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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  1. Teaching for human dignity: Making room for children and teachers in contemporary schools.Cara Furman, Sara Abu-Rumman, Joan Bradbury, Meghan Brindley & Allison Greer - forthcoming - Educational Philosophy and Theory.
    How do we teach for human dignity in a context where life is, generally speaking, not treated as precious? How do we carve spaces for humanity amidst inhumane contexts? In this paper, five experienced teachers share how they work from the cracks to expand spaces for human dignity in their schools. They write and act as teacher-philosophers, dually considering it means to teach for human dignity and practically speaking how it can be done.
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  2. Ensuring Genuine Assessment in Philosophy Education in advance.Lillian M. King Abadal - forthcoming - Teaching Philosophy.
    In this article, I will outline an assessment model that allows instructors to continuing assigning term papers and argumentative papers without compromising the authenticity of student assessment. This path forward relies upon a pseudo flipped classroom model in which students will complete a scaffolded term paper through a series of in-class assessments that build upon previously completed components. The final steps of completing this assignment will require producing a draft and final version of a traditional term paper outside of the (...)
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  3. The University as Sanctuary: Home and Unhomeliness.Amanda Fulford & Áine Mahon - forthcoming - Journal of Philosophy of Education.
    Amanda Fulford, Áine Mahon; The University as Sanctuary: Home and Unhomeliness, Journal of Philosophy of Education,, qhae037, https://doi.org/10.1093/jope.
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  4. The Nominalism Versus Realism Debate: Towards a Philosophical Rather than a Political Resolution.Richard S. Prawat - 2003 - Educational Theory 53 (3):275-311.
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  5. Revisiting Rancière’s ‘radical democracy’ for contemporary education policy analysis.Jane McDonnell - forthcoming - Educational Philosophy and Theory.
    Just over a decade on from a spike of interest in Jacques Rancière’s writing within educational philosophy and theory, I revisit his interventions on democracy and education to make the case for (re)engaging with Rancière’s writing now to address important questions about contemporary education policy, the role of schools in democratic societies and public debate over the curriculum. Specifically, I argue that Rancière’s interventions on the Platonism that characterises both ‘progressive’ and ‘traditional’ arguments about school curricula in such contexts offer (...)
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  6. The Genesis of Aesthetic Sensitivity in Carolina de Jesus: Challenges for Educators.Erika Natacha Fernandes de Andrade, Marcus Vinicius da Cunha & Tatiana Cristina Santana Viruez - forthcoming - Studies in Philosophy and Education:1-16.
    Brazilian writer Carolina Maria de Jesus (1914–1977) was born in a rural community and spent most of her life in a slum. Despite this, her literary work achieved remarkable editorial success, having its value recognized by critics and academic circles. This paper analyzes Carolina Maria de Jesus’s autobiographical narratives in the light of John Dewey’s aesthetic theory, with the purpose of investigating the factors responsible for the development of her aesthetic sensitivity – intellectual and emotional dispositions favorable to involvement with (...)
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  7. A DIMENSÃO ONTOLÓGICA DO HOMEM EM ARISTÓTELES E MARX: FUNDAMENTANDO O EDUCANDO COMO SER POLÍTICOSOCIAL E DE TRABALHO NO PROCESSO EDUCACIONAL SOC.Marcelo Barboza Duarte - 2017 - Saberes: Revista Interdisciplinar de Filosofia e Educação (Issn 1984-3879) 1:125-137.
    Diante dos embates e dilemas que vive o Brasil após o ano de 2016, fundamentalmente no que diz respeito a educação pública brasileira, o presente trabalho procurou se debruçar, refletir e verificar a posição e situação do educando brasileiro no cenário social nacional, e sobretudo escolar. Levamos em conta como base de configuração do indivíduo-sujeito e estudante sua identidade enquanto ser biopsicossocial, isso na perspectiva Aristotélica e Marxista de homem, tanto como ser dotado de razão, emoção, vontade, social, político, teleológico (...)
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  8. 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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  9. 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.
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  10. 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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  11. 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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  12. 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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  13. 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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  14. 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.
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  15. 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.
  16. 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.
