Education.Alessia Marabini - 2022 - Cham, Switzerland: Springer.
    This book argues that the mainstream view and practice of critical thinking in education mirrors a reductive and reified conception of competences that ultimately leads to forms of epistemic injustice in assessment. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. This book contends that critical thinking competence should be at the heart of learning how to learn, but that much depends on how we understand critical thinking. It (...)
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  4. What Does Character Education Mean to Character Education Experts? A Prototype Analysis of Expert Opinions.Robert E. McGrath, Hyemin Han, Mitch Brown & Peter Meindl - 2022 - Journal of Moral Education 51 (2):219-237.
    Having an agreed-upon definition of character education would be useful for both researchers and practitioners in the field. However, even experts in character education disagree on how they would define it. We attempted to achieve greater conceptual clarity on this issue through a prototype analysis in which the features perceived as most central to character education were identified. In Study 1 (N = 77), we asked character education experts to enumerate features of character education. Based on these lists, we identified (...)
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  5. The German Logic of Emancipation and Biesta's Criticism of Emancipatory Pedagogy.Antti Moilanen & Rauno Huttunen - 2022 - Wiley: Educational Theory 71 (6).
    Educational Theory, Volume 71, Issue 6, Page 717-741, December 2021. -/- Gert Biesta has criticized Anglo-American and German models of emancipatory education. According to Biesta, emancipation is understood in these models as liberation that results from a process in which a teacher transmits objective knowledge to his or her students and cultivates student capabilities. He claims that this so-called modern logic of emancipation does not lead to freedom because it installs inequality, dependency, and mistrust in the pedagogical relationship. In this (...)
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  6. A Note From the Editors.Michael Coxhead, Aislinn O'Donnell & Kirstine Szifris - 2021 - Journal of Prison Education and Reentry 7 (2):88-102.
    Editorial to the Special Issue "Critical Reflections on Philosophy, Education, and Prison Sociology". The Issue focuses on the intersection of philosophy with prisons, prisoners, and prison research, particularly in prison education and prison sociology. It takes in a broad range of topics, including the role of philosophy in prisons and prison research; the value of formal programmes of philosophical education in prisons; issues of trust, freedom, collaboration, and power in the prison classroom; and critical perspectives on the relationship between education (...)
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  7. Emílio, ou Da Educação, considerações sobre o Livro 1.Sandro Rinaldi Feliciano & Mayara Maciel dos Santos - 2021 - In Pedro Amaro Brito & João Rodrigo Brito (eds.), Docência: processo do aprender e ensinar. Pedro & João Editores. pp. 61-76.
    This is a simple work, a Book review, in fact, that try to show Jean Jacques Rousseau ideas on the first book of Emile, or on Education, in their writes “The age of need” period between the birth and the 2 years of their fictional character Emile, -/- Doi: 10.13140/RG.2.2.18339.76324 -/- ISBN: 978-65-5869-160-0 [Impresso] 978-65-5869-159-4 [Digital].
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  8. Intrinsic Value and Educational Value.Jane Gatley - 2021 - Journal of Philosophy of Education 55 (4-5):675-687.
    Journal of Philosophy of Education, EarlyView.
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  9. Evaluation of Speakers by the Participants at a Training Academy in Bangladesh: Issues, Insights and Recommendations.Md Mahmudul Hoque - 2021 - Open Journal of Social Sciences 9 (10):22-35.
    Consistent evaluation of speakers is an integral part of any training program. Bangladesh Civil Service Administration Academy imparts training primarily for newly recruited administrative civil servants. Depending on both primary and secondary data, this study examines various issues related to the lack of credibility of the speaker-evaluation by the participants to provide deep insights and potential solutions. Secondary data was collected from 300 evaluation forms and the academic backgrounds of 20 regular speakers. A questionnaire-led survey was conducted among 36 participants (...)
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  10. Paradoxical Education: Learning to Unlearn What We Think We Have Learned.Zachary Isrow - 2021 - World Journal of Education and Humanities 3 (3):57-65.
