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. Misunderstanding vaccine hesitancy : a case study in epistemic injustice.Quassim Cassam - forthcoming - Educational Philosophy and Theory.
    This paper argues that vice-charging, the practice of charging other persons with epistemic vice, can itself be epistemically vicious. It identifies some potential vices of vice-charging and identifies knowledge of other people as a type of knowledge that is obstructed by epistemically vicious attributions of epistemic vice. The hazards of vice-charging are illustrated by reference to the accusation that parents who hesitate to give their children the MMR triple vaccine are guilty of gullibility and dogmatism. Ethnographic and sociological research is (...)
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  2. An Empirical Moral Philosophy Perspective on Classroom Discussions of Controversial Issues.Emil Sætra - forthcoming - Educational Theory.
    In this article, Emil Sætra examines how teachers and students construct and experience aims and goods in classroom discussions of controversial issues. This study is situated within the emerging tradition of empirical ethics, and the research strategy comprised two main steps. First, Sætra used interview data to analyze, via the experiences of teachers and students, the following two empirical questions: (1) What goods normatively constitute educative discussions of controversial issues? (2) How are these goods constructed in time and space? Second, (...)
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  3. Pedagogies of Dissent: Bridging The Religion–LGBTQ Divide.Seán Henry - forthcoming - Educational Theory.
    The purpose of this paper is to set out the contours for a pedagogy of dissent, i.e., a pedagogical approach to religion that recognizes the role of dissent in bridging the conventional antagonism between religious and LGBTQ concerns for education. Seán Henry begins it with the view that a pedagogy conducive to this kind of work can be engaged with if the relation between education and religion is framed in radically conservative terms. From here, Henry inquires into the pedagogical commitments (...)
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  4. The Trust Imperative: Conceptualizing the Dynamics of Trust and Distrust in Parent‐Professional Collaboration.Noomi Matthiesen, Paula Cavada-Hrepich & Lene Tanggaard - forthcoming - Educational Theory.
    This article develops a conceptual framework of the dynamics of trust between parents and professionals in early childhood education and care. In contemporary Western society, the heightened risk awareness with respect to early childhood has led to an increased focus on the collaboration between home and daycare. Mutual trust is a core aspect of this collaboration, resulting in a trust imperative. Drawing on Knud Eilar Løgstrup, Noomi Matthiesen, Paula Cavada-Hrepich, and Lene Tanggaard argue here that trust is a spontaneous, relational (...)
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  5. Teaching Against Omnipotence: Mussolini's Racial Laws and the Ethics of Memory in Times of Neofascism.Paula M. Salvio - forthcoming - Educational Theory.
    This essay opens on the streets of Rome in 2019 among displays of fascist relics, architecture, and memorial sites. Each display speaks to Italy's violent colonial and fascist history, one that continues to be entangled with and to overdetermine Italy's contemporary restrictive citizenship laws and anti-immigrant policies. Here, Paula M. Salvio turns to a psychoanalytic understanding of omnipotence, and to Michael Rothberg's concept of multidirectional memory, in order to pursue the half-spoken history of Italian fascism that is hauntingly absent from (...)
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  6. Methodological Reflections on Normative Case Studies: What They are and Why We Need Better Quality Criteria to Inform Their Use.Rebecca M. Taylor - forthcoming - Educational Theory.
    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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  7. The Affective Dimension Of Epistemic Injustice.Michalinos Zembylas - forthcoming - Educational Theory.
    This essay focuses on the affective dimension of epistemic injustice — specifically, the affective harms and burdens of epistemic injustice on individuals and groups — and examines how pedagogy may help disrupt the affective injustice that epistemic injustice entails. This theorization facilitates the ability to recognize that affective wrongs are not separate from epistemic wrongs but are instead embedded in them. Here, Michalinos Zembylas brings recent philosophical inquiry on affective injustice into conversation with considerations of epistemic injustice in order to (...)
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  8. Willful Hermeneutical Ignorance and the “Critical Race Theory” Controversy.Barbara Applebaum - forthcoming - Educational Theory.
    In this article, Barbara Applebaum examines “the inability to disagree claim” as it arises in objections made by those who want to ban “critical race theory” from being taught in schools and universities. Employing insights from the recent scholarship around willful hermeneutical ignorance, she discerns the important role that marginalized conceptual resources play in conditions of just and constructive dialogue. When such resources are misinterpreted and denied uptake, the resulting harm impedes the epistemic agency of marginally situated knowers. Applebaum claims (...)
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  9. Eavesdropping Books as Testimony: Witnessing Secondhand Crimes Against Humanity with Young Children.Cara E. Furman - forthcoming - Educational Theory.
    How do educators talk about trauma with young children? Specifically, how do they address children's secondhand experiences of crimes against humanity? In this article, Cara E. Furman argues that classrooms for young children must witness these experiences. A genre of picture books that Furman terms “eavesdropping texts” offer testimony that both witnesses and invites children's secondhand experiences of crimes against humanity. Here, Furman couples a close reading of the books with literary criticism and trauma theory in order to showcase the (...)
