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  1.  2
    Chinese Landscape Painting and the Study of Being: An Imagined Encounter Between Martin Heidegger and Xia Gui.Tyson E. Lewis & Li Xu - 2020 - Studies in Philosophy and Education 39 (3):309-320.
    In this paper, we pose a speculative encounter between Heidegger and the Chinese Song Dynasty landscape painter Xia Gui. Our intention is to reassess Heidegger’s theory of the fourfold. By placing the concept in a cross-cultural context, we argue that Heidegger was essentially correct in that the world is structured as a fold between interrelated elements. At the same time, we challenge the quantity and quality of the folded elements. If one turns to the work of Xia Gui in conjunction (...)
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  2.  2
    Errant Learning for a Foam World: Glissant, Sloterdijk, and the Foam of Pedagogy.Derek R. Ford - 2020 - Studies in Philosophy and Education 39 (3):245-256.
    Through an educational reading of Édouard Glissant and Peter Sloterdijk, this article draws out and develops latent pedagogical philosophies that bear distinct relationships to colonialism and struggles against and beyond colonialism. In particular, it identifies two related educational philosophies that propel colonization and, in turn, proposes a theory of errant learning that might undergird decolonization. It focuses on Glissant’s minor remarks about different conceptions of understanding in order to identify the grasping drive as the educational foundation of the colonizing apparatus. (...)
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  3.  4
    A Review of Naomi Hodgson and Stefan Ramaekers, 2019, Philosophical Presentations of Raising Children: The Grammar of Upbringing. Palgrave Macmillan. [REVIEW]Alexis Gibbs - 2020 - Studies in Philosophy and Education 39 (3):337-343.
  4.  3
    Response to Alexis Gibbs’ Review of Philosophical Presentations of Raising Children: The Grammar of Upbringing.Naomi Hodgson & Stefan Ramaekers - 2020 - Studies in Philosophy and Education 39 (3):345-348.
  5.  1
    Postdigital We-Learn.Petar Jandrić & Sarah Hayes - 2020 - Studies in Philosophy and Education 39 (3):285-297.
    This paper examines relationships between learning and technological change and argues that we urgently need new ways to approach what it means to learn in the context of a global Fourth Industrial Revolution. It briefly introduces the postdigital perspective, which considers the digital ‘revolution’ as something that has already happened and focuses to its reconfiguration. It claims that what we access, how we access it, what we do with it, and who then accesses what we have done, are important elements (...)
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  6.  4
    Gatherings of Studying: Looking at Contemporary Study Practices in the University.Jairo Jiménez - 2020 - Studies in Philosophy and Education 39 (3):269-284.
    This article is mainly about two things: first, exploring the gatherings of studying in the university. And second, it is about describing new relations to understand studying practices beyond the normative interventions carried out inside learning environments and the clearly demarcated functions imposed to their practice. In a certain sense, common assumptions about study recognize its importance for achieving learning goals and its capacity to be designed according to pre-conceived intentions. However, in an attempt to reconsider our understanding about studying, (...)
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  7.  2
    Studying in the Superdiverse City: System_D and the Challenge of Solidarity in Brussels.Hans Schildermans, Joke Vandenabeele, Joris Vlieghe & Piotr Zamojski - 2020 - Studies in Philosophy and Education 39 (3):257-268.
    In recent years, the relation between studying and learning has been a topic of debate. This article is mainly interested in a concept of study practices, conceived of as practices that are strongly engaged with issues of living together in a superdiverse city. Such practices firstly require to think the relation between studying and learning in other-than-oppositional terms, and secondly, to raise questions concerning the political role of education. The aim of the article is double in that it wants to (...)
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  8.  1
    Towards an Ubuntu Philosophy of Higher Education in Africa.Yusef Waghid - 2020 - Studies in Philosophy and Education 39 (3):299-308.
    African philosophy of higher education and its concomitant link to teaching and learning on the continent, is a concept that remains contestable, as much about African thought and practice is presumed to exist in narrative form. However, even if African thought and practice were to have existed in narrative form only, it would not necessarily be justifiable to dismiss an idea of African philosophy of higher education as seminal works by leading African scholars over the last few decades corroborate the (...)
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  9.  4
    Calibrating Study and Learning as Hermeneutic Principles Through Greco-Christian Seeing, Rabbinic Hearing, and Chinese Yijing Observing.Weili Zhao - 2020 - Studies in Philosophy and Education 39 (3):321-336.
