Philosophy of Education

Edited by Lavinia Marin (Delft University of Technology)
Assistant editor: Stefano Oliverio (University of Naples Federico II)
About this topic
Key works A comprehensive collection of texts on fundamental issues in philosophy of education is the recent International Handbook of Philosophy of Education (2018) Smeyers 2018 The Encyclopaedia of Educational Philosophy and Theory edited by  Peters et al 2016, is published online and continuously updated with new entries, following the model of the Stanford Encyclopaedia of Philosophy, but this one is under a pay wall. There is an earlier paper-based version of this encyclopaedia  Peters et al 2016  
Introductions Randal Curren Companion to the Philosophy of Education, Harvey Siegel's Handbook of Philosophy of Education.  For an overview of the methods in philosophy of education, Methods in Philosophy of Education is a good start, also the more recent Philosophy and Theory in Educational Research: Writing in the Margin
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34462 found
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  1. 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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  2. 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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  3. 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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  4. Expanding Critical Thinking into “Critical Being” Through Wonder and Wu‐Wei.Ian Normile - 2024 - Educational Theory 74 (1).
    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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  5. 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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  6. 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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  7. 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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  8. “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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  9. Freire and environmentalism: ecopedagogyFreire and environmentalism: ecopedagogy, by Greg W.Misiaszek, Bloomsbury, 2023, 160 pp., USD 17.95 (paperback), ISBN: 978-1-3502-9209-3. [REVIEW]Hossein Davari & Amir Ghorbanpour - forthcoming - Educational Philosophy and Theory.
    Freire and Environmentalism: Ecopedagogy, as a compelling addition to the Freire in Focus series, delves into the intersection of Freirean environmental teaching and broader environmentalism. Thoug...
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  10. What “Vigilantly Vulnerable Informed Humility” Offers: Review of White Educators Negotiating Complicity (by Barbara Applebaum, 2022). [REVIEW]Elizabeth A. Self - forthcoming - Studies in Philosophy and Education:1-4.
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  11. Indigenising research: Moanaroa a philosophy for practice.Dion Enari, Jacoba Matapo, Yvonne Ualesi, Radilaite Cammock, Hilda Port, Juliet Boon, Albert Refiti, Inez Fainga’A.-Manu Sione, Reviewers: Patrick Thomsen & Ruth Faleolo - forthcoming - Educational Philosophy and Theory.
    Growing interest in Pacific issue’s has meant a surge in Pacific research across the globe. Sadly, some research on Pacific people has been done without Pacific knowledge, wisdom and culture. As Pacific researchers, we understand the importance of outputs that interweave our ancestral and cultural wisdom, whilst centring and privileging our people’s narratives. Through the birth of our Moanaroa Pacific Research group, we explore the importance of a research collective which decolonises and re indigenises research as we know it.
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  12. Reviving the Philosophical Dialogue with Large Language Models.Robert Smithson & Adam Zweber - forthcoming - Teaching Philosophy.
    Many philosophers have argued that large language models (LLMs) subvert the traditional undergraduate philosophy paper. For the enthusiastic, LLMs merely subvert the traditional idea that students ought to write philosophy papers “entirely on their own.” For the more pessimistic, LLMs merely facilitate plagiarism. We believe that these controversies neglect a more basic crisis. We argue that, because one can, with minimal philosophical effort, use LLMs to produce outputs that at least “look like” good papers, many students will complete paper assignments (...)
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  13. Moral Disagreement and Moral Education: What’s the Problem?Balg Dominik - 2023 - Ethical Theory and Moral Practice 27 (1):5-24.
    Although initially plausible, the view that moral education should aim at the transmission of moral knowledge has been subject to severe criticism. In this context, one particularly prominent line of argumentation rests on the empirical observation that moral questions are subject to widespread and robust disagreement. In this paper, I would like to discuss the implications of moral disagreement for the goals of moral education in more detail. I will start by laying out the empirical and philosophical assumptions behind the (...)
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  14. La pedagogía de la personalidad.Juan José Arévalo - 1937 - Guatemala,: Tip. Nacional.
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  15. Science for All? School Science Education Policy and STEM Skills Shortages.Emma Smith & Patrick White - forthcoming - British Journal of Educational Studies.
    Whether enough highly qualified STEM workers are being educated and trained in the UK is an important question. The answer has implications not only for educators, employers and policymakers but also for individuals who are currently engaged in, or are considering entering, education or training in this area. Set against a policy backdrop that prioritises students studying more science for longer, this paper considers long-term patterns of participation in STEM education – from school science through to graduate entry into the (...)