  17. The Importance of Contrary Forces in Education: On the Notion of Conflict in Tagore’s Religion of Man.Jan G. Pouwels - forthcoming - Studies in Philosophy and Education:1-26.
    Dealing with conflicts seems to be a great challenge in society today. But not only in society. Higher education displays an air of resoluteness with certainty and security that disguises the conflicts and the fear of conflicts in a substantial number of subjects. If not in a state of denial, higher education avoids taking up conflicts over issues, for learning. The detailed investigation of Tagore’s pedagogical writings, with a focus on the importance of conflicts in education, reveals a genuine embrace (...)
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  18. Rethinking Humanism and Education Through Sloterdijk’s Rules for the Human Zoo.Jeong-Gil Woo - forthcoming - Studies in Philosophy and Education:1-19.
    This study examines the challenges of humanism and education in the 21st century as addressed by the German philosopher Peter Sloterdijk in his Elmau Speech (1999). In this lecture, titled _Rules for the Human Zoo_, Sloterdijk argues that the traditional notion of humanism, specifically “humanism as a literary society,” has reached its conclusion, necessitating the development of a new humanism appropriate for the contemporary era. However, the new concept of humanism emerging from what Sloterdijk terms the “anthropotechnic turn” appears to (...)
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  19. Philosophy of education in a changing digital environment: an epistemological scope of the problem.Raigul Salimova, Jamilya Nurmanbetova, Maira Kozhamzharova, Mira Manassova & Saltanat Aubakirova - forthcoming - AI and Society:1-12.
    The relevance of this study's topic is supported by the argument that a philosophical understanding of the fundamental concepts of epistemology as they pertain to the educational process is crucial as the educational setting becomes increasingly digitalised. This paper aims to explore the epistemological component of the philosophy of learning in light of the educational process digitalisation. The research comprised a sample of 462 university students from Kazakhstan, with 227 participants assigned to the experimental and 235 to the control groups. (...)
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  20. Review of Sharon Todd’s The Touch of the Present: Educational Encounters, Aesthetics, and the Politics of the Senses (SUNY Press, 2023). [REVIEW]Claudia W. Ruitenberg - forthcoming - Journal of Philosophy of Education.
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  21. Ubuntu Philosophy for ecological education and environmental policy formulation.David Kyei-Nuamah & Zhengmei Peng - forthcoming - Journal of Philosophy of Education.
    A world faced with global climate change needs actionable ways to curb its effects. We suggest that Ubuntu philosophy is a way to achieve peaceful coexistence between humans and the ecosystem. From an African perspective, we use Ubuntu philosophy’s concepts to understand how humans can create environmental policies and environmental education pedagogy. We use historical ecology and document review to explore the connections between humans, ecology and Ubuntu philosophy. An understanding of how philosophy and ecology relate is proposed to fill (...)
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  22. The OECD’s New Discourse of Curriculum Reform: Student Agency, Competency, Colonisation, and Translation.Sangeun Lee - forthcoming - Journal of Philosophy of Education.
    The OECD global governance of education has been gradually increasing. Its field of interest is currently expanding from educational evaluation through PISA to curriculum reform through the Education 2030 project. Here, it is interesting to note that the nature of the terms the OECD has been creating reveals a ‘humanistic turn’. This shows up well in the frequent occurrence of terms such as ‘well-being’, ‘attitudes and values’, ‘inclusiveness’, ‘responsibility’, and ‘sustainability’ in the ongoing Education 2030 project. Perhaps this new humanistic (...)
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  23. Decolonization in South African universities: storytelling as subversion and reclamation.Nuraan Davids - forthcoming - Journal of Philosophy of Education.
    Underscoring recurrent calls for the decolonization of university curricula in South Africa are underexplored presumptions that by only disrupting theoretical content, universities might release themselves from a colonialist grasp, that continues to dominate and distort higher education discourse. While it might be the case that certain theories hold enormous authoritative, ‘truthful’ sway, as propagated through western interpretations and norms, there are inherent problems in exclusively approaching the decolonization project as a content-based hurdle, removed from the subjectivities of students’ social, lived (...)
