Educational Theory

ISSN: 0013-2004

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  1.  17
    Taking Education Seriously: The Ongoing Challenge.Gert Biesta - 2024 - Educational Theory 74 (3):434-448.
  2.  19
    Normative Case Studies and Thought Experiments: How They Differ and Why We Need Both.Harry Brighouse - 2024 - Educational Theory 74 (3):329-339.
    Thought experiments and normative case studies can play different and complementary roles in moral and political philosophizing. Thought experiments help us to sculpt and refine normative concepts and alert us to contradictions between intuitive judgments and basic principles, or among intuitive judgments, thus informing our reflective equilibrium about what fundamentally matters. Normative case studies assist us in judging how to trade off conflicting values in specified circumstances. Engaging with a sufficient number of well-wrought normative case studies can thus inform our (...)
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  3.  14
    What Comparisons Can Do for Normative Theory.Juan Espíndola - 2024 - Educational Theory 74 (3):312-320.
    This essay defends the use of empirical comparative analysis in the development of normative inquiry. In it, Juan Espíndola argues that comparisons between two or more carefully crafted cases can help us appreciate the relevant contextual considerations that must be factored into normative analysis. In the social sciences, comparisons are used to control whether a generalization holds across cases, for explanatory purposes. Comparisons have a controlling function. With respect to normative endeavors, Espíndola contends, comparisons can play a similar function. They (...)
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  4.  13
    Normative Case Studies, Reflective Equilibrium, and the Ethics of Belief in Teacher Education.Daniella J. Forster - 2024 - Educational Theory 74 (3):340-349.
    Education professionals, such as teachers, policymakers, and school leaders, come to ethical deliberation with diverse views based not only on their different role obligations but also on different epistemic and moral norms. In this paper Daniella Forster argues that mental normativity — the ethics of belief — has professional implications especially significant in education, given the narrowing of teacher education and the polarization of public discourse about educational issues. Using case studies may be useful method for increasing interpersonal reflective equilibrium (...)
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  5.  12
    Theorizing to Cases: A Methodological Approach to Qualitative Normative Cases.Lauren Gatti & Paula McAvoy - 2024 - Educational Theory 74 (3):350-357.
    In this article, Lauren Gatti and Paula McAvoy explain the interdisciplinary methods that they used for developing a theory of professional judgment for teachers that they call the Ethical Long View. In developing the theory, they engaged in empirical inquiry through the solicitation of dilemmas from practicing teachers using an online survey (N = 127) and follow-up interviews with a subset of survey participants (N = 11). The interviews were developed into qualitative normative cases, which are richly described vignettes of (...)
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  6.  16
    The Ethics of World‐Building in Normative Case Studies.Tatiana Geron & Meira Levinson - 2024 - Educational Theory 74 (3):293-300.
    Normative case studies are designed to offer richly detailed “worlds of possibility” that invite complex reflection and discussion about authentic ethical dilemmas in education. In this essay, Tatiana Geron and Meira Levinson argue that authors' choices of what details to include in a case are themselves ethical decisions that require significant ethical responsibility. Case details can shape which avenues of ethical inquiry are open to readers, whether and how institutional and structural conditions get considered, whose perspectives are included and legitimized, (...)
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  7.  15
    Conceptualizing Socialization, Qualification, and Subjectification as Purposes of Education†.Sara Juvonen, Heidi Huilla, Sonja Kosunen, Martin Thrupp & Auli Toom - 2024 - Educational Theory 74 (3):389-410.
    The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the education of individual students. The domain of socialization sets the stage for the domains (...)
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  8.  29
    Educational Case Studies and Speaking for Others.Jennifer M. Morton - 2024 - Educational Theory 74 (3):321-328.
    We have good reasons to be concerned about the underrepresentation of historically marginalized people's perspectives from philosophical and academic discourse. Normative case studies provide a potential avenue through which we can address this lack of diversity. However, there is a risk that those who engage in this kind of project are “speaking for others” in ways that reproduce the inequalities we seek to remedy. While this challenge cannot be avoided, Jennifer Morton discusses here how the problem can be mitigated by (...)
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  9.  15
    Thinking Educationally about Psychology in Education: Gert Biesta's Critique Reconsidered.Jostein Sæther - 2024 - Educational Theory 74 (3):411-433.
    Learning and development are well established as concepts in educational psychology. Gert Biesta has used terms such as “learnification” and “developmentalism” to describe a tendency that, in his view, removes existential qualities from teaching and education. Although important in the right contexts, the concepts do not represent the core of what education should be about, he claims. Jostein Sæther notes that in many ways he shares Biesta's view on the most fundamental quality of education, i.e., helping young people exist as (...)