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  16. Hobbes’ Philosophy of Education: Finding Model for Civic Education.김용환 ) - 2019 - Modern Philosophy 14:27-58.
  17. Reviving the Philosophical Dialogue with Large Language Models.Robert Smithson & Adam Zweber - forthcoming - Teaching Philosophy.
    Many philosophers have argued that large language models (LLMs) subvert the traditional undergraduate philosophy paper. For the enthusiastic, LLMs merely subvert the traditional idea that students ought to write philosophy papers “entirely on their own.” For the more pessimistic, LLMs merely facilitate plagiarism. We believe that these controversies neglect a more basic crisis. We argue that, because one can, with minimal philosophical effort, use LLMs to produce outputs that at least “look like” good papers, many students will complete paper assignments (...)
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  18. Noncognitive religious influence and initiation in Tillson’s Children, Religion and the Ethics of Influence.Ruth J. Wareham - 2024 - Journal of Philosophy of Education 58 (1):108-119.
    In Children, Religion and the Ethics of Influence, John Tillson sets out a clear and convincing case for the view that children ought not to be initiated into religious faith by their parents or others with the relevant ‘extra-parental responsibilities’. However, by predicating his thesis on an understanding of illegitimate religious influence that largely equates initiation into faith with the inculcation of a distinctive type of propositional content, I contend that Tillson misses some of the potential harms such initiation may (...)
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  19. Religious influence and its protection.David Lewin - 2024 - Journal of Philosophy of Education 58 (1):128-135.
    John Tillson’s book Children, Religion and the Ethics of Influence addresses several themes: the ground and nature of ethical responsibility; the means and goals of ethical formative influence; the nature and ground of religious belief. In this article, I focus on the issue of justification for educational influence in general. Attention to this issue could avoid some intractable problems of specifically religious influence, most particularly the challenge of providing satisfactory criteria for what belongs to the category of religion. Whilst there (...)
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  20. Emile’s inquiry-based science education.Georgia Dimopoulou & Renia Gasparatou - 2024 - Journal of Philosophy of Education 58 (1):58-71.
    Over the past decades, science education researchers have suggested Inquiry-Based Science Education (IBSE) teaching interventions for science classes. In this article, we argue that IBSE’s basic principles can be traced back to Jean-Jacques Rousseau’s work Emile or On Education (1762). First, we will look at IBSE’s rationale. Then we will turn to Emile and outline Rousseau’s educational ideas concerning science education. We will show that Rousseau’s suggested practices for science education are very similar to those of IBSE. Yet despite their (...)
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  21. Children, Religion and the Ethics of Influence: introduction to the symposium.John Tillson - 2024 - Journal of Philosophy of Education 58 (1):99-103.
    It is morally impermissible for parents, educators, and others to initiate children into religious belief systems. That is the provocative conclusion of John Tillson’s Children, Religion and the Ethics of Influence—the book which is the focus of the present symposium. This introduction briefly summarizes the book’s arguments together with the criticisms levelled against them. The symposium includes critiques by Matthew Clayton, Anca Gheaus, Michael Hand, David Lewin, and Ruth Wareham. Clayton and Wareham propose alternative bases for prohibiting religious initiation, whilst (...)
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  22. Autonomy, rationality, and religious initiation: replies to Hand, Wareham, Gheaus, Lewin, and Clayton.John Tillson - 2024 - Journal of Philosophy of Education 58 (1):143-151.
    John Tillson concludes the symposium on his Children, Religion and the Ethics of Influence by replying to his five respondents. The reply focusses on Michael Hand’s defence of parental rights to raise their children in their faith; Ruth Wareham’s suggestion that the value of autonomy rules out a wider range of impermissible religious influences than Tillson’s account is able to; David Lewin’s alternative criteria for ethical influence and scepticism about rationality’s objectivity; Anca Gheaus’ proposal that initiation into multiple contradictory religious (...)
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  23. The ethics of influence in state-regulated schools: Tillson v. Rawls.Matthew Clayton - 2024 - Journal of Philosophy of Education 58 (1):136-142.
    John Tillson’s Children, Religion and the Ethics of Influence develops and deploys the ‘epistemic criterion’ for deciding whether teachers should promote belief in particular propositions. He defends that criterion by arguing that it promotes human well-being and enables individuals to fulfil their duty to pursue the truth. In this article I draw on John Rawls’ conception of political liberalism to suggest that the epistemic criterion is an inappropriate basis for the political community’s shaping of children’s beliefs.