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  24. Book review as method writing philosophical autoethnography Book review as method: Writing philosophical autoethnography, edited by Alec Grant, Routledge, 2024, 314 pp., USD42.45 (paperback/e-book), ISBN 9781032229126. [REVIEW]Dave Yan - forthcoming - Educational Philosophy and Theory.
    Shall we be honest? We all know that not every book holds value for the reader, and their utility often falls short of the promises made. Attending to Sturm’s (2022) prompt on “what book reviews ca...
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  25. Is there a Place for Friendship in Education? Thinking with Arendt on Friendship, Politics, and Education.Ivan Zamotkin & Anniina Leiviskä - forthcoming - Journal of Philosophy of Education.
    In this paper, we examine the political and educational relevance of Hannah Arendt’s account of friendship. Drawing from Arendt’s central works on friendship, we offer a novel interpretation of the concept by connecting the notion with the idea of educational ‘love for the world’, amor mundi. With this interpretation, we seek to demonstrate that the concept of friendship has both direct educational and indirect political significance. Thereby, we distinguish our interpretation from two previous understandings of the educational relevance of the (...)
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  26. Freire and environmentalism: Ecopedagogy by Greg Willian Misiaszek, 2023.Simon Boxley - forthcoming - Journal of Philosophy of Education.
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  27. Copiii sub agresiune.Solomon Marcus - 2016 - Bucureşti: Spandugino.
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  28. Future possible educational selves and the many worlds interpretation of quantum mechanics.James Reveley - 2024 - Educational Philosophy and Theory 56 (5):401-406.
  29. Why co-present groups? Affective processing to produce meaningfulness.Jeanette Lancaster - 2024 - Educational Philosophy and Theory 56 (5):488-495.
    Small human complex systems, here called co-present groups, are found across all fields of human social life. Complexity thinking suggests why this is so: that these groups, irrespective of formal content, have a meta-function of providing maximum complexity to manage the indeterminacy or uncertainty that characterises the most complex of human social issues. This claim depends on an understanding of the functioning of these groups as being characterised by irreducibly complex intersubjective (person to person) relations, which are involved in the (...)
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  30. This special issue as complexity theory in action.Paul Hager & David Beckett - 2024 - Educational Philosophy and Theory 56 (5):505-508.
    This Special Issue of Educational Philosophy and Theory originated from a suggestion by the late Professor Jim Walker that the main themes of our 2019 book were ripe for further exploration, not on...
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  31. Vietnamese adult learners as Confucian Culture co-present groups in workplaces.Hong Hanh Tran - 2024 - Educational Philosophy and Theory 56 (5):429-438.
    This paper focuses on learning that takes place outside formal classrooms within groups or teams. Based on the conceptual framework of informal learning, adult learning and lifelong learning, it investigates how two contrasting groups of adult learners in Vietnam, Mekong doctors and Hanoi hairdressers, learn, interact, and collaborate through their informal learning experiences in the workplace. These are two ‘co-present groups’ or two ‘complex systems’. For Vietnamese learners, the challenges of Confucian heritage culture, or the lack of awareness of cultural (...)
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  32. Complexity theory and learning: Less radical than it seems?David Guile & Rachel J. Wilde - 2024 - Educational Philosophy and Theory 56 (5):439-447.
    In a spirit of collegial support, this paper argues that Beckett and Hager’s theoretical justification and empirical exemplifications do not do full justice to the complexity of group or team learning. We firstly reaffirm our support for the theoretical argument Becket and Hager make, though expressing some reservations about Complexity Theory, to explain the taken-for-granted assumptions that learning by an individual is the paradigm case of learning and that context plays a minimal role in this process. Drawing on our joint (...)
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  33. Toward a better understanding of dentists’ professional learning using complexity theory.Adeline Yuen Sze Goh & Alistair Daniel Lim - 2024 - Educational Philosophy and Theory 56 (5):479-487.
    Like other health care practices, the increasing complexity in dentistry signals the need for a reconceptualisation of dentist professional learning. Professional dental bodies, at large, still privilege formal continuing professional development (CPD) provisions focusing on off-the-job activities despite growing evidence that much invaluable learning occurs through and at work. In exploring the two common dentist CPD approaches, this article critiques the narrow conceptions of learning inscribed in these frameworks, which are individualistic and acquisition oriented. Drawing on a vignette of dentists’ (...)