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  10. Covering the Wound: Education and the Work of Mourning.Soyoung Lee - forthcoming - Educational Theory.
    In this essay, Soyoung Lee explores the theme of mourning as a way of attending to a fundamental aspect of human experience that is bound to negativity. The essay helps readers to see that experience in a different light by drawing on what is shown to be an internal connection between mourning and having language. The dominant culture of contemporary education is preoccupied with management and control, and this renders hollow the understanding of the negative experience children go through. Such (...)
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  11. Prospects for the Call to Teach Today: Replies to Di Paolantonio and Moon.David T. Hansen - forthcoming - Studies in Philosophy and Education:1-7.
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  12. A Case for Shame in Character Education.Sabrina Little - 2023 - Studies in Philosophy and Education 1 (1).
    There are many reasons to worry about shame in moral development. Shame can be employed for bad ends, such as manipulation and making others feel powerless. Shame is often associated with denial and hiding behaviors, social phobia, and anxiety. It is also not a motivation suitable for performing virtuous actions. This article argues that, nevertheless, well-ordered shame plays an indispensable and constructive role, as part of a mixed-methods approach in the development of moral character. This article assesses various reasons why (...)
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  13. Power and agency within the evaluative state: A strategic–relational approach to quantification of higher education.Jakub Krzeski - forthcoming - Educational Philosophy and Theory.
    This article addresses the problem of the quantification of higher education by introducing a theoretical framework for power relations and agency within this process. Instead of treating evaluation regimes as external and imposed on the sector, it argues for a relational approach to the problem of exercising power over the higher education sector through means of evaluation. To develop such an approach, the article draws on two sources: Guy Neave’s account of the evaluative state and Bob Jessop’s strategic–relational approach (SRA) (...)
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  14. The educational fiction of agential control: Some preliminary notes on a pedagogy of ‘as if’.Johan Dahlbeck - 2023 - Educational Philosophy and Theory 55 (1):100-110.
    This paper addresses the rift between the teacher’s sense of self as a causal agent and the experience of being in lack of control in the classroom, by way of Hans Vaihinger’s philosophy of ‘as if.’ It is argued that understanding agential control in terms of a valuable educational fiction—a practical (ethical) fiction in Vaihinger’s vocabulary—can offer a way of bridging this rift and can help teachers make sense of the tension between their felt need to strive for control and (...)
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  15. Teaching human rights in primary schools: Overcoming the barriers to effective practice, by Alison E. C. Struthers: Routledge, 2021, 244 pp., USD 44.05 (e-book), ISBN 9781315201719. [REVIEW]Fikri Yanda, Temmy Renaldi Setia Bakti & Sapikzal Pratama - 2023 - Educational Philosophy and Theory 55 (1):122-124.
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  16. Creationism is not special.Cristobal Bellolio - 2023 - Educational Philosophy and Theory 55 (1):68-76.
    Most debates surrounding the teaching of creationism in the science classroom have been addressed under a standard frame: whether creationism is science or religion. As creationism suggests supernatural causation, it has been understood as beyond the purview of science, and therefore as religion. This argument for methodological naturalism has been increasingly challenged by philosophers of science as a demarcation criterion. The disaggregation approach introduced by Cecile Laborde provides an alternative framework to address this debate. It suggests that the problem with (...)
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  17. Unpacking policy evaluation and measurement of creating world-class universities in China: An integrated policy analysis.Eryong Xue & Jian Li - 2023 - Educational Philosophy and Theory 55 (1):35-44.
    This study aims to unpack policy evaluation and measurement of creating world-class universities in China from an integrated policy analysis. Specifically, an integrated policy analysis of policy evaluation of creating world-class universities concentrated on exploring the world class evaluation index released by the university rankings organization and the scholars’ views on the assessment criteria for world-class disciplines. The characteristics of policy evaluation of creating world-class (First-Class) universities included adhering to diversified comprehensive evaluation; clear educational objectives and positioning; taking students as (...)
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  18. Towards a theory of knowledge acquisition – re-examining the role of language and the origins and evolution of cognition.Derek Meyer - 2023 - Educational Philosophy and Theory 55 (1):57-67.
    The relativist position on knowledge is summarized by Protagoras’ phrase “Man is the measure of all things”. Protagoras’ detractors countered that there was no reason for his pupils to employ him since, by his own admission, his lessons lacked privilege. This the educationist’s relativist paradox. The Enlightenment tradition of Descartes, Locke and Kant solved this paradox by distinguishing given objective knowledge from constructed subjective knowledge, but this position has itself been discredited by the work of Sellars, Quine and many other (...)
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  19. What Welby Wanted.James Pearson - 2022 - In Jeanne Peijnenburg & Sander Verhaegh (eds.), Women in the History of Analytic Philosophy. Cham: Springer. pp. 23-43.
    Although the significs movement that Victoria, Lady Welby (1837–1912) inspired was dedicated to better understanding meaning, she has largely been forgotten by analytic philosophers of language. Significs was to educate “the great world of hearers and the growing world of readers” to better interpret science and philosophy, evincing a focus on the audience for intellectual activity that it remains vital for academics to consider. Her arguments that the metaphorical associations of terminology are part of their significance for others also pertain (...)