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  24. Enabling children to learn from religions whilst respecting their rights: against monopolies of influence.Anca Gheaus - 2024 - Journal of Philosophy of Education 58 (1):120-127.
    John Tillson argues, on grounds of children’s well-being, that it is impermissible to teach them religious views. I defend a practice of pluralistically advocating religious views to children. As long as there are no monopolies of influence over children, and as long as advocates do not use coercion, deceit, or manipulation, children can greatly benefit without having their rational abilities subverted, or incurring undue risk to form false beliefs. This solution should counter, to some extent, both perfectionist and antiperfectionist reasons (...)
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  25. Tillson on religious initiation.Michael Hand - 2024 - Journal of Philosophy of Education 58 (1):104-107.
    In Children, Religion and the Ethics of Influence, John Tillson argues that initiating children into religion is morally wrong. His argument overlaps and intersects at various points with my own argument against confessional religious education in schools. In this brief reply I consider two notable differences between our arguments.
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  26. Cultivating a capability for empathy in the Bologna system—the shortcomings of economics and the importance of the civil.Dirk Schuck & Lorenzo Pecchi - 2024 - Journal of Philosophy of Education 58 (1):1-23.
    A central aim of the original Bologna Declaration in 1999 was to give the opportunity of advancement in education to every European citizen. According to the Declaration, this goal is worth achieving not simply in order to provide better-qualified workers within the European Union, rather, the aim of higher education within the European Union is understood in a holistic sense as a prerequisite for the composition of a well-functioning European civil society. How can such an ambitious goal be achieved? In (...)
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  27. The Right to Higher Education: A Political Theory. [REVIEW]Dustin C. Webster - 2024 - Journal of Philosophy of Education 58 (1):152-154.
    This review provides a summary of the argument made by Christopher Martin in his book “The Right to Higher Education: A Political theory.” It outlines how Martin makes a unique and in many ways compelling argument, but argues that a significant weakness of the book is that there is a lack of clarity around the concept of ‘higher education’ as Martin conceives it.
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  28. Teaching and knowledge: uneasy bedfellows.Andrew Fisher & Jonathan Tallant - 2024 - Journal of Philosophy of Education 58 (1):24-40.
    In this paper we explore the connection between the act of teaching and the imparting of knowledge. Our overarching aim is to demonstrate that the connection between them is less tight than one might suppose. Our stepping off point is a recent paper by David Bakhurst who (on one reading, at least) takes a strong view, opposed to our own. On our reading, Bakhurst argues that there is a tight conceptual connection between teaching and the imparting of knowledge. We argue (...)
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  29. Racism, white supremacy and Roberto Esposito’s biopolitics through the lens of Black affect studies: Implications for an affirmative educational biopolitics.Michalinos Zembylas - 2024 - Educational Philosophy and Theory 56 (4):358-370.
    The objective of this article is to engage in a critical review of Roberto Esposito’s biopolitical account by including a thoroughgoing interrogation of racism and white supremacy through the lens of Black affect studies. It is argued that both white supremacy studies and Esposito’s framework could work side-by-side in ways that are productive for affirmative educational biopolitics. In particular, the analysis highlights two insights: first, engagement with white supremacy as a biopolitical category—in particular, white supremacy as an affective embodiment—is essential (...)
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  30. Spinoza: Fiction and Manipulation in Civic Education, by Johan Dahlbeck, Springer Singapore, 2021, 90 pp., USD59.85 (e-book), ISBN 978-981-16-7124-1 Spinoza: Fiction and manipulation in civic education, byJohan Dahlbeck,Springer,2021,90 pp., USD59.85 (e-book), ISBN 978-981-16-7124-1. [REVIEW]Aurélien Daudi - 2024 - Educational Philosophy and Theory 56 (4):398-400.
    A testimony to what I perceive to be the accomplishments of Dahlbeck’s (2021) Spinoza: Fiction and Manipulation in Civic Education is that, as I turn the over the last page, contemplating the total...
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  31. A collective essay on philosophical reflections on modern education in Korea.Duck-Joo Kwak, Gicheol Han, Jaijeong Choi, Eun Ju Park, Kyung-hwa Jung, Ki-Seob Chung, Yong-Seok Seo, SunInn Yun, Sang Sik Cho, Juhwan Kim, Jae-Bong Yoo, Morimichi Kato & Ruyu Hung - 2024 - Educational Philosophy and Theory 56 (4):305-316.
    Modern schooling in Korea, which was officially established by law in 1949, is well known for its function as an engine of economic success in modern Korea. Although this fact seems to be world-wid...