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  10.  10
    On the Ethical Priority of Problem Solving in Case‐Based Teacher Ethics: Grounding an Anti‐Oppressive Approach.Nicolas Tanchuk & Alyssa Emery - 2024 - Educational Theory 74 (3):358-370.
    A central problem for phronetic case-based approaches to the ethics of teaching lies in the proper determination of normative ethical problems. Judgments about the character of normative ethical problems depend in part on background beliefs about what is (or is not) of ethical value. Thus, to distinguish genuinely normative ethical problems, teachers seem to first require knowledge of what is of ethical value, which practical problems themselves cannot generate. To resolve this practical and theoretical problem, Nicolas Tanchuk and Alyssa Emery (...)
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  11.  22
    Methodological Reflections on Normative Case Studies: What They are and Why We Need Better Quality Criteria to Inform Their Use.Rebecca M. Taylor - 2024 - Educational Theory 74 (3):301-311.
    Normative case studies represent empirically grounded phenomena that raise normative philosophical questions. Growth in the popularity of case-based inquiry in philosophy reflects a recent trend in the field not to shy away from engaging with empirical realities, but instead to advance philosophical projects that recognize and speak directly to these realities, including social inequities endemic to our societies. Yet, as the use of case studies and other empirically engaged philosophical approaches has grown, concerns have been raised about whether these methods (...)
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  12.  16
    Rethinking Subjectification: On the Limits of Biesta's Educational Theory.Andrew Thompson - 2024 - Educational Theory 74 (3):371-388.
    In this article, Andrew Thompson explores the tension between Gert Biesta's concept of educational purpose and education's historical function. For Biesta, the purpose of education consists of three overlapping spheres: qualification, socialization, and subjectification. While scholars have devoted a great deal of attention to Biesta's notion of subjectification, there is not enough consideration of his treatment of socialization and its limits on human freedom. Here, Thompson examines the historical role of socialization as it relates to the cultivation of self-reflecting and (...)
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  13.  15
    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.
  14.  16
    Symposium Introduction: A Cross‐National Dialogue about Education and Pedagogy.Daniel J. Castner, Agnes Pfrang, Anja Kraus, Todd Alan Price & Rose Ylimaki - 2024 - Educational Theory 74 (2):177-182.
  15. The Pedagogy of "As If".Johan Dahlbeck - 2024 - Educational Theory 74 (2):145-164.
    In this paper Johan Dahlbeck sets out to propose a pedagogy of “as if,” seeking to address the educational paradox of how students can be influenced to approximate a life guided by reason without assuming that they are already sufficiently rational to adhere to dictates of practical reason. He does so by outlining a fictionalist account, drawing primarily on Hans Vaihinger's systematic treatment of heuristic fictions and on Spinoza's ideas about how passive affects can be made to strengthen reason. Dahlbeck (...)
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  16.  21
    Integrations: The Struggle for Racial Equality and Civic Renewal in Public Education; Larry Blum and Zoë Burkholder; University of Chicago Press, 2021, Pp. 280. [REVIEW]Sheron Fraser-Burgess - 2024 - Educational Theory 74 (2):264-273.
  17.  22
    Understanding Academic Freedom; Henry Reichman; Johns Hopkins University Press, 2021, Pp. 248. Challenges to Academic Freedom; Joseph L. Hermanowicz, ed.; Johns Hopkins University Press, 2021, Pp. 304. It's Not Free Speech: Race, Democracy, and the Future of Academic Freedom; Michael Bérubé and Jennifer Ruth; Johns Hopkins University Press, 2022, Pp. 304. [REVIEW]Alexis Gibbs - 2024 - Educational Theory 74 (2):274-288.
  18.  19
    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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  19.  14
    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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  20.  18
    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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  21.  23
    Transformations of Choice and Diversity in Education: Bildung from Wilhelm von Humboldt through John Stuart Mill to Milton Friedman.Todd Alan Price & Ruprecht Mattig - 2024 - Educational Theory 74 (2):224-244.
    There is fierce controversy in the United States over whether parents should be able to choose their children's schools and/or curriculum. To discuss the pedagogical arguments inherent in this question, Todd Alan Price and Ruprecht Mattig begin with the classical concept of Bildung as developed by Wilhelm von Humboldt around 1800. Next, they compare Humboldt's ideas with the ideas of John Stuart Mill and Milton Friedman, who stand in the tradition of liberal thought, as Mill was strongly influenced by Humboldt (...)