    There is no shortage of pedagogical theories from the tradition formal methods of instruction to the free-play methods of unschooling. A sharp shift in education and instruction models took place with the introduction of critical pedagogy. The focus was no longer on the authority of the teacher and the submissive, passive approach taken by the learner, but rather on the engagement between the two. Still, even when critical pedagogy is utilized in a formal model of education something is missing from (...)
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  11. Sınıf Öğretmeni Adaylarının Tartışmaya Yönelik Öz-Yeterlikleri, Bilimin Doğasına Yönelik İnanışları ve Eleştirel Düşünmeleri Arasındaki İlişkinin İncelenmesi.Rabiya Kıran - 2021 - Dissertation, AYDIN ADNAN MENDERES ÜNİVERSİTESİ
    Bu araştırmanın ilk amacı, sınıf öğretmeni adaylarının tartışmaya yönelik özyeterlikleri, bilimin doğası inanışları ve eleştirel düşünmeleri arasında sınıf düzeyine göre anlamlı bir fark olup olmadığını incelemektir. İkinci amacı ise, sınıf öğretmeni adaylarının tartışmaya yönelik öz-yeterlikleri, bilimin doğası inanışları ve eleştirel düşünmeleri arasındaki ilişkilerin yapısal eşitlik modeli ile incelenmesidir. Araştırmanın modeli ilişkisel tarama çalışmasıdır. Araştırmanın örneklemini Aydın Adnan Menderes Üniversitesi, Dokuz Eylül Üniversitesi, Pamukkale Üniversitesi, Muğla Sıtkı Koçman Üniversitesi ve Afyon Kocatepe Üniversitesi Temel Eğitim Bölümü Sınıf Öğretmenliği programının birinci, ikinci, üçüncü (...)
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  12. Education, Consciousness and Negative Feedback: Towards the Renewal of Modern Philosophy of Education.Eetu Pikkarainen - 2021 - Philosophies 6 (25):25.
    Among the biggest challenges facing the contemporary human condition, and therefore also education, is responding to the climate crisis. One of the sources of the crisis is assumed to be _absent-mindedness_, presented by Leslie Dewart as a distortion of the development of human consciousness. Dewart’s poorly-known philosophical consciousness study is presented in this paper in broad outline. The problems in the study of consciousness, the most important of which are the qualitative representations—qualia—and the question of free will, are also briefly (...)
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  13. Kant on Thinking for Oneself and with Others—the Ethical a Priori, Openness and Diversity.Martin Sticker - 2021 - Journal of Philosophy of Education 55 (6):949-965.
    Journal of Philosophy of Education, EarlyView.
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  14. Lewis Stockwell Interviews Emile Bojesen on Forms of Education: Rethinking Educational Experience Against and Outside the Humanist Legacy. [REVIEW]Lewis Stockwell & Emile Bojesen - 2021 - Educational Philosophy and Theory 53 (13):1407-1410.
    The nature of educational experience is so variously defined as to be a significant point of debate before conversation on its merits or practice can take place. Emile Bojesen contends that educato...
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  15. Paul Goodman’ın Anarşist ve Özgürlükçü Eğitim Anlayışı: Escuela Moderna ve Summerhill School Örneği.Alper Bilgehan Yardımcı (ed.) - 2021 - Ankara, Türkiye: Doğu Batı Yayınları.
    Paul Goodman, 1960’larda modern Amerikan toplumunun organize sistemi içerisinde dönemin gençliğinin sorunlarını ön plana çıkaran ‘Growing Up Absurd: Problems of Youth in the Organized System’ (Saçmayı Büyütmek: Organize Sistemde Gençliğin Problemleri, 1960) eseri ile sosyal bir eleştirmen olarak ön plana çıkmıştır. Amerikalı bir düşünür olan Paul Goodman’ın kısa öyküler, romanlar, şiirler ve makalelerden oluşan çalışmaları, siyaset, sosyal teori, eğitim, kentsel tasarım, edebi eleştiri, hatta psikoterapi gibi geniş bir yelpazeye dağılmıştır. Onun temel argümanı (1960: 9-10) tek bir merkez etrafında örgütlenen teknoloji (...)