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  34. Learning in the air traffic control tower: Stretching co-presence through interdependent sentience.Christine Owen - 2024 - Educational Philosophy and Theory 56 (5):496-504.
    This paper examines the learning and performance of the air traffic control (ATC) work domain. This domain was chosen because it embodies features that represent future work for many other industries (e.g., information service provision mediated by information technologies; a high reliance on communication skills and collaborative work; increasing complexity and intensity of the work activity), within an organisational context undergoing considerable change. In ATC work learning occurs formally as part of accredited training and informally, as part of everyday practice. (...)
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  35. Complexity theory and the enhancement of learning in higher education: The case of the University of Cape Town.Mark Mason - 2024 - Educational Philosophy and Theory 56 (5):469-478.
    In the post-Apartheid era South Africa’s universities have faced serious questions about the quality of their student learning in the face of near impossible challenges. The University of Cape Town, widely seen as the country’s leading higher education institution, has shown remarkable resilience, however, in the range of initiatives it has launched to support and enhance student learning. These initiatives, designed with a common purpose, are of course intended to work together so that their effects might be compounded and realized (...)
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  36. Refurbishing learning via complexity theory: Introduction.Paul Hager & David Beckett - 2024 - Educational Philosophy and Theory 56 (5):407-419.
    This Special Issue addresses a range of educational issues linked to main themes from our 2019 book The Emergence of Complexity: Rethinking Education as a Social Science. This book elaborated two major theses that raise fundamental questions for philosophy of education. First, that learning by groups is typically a distinctive kind of learning that is not reducible to learning by individuals. Second, that a degree of holism, as against a focus on individuals, is essential for achieving a convincing understanding of (...)
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  37. Lessons from pragmatism: Organizational learning as resolving tensions at work.Ulrik Brandi & Bente Elkjaer - 2024 - Educational Philosophy and Theory 56 (5):448-458.
    In the article, we propose to frame organizational learning as inquiry into and resolving tensions arising from the performance of different commitments to work and its organizing. We expand learning as participation with its focus upon identity and membership to the development of work and the experiences and knowledge of its participants. The proposal is inspired by pragmatist philosophy both through its emphasis on learning as ascribing meaning to experience and its sociological version, symbolic interactionism with its emphasis on work (...)
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  38. Refurbishing learning via complexity theory: Buddhist co-origination meets pragmatic transactionalism.Jim Garrison - 2024 - Educational Philosophy and Theory 56 (5):420-428.
    Hager and Beckett assert that a ‘characteristic feature of … assorted co-present groups is that their processes and outputs are marked by the full gamut of human experiences involved in their functioning’. My paper endorses and further develops this claim. I begin by expanding on their emphasis upon the priority of relations in terms of Dewey and Bentley’s transactionalism and Buddhist dependent co-origination and emptiness. Next, I emphasize the importance of embodied perspectives in acquiring meaning and transforming the world. Here, (...)
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  39. The assessment challenge of social and collaborative learning in higher education.David Boud & Margaret Bearman - 2024 - Educational Philosophy and Theory 56 (5):459-468.
    There is a general tension between the individualised nature of current assessment practices in higher education and a collaborative approach to learning. This results in many dilemmas for educators as they try to balance academic integrity concerns and student preferences with social or collaborative assessment practices, including peer assessment, group assignments and direct assessment of teamwork or collaboration. This paper argues that focussing on singular assessment tasks or experiences tends to lead to marginal effects. Rather, we suggest that the collaborative (...)
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  40. A Critical Assessment of John Dewey’s Philosophy of Education.Mohammed Zeinu Hassen - forthcoming - International Journal of Philosophy.
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  41. Dialogue, Horizon and Chronotope: Using Bakhtin’s and Gadamer’s Ideas to Frame Online Teaching and Learning.Peter Rule - forthcoming - Studies in Philosophy and Education:1-19.
    The information explosion and digital modes of learning often combine to inform the quest for the best ways of transforming information in digital form for pedagogical purposes. This quest has become more urgent and pervasive with the ‘turn’ to online learning in the context of COVID-19. This can result in linear, asynchronous, transmission-based modes of teaching and learning which commodify, package and deliver knowledge for individual ‘customers’. The primary concerns in such models are often technical and economic – technology as (...)