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  22.  19
    Human Beings and Their Education from an Anthropological Perspective: Current Discourses in the Field of Educational Science in the German‐Speaking World.Christoph Wulf - 2024 - Educational Theory 74 (2):245-254.
    In this article Cristoph Wulf examines the basic concepts of pedagogy and educational science in the German-speaking world, looking at education and socialization from the perspective of educational anthropology. He makes evident that the complex German concept of Bildung, in particular, can only be fully understood by means of a historical and philosophical analysis.
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  23.  27
    Stop Talking about Echo Chambers and Filter Bubbles.David Coady - 2024 - Educational Theory 74 (1):92-107.
    It is widely believed that we are facing a problem, even a crisis, caused by so-called “echo chambers” and “filter bubbles.” Here, David Coady argues that this belief is mistaken. There is no such problem, and we should refrain from using these neologisms altogether. They serve no useful purpose, since there is nothing we can say with them that we cannot say equally well or better without them. Furthermore, they cause a variety of harms, including, ironically, a tendency to narrow (...)
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  24.  21
    Symposium Introduction: Epistemic Vices: Moving Beyond Saints and Sinners.Gerry Dunne - 2024 - Educational Theory 74 (1):85-91.
    This paper proposes a novel educational approach to epistemic vice rehabilitation. Its authors Gerry Dunne and Alkis Kotsonis note that, like Quassim Cassam, they remain optimistic about the possibility of improvement with regard to epistemic vice. However, unlike Cassam, who places the burden of minimizing or overcoming epistemic vices and their consequences on the individual, Dunne and Kotsonis argue that vice rehabilitation is best tackled via the exemplarist animated community of inquiry zetetic principles and defeasible-reasons-regulated deliberative processes. The vice-reduction method (...)
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  25. Epistemic Vice Rehabilitation: Saints and Sinners Zetetic Exemplarism.Gerry Dunne - 2024 - Educational Theory 74 (1):123-140.
    This paper proposes a novel educational approach to epistemic vice rehabilitation. Its authors Gerry Dunne and Alkis Kotsonis note that, like Quassim Cassam, they remain optimistic about the possibility of improvement with regard to epistemic vice. However, unlike Cassam, who places the burden of minimizing or overcoming epistemic vices and their consequences on the individual, Dunne and Kotsonis argue that vice rehabilitation is best tackled via the exemplarist animated community of inquiry zetetic principles and defeasible-reasons-regulated deliberative processes. The vice-reduction method (...)
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  26.  15
    Can Epistemic Paternalistic Practice Make Us Better Epistemic Agents?Giada Fratantonio - 2024 - Educational Theory 74 (1):108-122.
    Can epistemic paternalistic practices make us better epistemic agents? While a satisfying answer to this question will ultimately rest at least partly on empirical findings, considering the epistemological discussion on evidence, knowledge, and epistemic virtues can be insightful. In this paper, Giada Fratantonio argues that we have theoretical reasons to believe that strong epistemic paternalistic practices may be effective at mitigating some evidential mistakes, in fostering true belief, and even for allowing the subject of the intervention to gain knowledge. However, (...)
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  27.  17
    Ethical Diversity, The Common Good, and The Courage of Dialogue.Seamus Mulryan - 2024 - Educational Theory 74 (1):22-40.
    In this article, Seamus Mulryan contends that dialogue about questions that matter to a body politic require the ethical virtue of courage, which is distinct from the virtue of intellectual humility, and this is of central importance in the education of members of a pluralist society. Mulryan begins with Robert Kunzman's theory of Ethical Dialogue and departs from it through Hans-Georg Gadamer's theory of hermeneutic experience and Charles Taylor's claims about the inextricable relationship between self-intelligibility and moral spaces. Finally, Mulryan (...)
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  28.  13
    Expanding Critical Thinking into “Critical Being” Through Wonder and Wu‐Wei.Ian Normile - 2024 - Educational Theory 74 (1):41-65.
    Ian Normile begins this study from the premise that critical thinking is often conceptualized and practiced in problematically narrow and instrumentalized ways. Following Ronald Barnett, he suggests that the idea of critical being can help expand the theory and practice of critical thinking to better meet the needs of education and society. Essential to this effort is greater consideration of how critical thinking articulates with other aspects of being. Normile uses two examples of “non-critical” experiences that he argues can help (...)