    Study is recently re-invoked as an alternative educational formation to disrupt the learning trap and trope. This paper calibrates study and learning as two hermeneutic principles and correlates them with seeing, hearing, and observing as three onto-epistemic modes that respectively underpin Greco-Christian, Rabbinic, and ancient Chinese exegetical traditions. Linking study and learning with the hermeneutic issues of language, text, meaning, and reality, my calibration unfolds in four steps. First, I introduce an epistemic aporia encountered in interpreting some Chinese educational “wind” (...)
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  10.  1
    A Global Dialogue on Learning and Studying.Weili Zhao, Derek R. Ford & Tyson E. Lewis - 2020 - Studies in Philosophy and Education 39 (3):239-244.
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  11.  4
    Review of Igor Jasinski’s, Giorgio Agamben: Education Without Ends. [REVIEW]Tyson E. Lewis - 2020 - Studies in Philosophy and Education 39 (2):219-221.
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  12.  5
    Concerning the Question of Feasibility of Political-Civil Education: Israel as a Case Study.Eran Gusacov - 2020 - Studies in Philosophy and Education 39 (2):167-185.
    Educating students to become participatory citizens in their country is one of the explicit tasks of public education in a democratic-liberal state. In this article, I use civics education in Israel as a case study for the examination of the justification and the practicability of implementing political education in schools, as opposed to implementing its rivals –ideological education or a-political education. I argue that a liberal-democratic stance and its educational implication—political education—are two concepts submerged in ideology, and, as a result, (...)
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  13.  3
    Concerning the Question of Feasibility of Political-Civil Education: Israel as a Case Study.Eran Gusacov - 2020 - Studies in Philosophy and Education 39 (2):167-185.
    Educating students to become participatory citizens in their country is one of the explicit tasks of public education in a democratic-liberal state. In this article, I use civics education in Israel as a case study for the examination of the justification and the practicability of implementing political education in schools, as opposed to implementing its rivals –ideological education or a-political education. I argue that a liberal-democratic stance and its educational implication—political education—are two concepts submerged in ideology, and, as a result, (...)
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  14.  3
    Concerning the Question of Feasibility of Political-Civil Education: Israel as a Case Study.Eran Gusacov - 2020 - Studies in Philosophy and Education 39 (2):167-185.
    Educating students to become participatory citizens in their country is one of the explicit tasks of public education in a democratic-liberal state. In this article, I use civics education in Israel as a case study for the examination of the justification and the practicability of implementing political education in schools, as opposed to implementing its rivals –ideological education or a-political education. I argue that a liberal-democratic stance and its educational implication—political education—are two concepts submerged in ideology, and, as a result, (...)
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  15.  5
    The Other Side of Belonging.Mary Healy - 2020 - Studies in Philosophy and Education 39 (2):119-133.
    It is generally accepted that all humans have a profound need to belong and that a sense of ‘belonging together’ is a prerequisite for creating political communities. Many of our existing models for this ‘first person plural’ fail to fully account for the increased global mobility of persons which can all too often result in serial attachments at a superficial level or the problems that can arise with a growing fragility of all belonging. This article looks at the other side (...)
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  16.  5
    Response to the Review Symposium of Giorgio Agamben: Education without Ends. [REVIEW]Igor Jasinski - 2020 - Studies in Philosophy and Education 39 (2):233-237.
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  17.  7
    Self-Directedness and the Question of Autonomy: From Counterfeit Education to Critical and Transformative Adult Learning.Wojciech Kruszelnicki - 2020 - Studies in Philosophy and Education 39 (2):187-203.
    The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of adult learners’ self-awareness (...)
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  18.  2
    Self-Directedness and the Question of Autonomy: From Counterfeit Education to Critical and Transformative Adult Learning.Wojciech Kruszelnicki - 2020 - Studies in Philosophy and Education 39 (2):187-203.
    The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of adult learners’ self-awareness (...)
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  19.  1
    Self-Directedness and the Question of Autonomy: From Counterfeit Education to Critical and Transformative Adult Learning.Wojciech Kruszelnicki - 2020 - Studies in Philosophy and Education 39 (2):187-203.
    The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of adult learners’ self-awareness (...)
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  20.  2
    Self-Directedness and the Question of Autonomy: From Counterfeit Education to Critical and Transformative Adult Learning.Wojciech Kruszelnicki - 2020 - Studies in Philosophy and Education 39 (2):187-203.