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  16. Critical Social Work Education as Democratic Paideía: Inspiration From Cornelius Castoriadis to Educate for Democracy and Autonomy.Phillip Ablett & Christine Morley - 2020 - In Christine Morley, Phillip Ablett, Carolyn Noble & Stephen Cowden (eds.), The Routledge Handbook of Critical Pedagogies for Social Work. London, UK: Routledge. pp. 176-188.
    The question of education for democratic ‘empowerment and liberation’, and how this might guide pedagogic practice is seldom raised and extremely challenging for social work education today. This chapter takes up the proposition that social work, through its educational practices, ‘can’ deliver on its promise of ‘democratic practice’ if democracy is understood as a process and not a predefined product. We argue that such a process and its embodiment in institutions cannot exist without the formation of radically democratic subjects, people (...)
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  17. Política y democracia. Apuntes y reflexiones en clave latinoamericana Ediciones Universidad Santo Tomás, 2020 Capítulo libro: ¿Dónde están los pobres? Teología y política.Osman Daniel Choque Aliaga - 2020 - Tunja, Boyacá, Colombia: Universidad Santo Tomás.
    Política y democracia. Apuntes y reflexiones en clave latinoamericana Ediciones Universidad Santo Tomás, 2020 Capítulo libro: ¿Dónde están los pobres? Teología y política.
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  18. The Mint Julep Consensus: An Analysis of Late 19th Century Southern and Northern Textbooks and Their Impact on the History Curriculum.Chara Haeussler Bohan, Lauren Yarnell Bradshaw & Wade Hampton Morris - 2020 - Journal of Social Studies Research 44 (1):139-149.
  19. Positioning Children׳s Literature to Confront the Persistent Avoidance of LGBTQ Topics Among Elementary Preservice Teachers.Lisa Brown Buchanan, Christina Tschida, Elizabeth Bellows & Sarah B. Shear - 2020 - Journal of Social Studies Research 44 (1):169-184.
    Using a queer theory and disrupting heteronormativity framework, we applied a model lesson in the elementary methods course to understand preservice teachers’ experiences with LGBTQ individuals and families and their beliefs about utilizing children׳s literature portraying LGBTQ families in the elementary classroom. Participants reported a range of personal experiences with LGBTQ individuals and families and relatively positive responses to the family text set presented but wavered on LGBTQ themed books due to perceived conflict, religious beliefs, and ideas about what is (...)
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  20. Innovations of Education Socialisation in Vietnam: From Participation Towards Privatisation.Thi Kim Phung Dang - 2020 - Educational Philosophy and Theory 52 (11):1173-1184.
    Education reforms worldwide, in both developed and developing countries, address the content of education programmes and/or changes education systems. There are different paths, and different socio...
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  21. Isonousía y pereza en el pensamiento de Jacques Rancière.Raquel Ferrández Formoso - 2020 - Daimon: Revista Internacional de Filosofía 2020 (80):109-124.
    La pedagogía es un tema crucial en el pensamiento de Rancière y juega un rol principal en su obra El maestro ignorante, texto que el presente escrito analiza y cuestiona. Su propuesta emancipadora establece como punto de partida una igualdad de inteligencias que en este escrito hemos denominado «isonousía», y según nuestra hipótesis, esta igualdad lleva aparejada una desigualdad de las voluntades (anisothelema). En consecuencia, la propuesta de Rancière no altera en absoluto “el orden explicador” que denuncia, pues el maestro (...)
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  22. A Utility Account of Liberal Education.Jane Gatley - 2020 - Philosophy of Education 2 (74):28-38.
    Western schooling has been dominated by some form of broad theoretical education since classical times; this sort of education has traditionally been termed a “liberal education.”1 Providing a coherent account of why a broad theoretical education is worthwhile is an important project given the pervasiveness of this model of education. One common account of the value of liberal education links a broad theoretical education with the intrinsic value of the knowledge transmitted. In this paper, I offer a different, utility-based account (...)