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  29.  16
    “If You Say You Believe This, Then Why Did You Vote Like That?”: Reasoning as Questioning in Dialogue.Rachel Wahl - 2024 - Educational Theory 74 (1):5-21.
    This article draws on the philosophical work on dialogic rationality offered by Charles Taylor as well as qualitative studies of dialogues between politically opposed college students to argue that these conversations succeed as tools of democracy precisely because they fail as interventions. That is, the democratic strength of such dialogue is the way in which it is unreliable as a means of producing particular outcomes. Students whose political views eventually shifted partly in response to dialogue understood this not as a (...)
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  30.  17
    Perception, Reason, and Intuition in the Development Of Expertise: Reflections on Zhuangzi and Contemporary Western Theory.Leonard Waks - 2024 - Educational Theory 74 (1):66-84.
    In this paper, Leonard Waks investigates connections between listening and expertise or mastery, contrasting approaches from Eastern and Western philosophy. The first section accounts for listening in the Daoist classic Zhuangzi, a work addressing themes in Chinese philosophy through metaphor and story narratives. In one story a character named “Confucius” advises a student to fast the mind and listen recklessly. The affinity between reckless and what has been called “apophatic” listening is demonstrated by the shared feature of mental emptiness — (...)
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  31.  24
    What's Wrong with Tuition‐Free Four‐Year Public College?Harry Brighouse & Kailey Mullane - 2024 - Educational Theory 73 (6):833-859.
    Advocates of tuition-free four-year public college make the argument for it too easy by asserting that it would be paid for out of taxes on the wealthy. Other uses of the revenues are possible. In this paper, Harry Brighouse and Kailey Mullane establish two criteria for comparing different uses of the revenues: the first criterion is, will the policy increase the overall level of educational goods?, and the second is, will the policy reduce inequalities of educational goods? Here, Brighouse and (...)
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  32.  36
    Dewey on Familiarity in Education, Aesthetics, and Art.Andrea Fiore - 2024 - Educational Theory 73 (6):822-832.
    In this paper, Andrea Fiore sketches the notion of familiarity in Dewey's thought, particularly in its relations with education, aesthetics, and art. The importance of that notion emerges in Dewey's well-known writings such as How We Think, The School and Society, and Art as Experience, where he shows that not only does familiarity play a fundamental role in our lives, but it also constitutes a helpful tool to make our experience deeper and richer. This is particularly evident in two aspects (...)
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  33.  13
    The Child as the Medium of Education.Niklas Luhmann - 2024 - Educational Theory 73 (6):867-889.
    Inquiries into the medium of education take up a question that has so far usually been answered teleologically or psychologically. The coherence of educational endeavors has been illustrated by their objective, and this again has been illustrated by the changes in the state of the educatees. The difficulty of such an approach is that no educator is able to know the inner state of the educatee, i.e., that which the latter really experiences, remembers, and expects during the process of education. (...)
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  34.  10
    The Medium in the Sociology of Niklas Luhmann: From Children to Human Beings.Christian Morgner - 2024 - Educational Theory 73 (6):890-916.
    In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper “The Child as the Medium of Education” and to as yet unpublished material from his famous (...)
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  35.  16
    Symposium Introduction: A New Approach to Understanding Children: Niklas Luhmann's Social Theory.Christian Morgner - 2024 - Educational Theory 73 (6):860-866.
    In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper “The Child as the Medium of Education” and to as yet unpublished material from his famous (...)
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  36.  13
    The Impossibility and Necessity of Causality in Niklas Luhmann's Theory of Education.Lars Qvortrup - 2024 - Educational Theory 73 (6):917-937.
    According to Niklas Luhmann, causality is both an impossibility and a necessity in education. On the one hand, the task of the teacher is an impossible one, because teaching as communication is a closed system that cannot determine the learning of pupils' psychical system in any causal sense. On the other hand, one cannot practice as a teacher without a belief in causality, i.e., in a causal connection between teaching and learning. In his article “The Child as the Medium of (...)
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  37.  16
    Adaptation, Activism, and the Looming Climate Disaster.Bryan R. Warnick - 2024 - Educational Theory 73 (6):801-821.
    It is likely that the process of global climate change will continue to accelerate. There is a lack of political will to confront the problem and the consequences for humanity — including widespread suffering and institutional destabilization — will be disastrous. How should educators respond to a catastrophic future? Here, Bryan Warnick argues that two criteria should guide the educational response. The response should not (1) undermine efforts to find an “unprecedented solution” to climate change, or (2) leave students unprepared (...)
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