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  32. To have or to be - Reimagining the focus of education for sustainable development.Qudsia Kalsoom - 2024 - Educational Philosophy and Theory 56 (4):381-391.
    Three decades ago, the term Education for Sustainable Development (ESD) entered educational discourse. However, it is important to note that the concept of ‘ESD’ did not emerge from scholarly debates on education, rather as a tool to carry forward the agenda of sustainable development. As a result, it has been conceptualized in many different ways. This article is an attempt to further the debate on ESD-conceptualization. The paper discusses connections between constructivism, transformative learning, and Erich Fromm’s idea of ‘to be’ (...)
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  33. Circulation-chain model with constructivism and institutionalism.Jian Li & Eryong Xue - 2024 - Educational Philosophy and Theory 56 (4):317-327.
    The purpose of this study is to conceptualize and theorize the circulation-chain model as an education policy implementation framework systematically. The circular-chain education policy implementation process and effect evaluation analysis model are a theoretical innovation model and practical exploration path to explore the implementation and effect evaluation of education policies according to the new problems and trends in the implementation of education policies. In particular, the connotation, the theoretical basis, the elements, the value, and the objective and significance of the (...)
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  34. Capitalising shadow education: A critical discourse analysis of private tuition websites in Singapore.Peter Teo & Dorothy Koh - 2024 - Educational Philosophy and Theory 56 (4):343-357.
    Shadow education, or supplementary private tutoring, has expanded to become a multi-billion-dollar industry worldwide, capitalising on the desires of parents and their children to succeed and excel in education. In doing so, shadow education draws upon and reproduces cultural capital represented by knowledge, skills and educational credentials and symbolic capital constituted in the prestige, privilege and legitimacy of educational achievement. The study on which this article is based adopts a critical discourse analytic approach to examine the websites of five leading (...)
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  35. The Philosophy of Higher Education: A Critical Introduction, by Ronald Barnett, Routledge, 2022, 290 pp., USD32.95, ISBN 9780367610289. The philosophy of higher education: A critical introduction, byRonald Barnett,Routledge,2022,290 pp.,USD32.95, ISBN 9780367610289. [REVIEW]Ronald Barnett, Søren S. E. Bengtsen, Nuraan Davids & Michael A. Peters - 2024 - Educational Philosophy and Theory 56 (4):392-398.
    In many ways, Ron Barnett’s academic oeuvre is unique. Without a doubt, he is one of the (if not the) most central founding academics of the research field ‘the philosophy of higher education’, whi...
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  36. The metaphysical novel as educator: Simone de Beauvoir’s philosophy of lived experience.Mordechai Gordon - 2024 - Educational Philosophy and Theory 56 (4):371-380.
    This essay analyzes the educational significance of the metaphysical novel, that is, how it can be used to educate ourselves and our students. Mordechai Gordon begins by describing the nature of the metaphysical novel while contrasting it to “pure” philosophy and theory building. Gordon also situates Beauvoir’s insights in the broader context of the ongoing conversation on philosophy and literature. In the next part, he examines Beauvoir’s philosophy of lived experience and compare her philosophical approach to more traditional phenomenological theories. (...)
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  37. Pedagogy of scale: Unmastering time, teaching and living through crises.Kasia Mika-Bresolin - 2024 - Educational Philosophy and Theory 56 (4):328-342.
    What does it mean to teach, live, and imagine one’s futures amidst a global pandemic? How to respond to the reality of unequal and overlapping crises, COVID-19 being one of them? Can alternative understandings of time help us create a more just post-pandemic university? Drawing on environmental humanities, disaster and critical time studies, in conversation with qualitative data, this article theorizes a ‘pedagogy of scale’: a practical and conceptual centering on multiple temporalities and diverse interpretative frames. The analysis argues for (...)
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  38. East-West relational imaginaries: Classical Chinese gardens & self cultivation.Judy Bullington - 2024 - Educational Philosophy and Theory 56 (4):299-304.
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  39. Gareth B. Matthews, The Child's Philosopher Maughn Rollins Gregory and Megan Jane Laverty, eds. Routledge, 2021, Pp. 278. [REVIEW]Gregory Lewis Bynum - forthcoming - Educational Theory.
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  40. Analytic philosophy of education: Some suggested questions and directions.Christian Norefalk & Marianna Papastephanou - 2023 - Theory and Research in Education 21 (3):337-349.
    This article investigates whether there is any place for the school of thought that is known as analytic philosophy of education in the aftermath of postmodernism, and whether analytic philosophy of education can be treated as a ‘method’, among other alternative ‘methods’, that can be applied regardless of what kind of ‘-ism’ or ideology one embraces. An additional aim is to suggest some important questions for analytic philosophy of education to take into consideration. We argue that conceptual engineering may be (...)
