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  1.  2
    A Life-or-Death Dichotomy: Response to Pagès, Peters, Roberts, and Saito.René V. Arcilla - 2022 - Studies in Philosophy and Education 41 (3):383-388.
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  2.  3
    Accounting for Oneself in Teaching: Trust, Parrhesia, and Bad Faith.Alison M. Brady - 2022 - Studies in Philosophy and Education 41 (3):273-286.
    This paper seeks to reconceptualise the basis for trusting teachers in current educational discourses. It proposes moving away from trust based on ‘absolute accuracy’ to trust as encapsulated in the practice of parrhesia. On the surface, parrhesia appears to be the opposite of Sartre’s concept of ‘bad faith’. Paradoxically, however, our attempts to be sincere in our accounts are inevitably tainted by this. This paradox is especially evident in autobiographical writing, an activity that is both parrhesiastic in nature and susceptible (...)
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  3.  2
    To Ask Questions of the Universe: Confronting Habitus for Racial Equity with Descriptive Inquiry.Cara E. Furman & Cecelia E. Traugh - 2022 - Studies in Philosophy and Education 41 (3):307-323.
    This paper is premised on the understanding that racism is deeply and widely entrenched in our culture and the ethical claim that we operate within complex networks of habituated practices. Within this framework, we ask how do we disrupt these calcified, complex, and racist ways of being? Specifically, we explore how teachers are habituated into particular ways of seeing and acting. We argue generally that conscious cultivation can promote greater equity and specifically that changing teacher talk is a necessary part (...)
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  4.  4
    Plato, the Poets, and the Philosophical Turn in the Relationship Between Teaching, Learning, and Suffering.Avi I. Mintz - 2022 - Studies in Philosophy and Education 41 (3):259-271.
    Greek literature prior to Plato featured two conceptions of education. Learning takes place when people encounter “teacher-guides”—educators, mentors, and advisors. But education also occurs outside of a pedagogical relationship between learner and teacher-guide: people learn through painful experience. In composing his dramatic dialogues, Plato appropriated these two conceptions of education, refashioning and fusing them to present a new philosophical conception of learning: Plato’s Socrates is a teacher-guide who causes his interlocutors to learn through suffering. Socrates, however, is not presented straightforwardly (...)
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  5.  1
    Wim Wenders’s Road Movie Philosophy Education Without Learning: Series on Philosophies of Education in Art, Cinema and Literature, Bloomsbury Academic, 2020, ISBN: HB: 978-1-3501-1042-7.Anna Pagès - 2022 - Studies in Philosophy and Education 41 (3):379-382.
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  6.  2
    The Road is a Dangerous Place.William Peters - 2022 - Studies in Philosophy and Education 41 (3):363-367.
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  7.  2
    Arcilla, R.V. (2020). Wim Wenders’s Road Movie Philosophy: Education Without Learning. London: Bloomsbury Academic. 157 pages. ISBN: 978-1-3501-1042-7. REVIEW. [REVIEW]Peter Roberts - 2022 - Studies in Philosophy and Education 41 (3):375-377.
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  8.  2
    Review of René V. Arcilla's Wim Wenders’s Road Movie Philosophy: Education Without Learning. [REVIEW]Naoko Saito - 2022 - Studies in Philosophy and Education 41 (3):369-374.
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  9.  4
    Necessarily Free: Why Teachers Must be Free.Orit Schwarz-Franco - 2022 - Studies in Philosophy and Education 41 (3):325-343.
    Teachers are necessarily free. The present article discusses the dual meaning of this necessity. The first meaning relates to freedom as an inevitable aspect of the actual reality in the classroom ; the second to teachers’ freedom as the ideal condition, or a prerequisite for optimal teaching. Existentialist philosopher Jean-Paul Sartre argued that human beings are “condemned to be free” and demanded that freedom be considered an imperative value. Philosopher of education Joseph Schwab, who analysed the practical nature of teaching, (...)
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  10.  4
    Adding a Register of Relational Justice: A Fuller Picture of the Debate Around No-Excuses Schools.Spencer J. Smith - 2022 - Studies in Philosophy and Education 41 (3):287-305.
    Most studies of No-Excuses charter schools are distributive in nature. They answer a question of distributive justice: do these schools adequately close the academic achievement gap that exists in America between white and Black or Hispanic students? When discussion of No-Excuses schools is limited to their distributive worth, critics of No-Excuses schools are trapped. Are they really against high academic achievement, supporters of No-Excuses schools might say. This analysis seeks to escape this trap by proposing and doing an analysis of (...)