    The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of adult learners’ self-awareness (...)
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  21.  12
    Nature in Our Experience: Bonnett, McDowell and the Possibility of a Philosophical Study of Human Nature.Koichiro Misawa - 2020 - Studies in Philosophy and Education 39 (2):135-150.
    Michael Bonnett has long attempted to rehabilitate the concept of nature, thereby challenging us to reconsider its profound implications for diverse educational issues. Castigating both ‘postmodern’ and ‘scientistic’ accounts of nature for failing to appreciate that nature is at once transcendent and normative, Bonnett proposes his phenomenology-inspired view of nature as the ‘self-arising’, which is bound up with the notion of ‘our experience of nature’. Despite its enormous strengths, however, Bonnett’s argument might obscure the ways in which the real issue (...)
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  22.  3
    The Rise, Fall, and Afterlife of Learning Styles: An Essay on Megarianism and Emancipation in Educational Potentiality.Michael P. A. Murphy - 2020 - Studies in Philosophy and Education 39 (2):205-217.
    The status of learning styles theory in educational studies is uncertain as we inhabit the liminal phase between the theory’s death as proclaimed by educational psychologists who avow to have disproven it and whatever afterlife will follow. At this moment, with both past and future in view, that we have an opportunity to reflect on the foundational assumptions of the theory. Engaging in the growing community of Agambenian philosophy of education and the ongoing dialogue around educational potentiality, this article approaches (...)
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  23.  1
    The Rise, Fall, and Afterlife of Learning Styles: An Essay on Megarianism and Emancipation in Educational Potentiality.Michael P. A. Murphy - 2020 - Studies in Philosophy and Education 39 (2):205-217.
    The status of learning styles theory in educational studies is uncertain as we inhabit the liminal phase between the theory’s death as proclaimed by educational psychologists who avow to have disproven it and whatever afterlife will follow. At this moment, with both past and future in view, that we have an opportunity to reflect on the foundational assumptions of the theory. Engaging in the growing community of Agambenian philosophy of education and the ongoing dialogue around educational potentiality, this article approaches (...)
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  24.  3
    Paradigmatic Vocation: Review of Igor Jasinski’s, Giorgio Agamben: Education Without Ends. [REVIEW]Harvey Shapiro - 2020 - Studies in Philosophy and Education 39 (2):227-231.
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  25.  1
    Paradigmatic Vocation: Review of Igor Jasinski’s, Giorgio Agamben: Education Without Ends: 2018, Springer, Cham, Switzerland. [REVIEW]Harvey Shapiro - 2020 - Studies in Philosophy and Education 39 (2):227-231.
  26.  2
    Education, Life and Study: Some Reflections on Igor Jasinski’s Giorgio Agamben—Education Without Ends. [REVIEW]Joris Vlieghe - 2020 - Studies in Philosophy and Education 39 (2):223-226.
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  27.  4
    The Affective Modes of Right-Wing Populism: Trump Pedagogy and Lessons for Democratic Education.Michalinos Zembylas - 2020 - Studies in Philosophy and Education 39 (2):151-166.
    This paper argues that it is important for educators in democratic education to understand how the rise of right-wing populism in Europe, the United States and around the world can never be viewed apart from the affective investments of populist leaders and their supporters to essentialist ideological visions of nationalism, racism, sexism and xenophobia. Democratic education can provide the space for educators and students to think critically and productively about people’s affects, in order to identify the implications of different affective (...)
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  28.  1
    The Affective Modes of Right-Wing Populism: Trump Pedagogy and Lessons for Democratic Education.Michalinos Zembylas - 2020 - Studies in Philosophy and Education 39 (2):151-166.
    This paper argues that it is important for educators in democratic education to understand how the rise of right-wing populism in Europe, the United States and around the world can never be viewed apart from the affective investments of populist leaders and their supporters to essentialist ideological visions of nationalism, racism, sexism and xenophobia. Democratic education can provide the space for educators and students to think critically and productively about people’s affects, in order to identify the implications of different affective (...)
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  29.  5
    Sophistry in Vygotsky: Contributions to the Rhetorical and Poetic Pedagogy.Erika Natacha Fernandes de Andrade & Marcus Vinicius da Cunha - 2020 - Studies in Philosophy and Education 39 (1):85-99.