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  23. Can the New Welsh Curriculum Achieve its Purposes?Jane Gatley - 2020 - Curriculum Journal 31 (2):201-214.
    The New Welsh Curriculum sets itself apart from its predecessors through the use of explicit aims; these are the Four Purposes of the New Welsh Curriculum. At the same time, it sets out six Areas of Learning and Experience which incorporate traditional school subjects and emphasise the importance of providing a broad and balanced education. In this paper, I ask whether these two strands, the Four Purposes and the six Areas of Learning and Experience, can be united into a single (...)
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  24. Education and the Formation of the Multitude.Muzaffar Ali Malla - 2020 - In Murzban Jal & Jyoti Bawane (eds.), Theory and Praxis: Reflections on the Colonization of Knowledge. India:
    This chapter considers the “people” of any state as a manufactured homogenous entity and argues that the neo-liberal educational setup plays a cardinal role in their manufacture. As an alternative, I invoke Negri’s and Hardt’s conceptualization of “multitude” to both critique and look beyond the neo-liberal mechanizations of education. The multitude, I argue, sparks creativity and criticality owing to its emphasis on the immanent (rather than manufactured) forms of difference and divergence. I argue that critical pedagogy can play an important (...)
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  25. Epistemologia dell'educazione. Pensiero critico, etica ed Epistemic Injustice.Alessia Marabini - 2020 - Rome: Aracne editore.
    Contro una visione prettamente strumentale della razionalità, una tesi di questo libro è che il pensiero critico non può consistere solo di abilità di pensiero deduttivo o inferenziale, ma è più in generale espressione di abilità epistemiche e competenze etiche inerenti al processo della conoscenza intesa come questione complessa, poiché relativa alla formazione della persona che conosce e agisce nel mondo secondo determinati fini, valori, credenze. Una valutazione delle competenze che non tenga conto di questa differenza genera forme di ingiustizia (...)
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  26. Goldman and Siegel on the Epistemic Aims of Education.Alessia Marabini & Luca Moretti - 2020 - Journal of Philosophy of Education 54 (3):492-506.
    Philosophers have claimed that education aims at fostering disparate epistemic goals. In this paper we focus on an important segment of this debate involving conversation between Alvin Goldman and Harvey Siegel. Goldman claims that education is essentially aimed at producing true beliefs. Siegel contends that education is essentially aimed at fostering both true beliefs and, independently, critical thinking and rational belief. Although we find Siegel’s position intuitively more plausible than Goldman’s, we also find Siegel’s defence of it wanting. We suggest (...)
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  27. The Routledge Handbook of Critical Pedagogies for Social Work.Christine Morley, Phillip Ablett, Carolyn Noble & Stephen Cowden (eds.) - 2020 - London, UK: Routledge.
    The Routledge Handbook of Critical Pedagogies for Social Work traverses new territory by providing a cutting-edge overview of the work of classic and contemporary theorists, in a way that expands their application and utility in social work education and practice; thus, providing a bridge between critical theory, philosophy, and social work. Each chapter showcases the work of a specific critical educational, philosophical and/or social theorist including: Henry Giroux, Michel Foucault, Cornelius Castoriadis, Herbert Marcuse, Paulo Freire, bell hooks, Joan Tronto, Iris (...)
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  28. Ways of Life: Knowledge Transfer and Aboriginal Heritage Trails.Stephen Muecke & Jennifer Eadie - 2020 - Educational Philosophy and Theory 52 (11):1201-1213.
    Aboriginal Heritage Trails are a growing phenomenon in Australia. They come in all shapes and sizes, from mere signage to—in the case of the famous Lurujarri trail out of Broome, Western Australia—...
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  29. Can We Meet Our Mission? Examining the Professional Development of Social Studies Teachers to Support Students with Disabilities and Emergent Bilingual Learners.Ricky Dale Mullins, Thomas Williams, David Hicks & Sara Brooke Mullins - 2020 - Journal of Social Studies Research 44 (1):195-208.