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  11.  1
    The Uncanny Challenge of Self-Cultivation in the Anthropocene.Jan Varpanen, Antti Saari, Katri Jurvakainen & Johanna Kallio - 2022 - Studies in Philosophy and Education 41 (3):345-362.
    Self-cultivation—taking pedagogical action to educate oneself—is an integral part of non-formal adult education. Ever since Greek antiquity, it has been a central ingredient in the western philosophical and educational tradition. However, we argue that the global challenges that have emerged in the present era of the ecological crisis call for a new kind of understanding of this basic educational phenomenon. Based in particular on recent work in dark ecology and its central concept of the ‘uncanny’, we outline a few key (...)
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  12.  8
    The Aesthetics of Life: More than Ethics and Morality: Alternative Thoughts on the Tradition of Aesthetics.Kaveh Dastooreh - 2022 - Studies in Philosophy and Education 41 (2):173-189.
    This paper explores the general characteristics of the aesthetics of life. Our approach will be in thinking about the aesthetics of life as a domain independent from the realms of ethics and morality. This thesis discusses some of the theoretical debates around those concepts. The notion of ‘pleasure’ in those practices will be discussed as the one that gives shape to ‘the art of life’. Pleasure also makes it possible for a person to perform these practices for a long period (...)
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  13.  8
    Teaching Philosophy of Science to Science Students: An Alternative Approach.Ragnar Fjelland - 2022 - Studies in Philosophy and Education 41 (2):243-258.
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  14.  8
    What Renders a Witness Trustworthy? Ethical and Curricular Notes on a Mode of Educational Inquiry.David T. Hansen & Rebecca Sullivan - 2022 - Studies in Philosophy and Education 41 (2):151-172.
    Bearing witness is a familiar if diversely employed concept. On the one hand, it concerns the accuracy and validity of practical affairs, for example in a court of law, at a wedding, or in a law office. On the other hand, the term can embody powerful religious, social, and/ or moral meaning, whether in bearing witness to historical trauma and human suffering, or in paying heed to everyday, seemingly ordinary aspects of nature and of human life. In this article, we (...)
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  15.  3
    Education for Critical Community and the Pedagogy of Asylum: Two Responses to the Crisis Of University Education.Leszek Koczanowicz & Rafał Włodarczyk - 2022 - Studies in Philosophy and Education 41 (2):191-209.
    The current heated debate on the deteriorating status of the university raises a range of pertinent questions, including: What role can the humanities play in culture today in the face of the crisis of higher education? To answer this question, the authors begin by problematizing the relationship between culture, the humanities, and education. In the second part of the paper, they examine the changing role of the humanities in conjunction with the understandings of culture, and outline three salient ways in (...)
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  16.  3
    The Skin as Seen: Thinking Through Racialized Subjectivities and Pedagogy with Levinas.Lana Parker - 2022 - Studies in Philosophy and Education 41 (2):227-242.
    From a Levinasian perspective, the interaction between two people is an ethical encounter, a face-to-face interaction that calls the subject into question and renders them vulnerable to the ritual of rupture. But what if your embodiment renders you, in the moment of encounter, less than human? How can we bring the imperative of pre-ontological responsibility to bear on the present moment, fractured as we are in our understandings of embodiment and the hauntings of history? In this paper, I hope to (...)
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  17.  4
    An Odd Coupling: Nietzsche and W.E.B. Du Bois on 21st Century Philosophy of Education.Charles C. Verharen - 2022 - Studies in Philosophy and Education 41 (2):211-225.
    This essay contrasts Nietzsche’s remarks on elite education with W.E.B. Du Bois’ demand for democratized education. The essay takes their remarks as springboards for a twenty-first century philosophy of education rather than an historical account of their philosophies. Both thinkers cultivated Kant and Hegel’s dream that the spirit of freedom guided by reason would unite all the world’s peoples. Both held that education was key to realizing the dream. Their judgments about qualifying for education separated them. Nietzsche insisted that only (...)
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  18.  4
    From Instrumental to Integral Mindfulness: Toward a More Holistic and Transformative Approach in Schools.Rodrigo Brito, Stephen Joseph & Edward Sellman - 2022 - Studies in Philosophy and Education 41 (1):91-109.
    Although the implementation of mindfulness-based interventions in educational contexts appear to have demonstrated some benefits for students and teachers in research studies conducted over the last two decades, there are also those who criticize MBI’s for their instrumental focus. Exploring this debate, this article offers a case for the implementation of a more holistic and integral approach to mindfulness in educational settings. It will draw upon the philosophical legacy of Martin Heidegger and other critical theorists, who contest the dominant framing (...)