    This work relates L. S. Vygotsky’s theory to the rhetorical and poetic pedagogy, which is a set of educational ideas and practices derived from the philosophical-educational tradition initiated by the Sophists. It is verified that the Vygotskyan concepts contribute to broaden the foundations of poetic and rhetorical pedagogy, presenting a psychology of language that integrates decorum, kairos and antilogical argumentation within aesthetic experiences; communication sustains knowledge and reflection of reality, aiming at the strengthening of the individual’s identity, the education of (...)
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  30.  10
    Deweyan Democracy, Neoliberalism, and Action Research.Luis Sebastián Villacañas de Castro - 2020 - Studies in Philosophy and Education 39 (1):19-36.
    This article aims to establish a line of continuity between John Dewey’s democratic and educational ideals and the practice of action research, to justify that the latter affords an adequate means to enact Dewey’s ideals against the destructive challenges that neoliberalism poses to democracy today. This aim involves three ideas that will be developed in three corresponding sections. After the Introduction, the first section analyzes at length the main tenets of Dewey’s thoughts about democracy by emphasizing the role of the (...)
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  31.  4
    Interruptions: Cultivating Truth-Telling as Resistance with Pre-Service Teachers.Cara E. Furman - 2020 - Studies in Philosophy and Education 39 (1):1-17.
    As ethical agents, teachers regularly must decide whether compliance to rules and norms is in the best interest of their students. Yet, teachers in the United States are educated to be passively obedient. In this paper, I argue that part of pre-service teacher education ought to learn ways of resisting. I describe one approach to verbal resistance, what Michel Foucault calls Truth-Telling. Building on a qualitative self-study with pre-service teachers, I explain how a form of team-teaching called Interruptions can promote (...)
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  32.  8
    The Question of a Thing-Centred View of Education: Notes on Vlieghe and Zamojski’s Towards an Ontology of Teaching.Stefano Oliverio - 2020 - Studies in Philosophy and Education 39 (1):103-107.
  33.  17
    Teaching and the Claim of Bildung: The View from General Didactics.Thomas Rucker - 2020 - Studies in Philosophy and Education 39 (1):51-69.
    In this article, I propose a systematization of various aspects of Bildung-supportive teaching, as described in the context of German-language general didactics. I start by describing teaching as the basic form of education in which one person helps another to acquire knowledge. I then clarify the concept of Bildung. It is suggested that Bildung be understood as a process in which an individual deals self-actively with the world and thereby develops a multi-dimensioned ability to self-determination under the claim of morality. (...)
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  34.  5
    On Swimming and Sweaters. A Response to Vlieghe and Zamojski’s Towards an Ontology of Teaching.Hans Schildermans - 2020 - Studies in Philosophy and Education 39 (1):109-112.
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  35.  5
    Knowing, Understanding, Living, Dissenting and Countering: The Educational Moment in the Enhancement of Democratic Citizenship.Paolo Scotton - 2020 - Studies in Philosophy and Education 39 (1):71-84.
    Education is commonly considered to be a transformational practice that contributes both to forging the personality of individuals and to promoting social entanglements. For this reason, education always has a normative character that rests on a particular concept of what humanity and society should be. However, educational policies and practices are frequently unaware of these theoretical presuppositions, and for this reason, they frequently appear to act in a naïve and superficial manner. This is particularly the case for citizenship education, which, (...)
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  36.  6
    Bernstein as an Artful Teacher.Lewis Tyson - 2020 - Studies in Philosophy and Education 39 (1):101-102.
  37.  7
    Taking Up the Threads: The Aesthetic, Temporal, and Political Dimensions of Teaching.Joris Vlieghe & Piotr Zamojski - 2020 - Studies in Philosophy and Education 39 (1):113-117.
  38.  15
    From the Ethic of Hospitality to Affective Hospitality: Ethical, Political and Pedagogical Implications of Theorizing Hospitality Through the Lens of Affect Theory.Michalinos Zembylas - 2020 - Studies in Philosophy and Education 39 (1):37-50.
    The point of departure of this article is that hospitality in education has not been theorized in terms of emotion and affect, partly because its law have been discussed in ways that have not paid much attention to the role of emotion and affect. The analysis broadens our understanding of the ethics and politics of hospitality by considering it as a spatial and affective relational practice. In particular, concepts from affect theory such as the notion of affective atmospheres and atmospheric (...)
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