  30. ОНЛАЙН-ОБРАЗОВАНИЕ: РЕОНТОЛОГИЗАЦИЯ ИЛИ ­ДЕОНТОЛОГИЗАЦИЯ?Sophia Polyankina - 2020 - Профессиональное Образование В Современном Мире 10 (1):3428 –3437.
    Проблемная цель статьи заключается в выявлении направления вектора развития современных образовательных систем в цифровую эпоху в сторону реонтологизации или деонтологизации образования. Целенаправленные цифровизация и коммодификация образования, способствующие воплощению в реальность положений этики трансгуманизма, влекут за собой трансформацию представлений о сущности образования, по масштабам сравнимую с внедрением массового образования в XX веке. Возникают новые способы построения онтологий образования, направленные на поиски основополагающих оснований данного феномена. Веками под образованием понимался процесс трансляции знаний, ценностей, норм поведения, способов деятельности от человека к человеку, вовлечение (...)
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  31. Learning in Sport: From Life Skills to Existential Learning.Noora Ronkainen, Kenneth Aggerholm, Tatiana Ryba & Jacquelyn Allen-Collinson - 2020 - Sport, Education and Society 25.
    Youth sport is habitually promoted as an important context for learning that contributes to a person’s broader development beyond sport-specific skills. A growing body of research in this area has operated within a life skills discourse that focuses on useful, positive and decontextualised skills in the production of successful and adaptive citizens. In this paper, we argue that the ideological discourse of life skills, underpinned by ideas about sport-based positive youth development, has unduly narrowed the research on learning in sport (...)
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  32. Eğitimde Araştırma Yöntemleri.Ayfer Sayın (ed.) - 2020 - Ankara, Türkiye: Nobel Akademik Yayıncılık.
    Bu bölüme bir bilmece ile başlayalım: Gerçekten görebildiğimiz bir şey değil. Kesinlikle dokunamaz, tadamaz, duyamaz veya koklayamayız. Yine de ne zaman baksak oradadır, dikkat çekmek için uğraştığımız her yerde onu kullanabiliriz. Onu bir kitabın sayfalarında, sabah gazetesinde veya videonun ekranının parlayan ışıklarda bulabiliriz. Bilim insanları onun genlerimizde ve yağmur ormanının yemyeşil karmaşıklığında depolandığını söylüyorlar.
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  33. Ceder, S. (2018). Towards a Posthuman Theory of Educational Relationality. Abingdon; New York, NY: Routledge.Sean Sturm - 2020 - Studies in Philosophy and Education 39 (4):447-451.
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  34. Eğitime Giriş.H. Ünsal (ed.) - 2020 - Ankara, Türkiye: NOBEL AKADEMİK YAYINCILIK.
  35. The Teacher-Student Relationship: An Existential Approach.Alison M. Brady - 2019 - Routledge.
    The teacher-student relationship, and how to define it, has often been an area of interest for educational researchers, perhaps because it seems to be so central to the very notion of education itself. Indeed, how might one conceive of the process of education without considering who it is that is being educated, and who it is that is educating? And yet, whilst there are various conceptions of what the role of the teacher is in relation to the student, there is (...)
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  36. Growing Democratic Citizenship Competencies: Fostering Social Studies Understandings Through Inquiry Learning in the Preschool Garden.Erin M. Casey, Cynthia F. DiCarlo & Kerry L. Sheldon - 2019 - Journal of Social Studies Research 43 (4):361-373.
  37. Reifying Common Sense: Writing the 6–12 Missouri Social Studies Content Standards.Alexander Cuenca & Andrea M. Hawkman - 2019 - Journal of Social Studies Research 43 (1):57-68.
  38. Counter-Narratives as Resistance: Creating Critical Social Studies Spaces with Communities.Tommy Ender - 2019 - Journal of Social Studies Research 43 (2):133-143.
