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  1. Solitude and Self‐Realisation in Education.Julian Stern & Małgorzata Wałejko - forthcoming - Journal of Philosophy of Education.
    Journal of Philosophy of Education, EarlyView.
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  • Holden's Public University and its Rawlsian Silence on Religion.Jim Mackenzie - 2012 - Educational Philosophy and Theory 44 (7):686-706.
    Robert H. Holden, in ‘The Public University's Unbearable Defiance of Being’ argues that the public university ought to welcome the infusion of relevant beliefs, including religious ones, in carrying out its research and teaching responsibilities. In this paper, I examine whether he has shown that some opinions are suppressed, whether he has shown that other views are hegemonic, the central argument that lies behind his thinking, and then consider the educational consequences of his position.
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  • 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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  • Proteus Rising: Re-Imagining Educational Research.Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):183-198.
    The idea that educational research should be 'scientific', and ideally based on randomised control trials, is in danger of becoming hegemonic. In the face of this it seems important to ask what other kinds of educational research can be respectable in their own different terms. We might also note that the demand for research to be 'scientific' is characteristically modernist, and thus arguably local and temporary. It is then tempting to consider what non-modernist approaches might look like. The purpose of (...)
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  • The Educational Importance of Self-Esteem.Matt Ferkany - 2008 - Journal of Philosophy of Education 42 (1):119-132.
    Some philosophers of education have recently argued that educators can more or less ignore children's global self-esteem without failing them educationally in any important way. This paper draws on an attachment theoretic account of self-esteem to argue that this view is mistaken. I argue that understanding self-esteem's origins in attachment supports two controversial claims. First, self-esteem is a crucial element of the confidence and motivation children need in order to engage in and achieve educational pursuits, especially in certain domains of (...)
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  • Deep Epistemic Vices.Ian James Kidd - 2018 - Journal of Philosophical Research 43:43-67..
    Although the discipline of vice epistemology is only a decade old, the broader project of studying epistemic vices and failings is much older. This paper argues that contemporary vice epistemologists ought to engage more closely with these earlier projects. After sketching some general arguments in section one, I then turn to deep epistemic vices: ones whose identity and intelligibility depends on some underlying conception of human nature or the nature of reality. The final section then offers a case study from (...)
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  • Emotional Speech Acts and the Educational Perlocutions of Speech.Renia Gasparatou - 2016 - Journal of Philosophy of Education 50 (3):319-331.
    Over the past decades, there has been an ongoing debate about whether education should aim at the cultivation of emotional wellbeing of self-esteeming personalities or whether it should prioritise literacy and the cognitive development of students. However, it might be the case that the two are not easily distinguished in educational contexts. In this paper I use J.L. Austin's original work on speech acts to emphasise the interconnection between the cognitive and emotional aspects of our utterances, and illustrate how emotional (...)
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