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  41. Teachers as Housewives and the Covid-19 Pandemic: A Teacher's Perspective.Áila Kel Katajamäki O'Loughlin - 2024 - Hypatia 2:1-8.
    The 1970s Wages Against Housework (WAH) movement has much to offer as we form a “new normal” for life and work within the Covid-19 pandemic. WAH feminist philosophers Mariarosa Dalla Costa, Selma James, and Silvia Federici, as well as WAH critic Angela Davis outline the ways in which the housewife functions as a laborer within capitalist accumulation, as her duties to care for the home and rear the children generate the possibility of the husband to labor outside the home. This (...)
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  42. Reimagining academic freedom: a companion piece.Anne Pirrie & Kari Manum - forthcoming - Journal of Philosophy of Education.
    We consider academic freedom in the context of broader developments in higher education. We suggest that the tenor of contemporary debates on the subject is a manifestation of pervasive forms of authoritarianism that undermine the university as a home of adventure, a place and space that is conducive to the conduct of free inquiry.It is evident that some champions of academic freedom engage in dangerously polarized forms of spectacle, engendered by a management culture that embraces showmanship and routinely favours talking (...)
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  43. Digitalization of the university and its stakes – digital materalities, organology and academic practices.Maciej Bednarski - forthcoming - Educational Philosophy and Theory.
    Digitalization of (higher) education has been an increasingly important subject in the recent years, spiking especially due to pandemic lockdowns. While many scholars and third parties consider this process to be an improvement or even an inevitability, I argue that there is much to understand about it beyond ‘attending to the materialities of digital education’. This paper aims to do two things: 1) to argue why digital materialities approach (‘attending to the materialities of digital education’) is not enough to grasp (...)
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  44. Engaging Emotional Fundamentalism in the University Classroom: Pedagogical and Ethical Dilemmas.Michalinos Zembylas - forthcoming - British Journal of Educational Studies.
    The aim of this paper is to turn attention to the role of affects and emotions in fundamentalism, and examine two interrelated dilemmas that emerge when university instructors come across students who express fundamentalist beliefs and emotions in the classroom: pedagogical and ethical dilemmas. The paper examines these dilemmas through the analysis of an incident in which the author engaged with a student holding religious fundamentalist beliefs. The analysis brings two significant bodies of literature together – the literature on fundamentalism (...)
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  45. Leviathan.Thomas Hobbes - 1966 - In John Martin Rich (ed.), Readings in the philosophy of education. Wadsworth Pub. Co..
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  46. El derecho a educar y el derecho a la educación.Reina Reyes - 1964 - Montevideo,: Editorial Alfa.
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  47. Del ideario pedagógico venezolano.Efraín Subero - 1967 - Caracas,: Ministerio de Educación, Dirección Técnica, Departamento de Publicaciones.
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  48. Transhumanism, Society and Education: An Edusemiotic Approach.Susana Gómez Redondo, Claudio J. Rodríguez Higuera, Juan R. Coca & Alin Olteanu - forthcoming - Studies in Philosophy and Education:1-17.
    We propose a semiotic framework to underpin a posthumanist philosophy of education, as contrasted to technological determinism. A recent approach to educational processes as semiotic phenomena lends itself as a philosophy to understand the current interplay between education and technology. This view is aligned with the transhumanist movement to defend techno-scientific progress as fundamental to human development. Particularly, we adopt a semiotic approach to education to tackle certain tensions in current debates on the human. Transhumanism scholars share the optimistic belief (...)
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  49. Introduction to the special issue on Anti-Oedipus at 50.Joff P. N. Bradley & Emile Bojesen - 2024 - Educational Philosophy and Theory 56 (3):201-205.
    The 50th anniversary of the publication of Anti-Oedipus in 1972, just a few years after the events in May-June 1968 in Paris, affords us the opportunity to reflect on the very simple question, what...
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  50. The risks of a recurring childhood: Deleuze and Guattari on becoming-child and infantilization.Daan Keij - 2024 - Educational Philosophy and Theory 56 (3):218-228.
    Deleuze and Guattari’s thought on remainders of childhood has proven its worth for educational theory and philosophy. However, thus far the discussion has not paid much attention to their notion of infantilization, which reveals a new dimension of their understanding of childhood. In this article, I develop both their concept of becoming-child and their concept of infantilization. This allows for thinking the remainders of childhood as inherently risky and ambiguous. I argue that this new understanding does not only paint a (...)
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