  39. #FeesMustFall and the Decolonised University in South Africa: Tensions and Opportunities in a Globalising World.Dominic Griffiths - 2019 - International Journal of Educational Research 94:143-149.
    Colonialism’s legacy in South Africa includes persistent economic inequality which, since the country’s universities charge fees, bars many from higher education, perpetuating the marginalisation of those previously disadvantaged by the apartheid regime. In 2015-6, country-wide unrest raged across university campuses, as students protested the yearly cycle of tuition increases under the slogan #FeesMustFall, demanding “free, decolonised education”. Protests ended in December 2017 when the government announced a sliding-scale payment policy alleviating the economic burden for poorer students. This paper sets the (...)
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  40. Connecting Levels of Analysis in Educational Neuroscience: A Review of Multi-Level Structure of Educational Neuroscience with Concrete Examples.Hyemin Han - 2019 - Trends in Neuroscience and Education 17:100113.
    In its origins educational neuroscience has started as an endeavor to discuss implications of neuroscience studies for education. However, it is now on its way to become a transdisciplinary field, incorporating findings, theoretical frameworks and methodologies from education, and cognitive and brain sciences. Given the differences and diversity in the originating disciplines, it has been a challenge for educational neuroscience to integrate both theoretical and methodological perspective in education and neuroscience in a coherent way. We present a multi-level framework for (...)
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  41. Epistemic Corruption and Education.Ian James Kidd - 2019 - Episteme 16 (2):220-235.
    I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.
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  42. Unofficial and Unconventional Social Studies Spaces for Students of Color.LaGarrett J. King - 2019 - Journal of Social Studies Research 43 (2):91-95.
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  43. Peirce and Education - an Overview.Catherine Legg & Torill Strand - 2019 - Encyclopedia of Educational Philosophy and Theory.
    The philosophy of Charles S. Peirce (1839–1914) enhances our understanding of educational processes.
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  44. How Wisdom Can Help Solve Global Problems.Nicholas Maxwell - 2019 - In R. Sternberg, H. Nusbaum & J. Glueck (eds.), Applying Wisdom to Contemporary World Problems. London: Palgrave Macmillan. pp. 337-380.
    Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current global problems (...)
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  45. The Very Idea of an Educated Public: On Philosophical Education and MacIntyre's Project.Nathan Alexander Mueller - 2019 - Journal of Philosophy of Education 53 (1):94-110.
    In this paper, I aim to reconsider MacIntyre’s notion of an educated public. In particular, I aim to do so in light of his recent elucidation of the role of philosophical education in rejecting, or at least challenging, predominant and shared cultural assumptions. I begin by outlining MacIntyre’s original case for an educated public as found in The Idea of an Educated Public. I then briefly consider and respond to three prominent criticisms of MacIntyre’s original explication of the notion. In (...)
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  46. Social Studies Curriculum Integration in Elementary Classrooms: A Case Study on a Pennsylvania Rural School.Julie Ollila & Marisa Macy - 2019 - Journal of Social Studies Research 43 (1):33-45.
  47. “We Didn’T Have to Go Through Those Barriers”: Culturally Affirming Learning in a High School Affinity Group.Ryan Oto & Anita Chikkatur - 2019 - Journal of Social Studies Research 43 (2):145-157.
  48. “Calling Out” in Class: Degrees of Candor in Addressing Social Injustices in Racially Homogenous and Heterogeneous U.S. History Classrooms.Hillary Parkhouse & Virginia R. Massaro - 2019 - Journal of Social Studies Research 43 (1):17-31.
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  49. Students׳ Use of Data Visualizations in Historical Reasoning: A Think-Aloud Investigation with Elementary, Middle, and High School Students.Tamara L. Shreiner - 2019 - Journal of Social Studies Research 43 (4):389-404.
  50. Feminist Social Studies Teachers: The Role of Teachers’ Backgrounds and Beliefs in Shaping Gender-Equitable Practices.Kaylene M. Stevens & Christopher C. Martell - 2019 - Journal of Social Studies Research 43 (1):1-16.
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