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  19.  6
    Dispositions and Influences.Alexander D. Carruth - 2022 - Studies in Philosophy and Education 41 (1):113-116.
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  20.  5
    The Rationality of Holding Beliefs and the Propositional Content of the Curriculum.Jane Gatley - 2022 - Studies in Philosophy and Education 41 (1):117-119.
  21.  4
    Teaching Online in an Ethic of Hospitality: Lessons from a Pandemic.Rebeca Heringer - 2022 - Studies in Philosophy and Education 41 (1):39-53.
    With the outbreak of COVID-19 pandemic in 2020, teaching online became a norm for universities in Canada. Besides the challenges of teaching topics that may be impossible to be taught online, a major issue that the mandatory physical distancing brought is the relationality between teachers and students. In order to investigate how educators were making sense of such changes, semi-structured interviews were conducted with 12 education professors across Canada. In light of Derrida’s and Ruitenberg’s ethic of hospitality, this paper explores (...)
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  22.  3
    Commentary on Children, Religion and the Ethics of Influence.Ben Kotzee - 2022 - Studies in Philosophy and Education 41 (1):121-125.
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  23.  6
    Is religious neutrality possible? A response to Children, Religion and the Ethics of Influence.Neil Levy - 2022 - Studies in Philosophy and Education 41 (1):127-130.
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  24.  2
    To Do or To Listen? Student Active Learning vs. the Lecture.Pål Anders Opdal - 2022 - Studies in Philosophy and Education 41 (1):71-89.
    This paper is a discussion of the concept ‘student active forms of learning’. It aims not at conclusions, but at a perspicuous representation—a map for future navigation and understanding of the concept. From the perspective of philosophy of education, I characterize and discuss issues relating to student active learning in the paper. The context for my discussion is higher education. Further, I contrast student active learning to a form of learning that is allegedly passive, the lecture, which traditionally is the (...)
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  25.  3
    A Criterion of Scale and Quasi-Religion: A Reply to Tillson.Samuel D. Rocha - 2022 - Studies in Philosophy and Education 41 (1):131-133.
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  26.  7
    Teaching as Altered Knowledge: Rethinking the Teaching Practice with Michel De Certeau.Federico Rovea - 2022 - Studies in Philosophy and Education 41 (1):55-69.
    Michel De Certeau’s scholars have rarely explored the pedagogical potential of the French thinker’s thought. This paper aims at reconstructing the question of the teaching practice in De Certeau’s works and, building on such reconstruction, it proposes a possible ‘heterological’ comprehension of teaching. Moving from an early writing dealing specifically with the teacher’s identity, the paper shows how the famous dyad of strategies and tactics exposed in The practice of everyday life can be usefully applied to teaching and studying and (...)
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  27.  8
    Grammars of “Onlife” Identities: Educational Re-significations.Alberto Sánchez-Rojo, Ángel García del Dujo, José Manuel Muñoz-Rodríguez & Arsenio Dacosta - 2022 - Studies in Philosophy and Education 41 (1):3-19.
    Identity has been widely understood in Western societies as a specular construction that operates simultaneously both from within and from outside oneself. However, this process is fiercely changing in a world in which almost every human action is mediated by information and communication technologies. This paper, from a theoretical perspective, aims to discover the main educational implications of this change. For that purpose, we first consider the traditional meaning and process of forming the self in Western culture. Afterwards, we identify (...)
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  28.  5
    Thinking About Pedagogy: A Collection of Articles.Amy B. Shuffelton - 2022 - Studies in Philosophy and Education 41 (1):1-2.
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  29.  6
    Rationality, Religious Belief, and Shaping Dispositions: Replies to Carruth, Gatley, Levy, Kotzee and Rocha.John Tillson - 2022 - Studies in Philosophy and Education 41 (1):135-149.
  30.  4
    Children, Religion and the Ethics of Influence: An Overview.John Tillson - 2022 - Studies in Philosophy and Education 41 (1):111-112.
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  31.  4
    The Presence of the Body in Digital Education: A Phenomenological Approach to Embodied Experience.Carlos Willatt & Luis Manuel Flores - 2022 - Studies in Philosophy and Education 41 (1):21-37.
    In a context of pervasive digitalization of the social world, both before and during the COVID-19 pandemic, the field of education has undergone major changes with the development of digital practices and settings. However, the physical presence of the subjects and the body remain something primordial and irreplaceable in traditional educational processes. Thus, it is often assumed that virtuality is opposed to the corporeal reality of the subjects involved in teaching, learning and studying. In this paper we aim to critically (...)
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