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  42. Pasión de enseñar: pensamiento pedagógico.Gabriela Mistral - 2017 - Valparaíso, Chile: Editorial UV de la Universidad de Valparaíso, Dirección de Extensión y Comunicaciones.
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  43. Decolonising Democratic Aims of Education in Botswana: Kagisano & Outcomes-Based Education.Sheron Fraser-Burgess & Thenjiwe Major - forthcoming - Journal of Philosophy of Education.
    Botswana’s history is one of an unwavering exercise of self-determination and quest for self-rule. Post-independence, self-government prioritized an overarching philosophy of Kagisano or social harmony within which the aims of education were framed, in conjunction with a political commitment to Botho through democracy. For economic and social reasons the current educational policy of Botswana is based on outcomes based education (OBE), with its metrics of quantifiable outcomes. The article argues that Olúfemi Táíwò’s analysis of decolonization provides a philosophical lens through (...)
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  44. Humanities on Demand and the Demands on the Humanities: Between Technological and Lived Time.Paul Atkinson & Tim Flanagan - 2024 - Studies in Philosophy and Education 43 (2):143-160.
    The digital humanities have developed in concert with online systems that increase the accessibility and speed of learning. Whereas previously students were immersed in the fluidity of campus life, they have become suspended and drawn-into various streams and currents of digital pedagogy, which articulate new forms of epistemological movement, often operating at speeds outside the lived time and rhythm of human thought. When assessing learning technologies, we have to consider the degree to which they complement the rhythms immanent to human (...)
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  45. Correction: Bataille and the Poverty of Academic Form.Ansgar Allen - 2023 - Studies in Philosophy and Education 43 (2):141-141.
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  46. Bataille and the Poverty of Academic Form.Ansgar Allen - 2023 - Studies in Philosophy and Education 43 (2):127-140.
    This paper argues that the dominant modes of academic address, the conference paper, the journal article, and the monograph, reinforce problematic and exclusionary assumptions concerning what counts as legitimate research, whilst also restricting academic enquiry and impoverishing intellectual life. It makes its case by exploring in some detail the intellectual commitments of one the West’s more wayward 20th century thinkers, Georges Bataille. It suggests that Bataille presents not simply a conceptual armoury (and one among many) for critiquing Western logocentrism from (...)
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  47. Pedagogical Uptake: Credibility, Intelligibility, and Agency.Barbara Applebaum - 2023 - Studies in Philosophy and Education 43 (2):195-210.
    This essay begins with the story of Vincent Lloyd who recounts a disturbing experience he had while teaching a course to a group of students of color. What does pedagogical uptake under conditions of systemic oppression require of educators? In the first section, I explore philosopher Nancy Potter’s (Nancy Potter. “Giving Uptake”. Social Theory and Practice 26/3 (2000) 479–508; Nancy Potter. The Virtue of Defiance and Psychiatric Engagement (Oxford: Oxford University Press, 2016)) work on uptake, whose focus on the mental (...)
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  48. On Why ‘Trust’ Constitutes an Appropriate Synonym for ‘Certainty’ in Wittgenstein’s Sense: What Pupils Can Learn from Its Staging.José María Ariso - 2024 - Studies in Philosophy and Education 43 (2):163-176.
    In this paper I outline the most relevant traits of the term ‘trust’ understood as one of the synonyms for ‘certainty’ that Ludwig Wittgenstein used in his posthumous work On Certainty. To this end, I analyze the paragraphs of On Certainty in which reference is made to pupils who are expected to trust what is taught by their teacher: in addition, I note that such a process is largely based on the attitude of rejection and bewilderment that teachers promote towards (...)
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  49. Transhumanism, Society and Education: An Edusemiotic Approach.Susana Gómez Redondo, Claudio J. Rodríguez Higuera, Juan R. Coca & Alin Olteanu - 2024 - Studies in Philosophy and Education 43 (2):177-193.
    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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  50. Philosophy of Education in a Dehumanizing World. [REVIEW]Peter Roberts - 2023 - Studies in Philosophy and Education 43 (2):217-221.
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