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  20. Science, power, and subjectivity: Vaccine (mandate) resistance and ‘truth telling’ in times of right-wing populism.Jesse Bazzul - forthcoming - Educational Philosophy and Theory.
    This paper employs Michel Foucault’s History of Sexuaity: Confessions of the Flesh to shed light on the perplexing phenomenon of vaccine (mandate) resistance. It argues that vaccine (mandate) resistance, while seemingly irresponsible and selfish, is entangled with the same modes of ‘truth-telling’ that have been part of the basic structure of modern Western governance for centuries. The paper begins by introducing the problem of vaccinate (mandate) resistance as a pedagogical problem for educators who want to teach social responsibility as informed (...)
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  21. Academic freedom and Netflix’s ‘ The Chair’: Implications for staff-student dialogue.Claire Skea - forthcoming - Educational Philosophy and Theory.
    Academic freedom is seriously under threat. Here I will consider how the marketisation of Higher Education has exacerbated the decline of ‘academic freedom’. While the effects of a ‘cancel culture’ on university provision are difficult to ignore, threats to academic freedom raise a number of questions, such as: ‘who is allowed to speak on campus?’, ‘to whom?’, and ‘about what?’. These questions are fundamental to the academic profession, and therefore have clear implications for teaching and learning in Higher Education. Through (...)
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  22. Diffracting child-virus multispecies bodies: A rethinking of sustainability education with east–west philosophies.Karen Malone & Chi Tran - forthcoming - Educational Philosophy and Theory.
    Humans are living in damaged landscapes within a new geographical epoch known as the Anthropocene. The COVID-19 outbreak fuels uncertainty, instability, and ambiguity for humans. This viral disaster has been blamed for losing and further exacerbating ecological imbalance, and prompts a need to re-examine multispecies relations and, in particular, human exceptionalism. The authors, by applying a new theoretical assemblage that brings the new materialist turn entangled with Buddhist philosophies into our stories and diffractions of child-virus bodies, have been prompted to (...)
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  23. Using inquiry-based dialogues to explore controversial climate change issues with secondary students: An example from Norway.Lisa Steffensen, Marit Johnsen-Høines & Kjellrun Hiis Hauge - forthcoming - Educational Philosophy and Theory.
    Young people around the world show considerable engagement with climate change. How can education draw on this engagement in order to benefit students and society? In this article, we discuss how inquiry-based dialogues can support students’ development in their societal engagement. We argue that such dialogues should include real-world problems involving disagreement, which promote students’ agency. We elaborate on qualities of dialogues, such as developing argumentation and perspectives together through respect, attentive listening and recognition of others’ viewpoints. Central theoretical perspectives (...)
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  24. Lessons from pragmatism: Organizational learning as resolving tensions at work.Ulrik Brandi & Bente Elkjaer - forthcoming - Educational Philosophy and Theory.
    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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  25. The university in techno-rational times: Critical universities studies, South Africa.Aslam Fataar, Shireen Motala, Andre Keet, Premesh Lalu, Sarah Nuttall, Kirti Menon & Luan Staphorst - forthcoming - Educational Philosophy and Theory.
    This concept note was produced for a symposium held under the banner of Critical University Studies – South Africa (CUS-SA) at the University of Johannesburg in August 2022. The opening plenary session was addressed by Profs. Premesh Lalu, Sarah Mosoetsa and Sarah Nuttall. A summary of a paper prepared for this symposium by Michael Peters on the university in techno-rational times was presented as part of the panel. The rest of the symposium featured critical discussion in response to this concept (...)
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  26. Attuning to geostories: Learning encounters with urban plants.William Smolander & Noora Pyyry - forthcoming - Educational Philosophy and Theory.
    This paper is a call for educators to respond to the problematics that arise from reducing the Earth to a resource for human activities. The concept of ‘Anthropocene’ is a burning invitation to rethink education by putting the human to its place. We therefore argue for a spatial-embodied conceptualization of learning, which involves the more-than-human and nonrepresentational. In this effort, we use Latour’s concept of ‘geostory’ to problematize the prevailing anthropocentrism in education. We discuss the power of experimentation by introducing (...)
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  27. Why co-present groups? Affective processing to produce meaningfulness.Jeanette Lancaster - forthcoming - Educational Philosophy and Theory.
    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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  28. The risks of a recurring childhood: Deleuze and Guattari on becoming-child and infantilization.Daan Keij - forthcoming - Educational Philosophy and Theory.
    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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  29. Treat me as a place: On the (onto)ethics of place-responsive pedagogy.Anna Vladimirova - forthcoming - Educational Philosophy and Theory.
    This article engages with new materialist posthumanist philosophy to conceptually approach an ethics of outdoor environmental education with the focus on a pupil’s body. Thinking with place-respons...
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  30. Back to indigeneity: The philosophy of Loób_ and _Kapwa as education’s past and future.Rhochie Avelino Ebora Matienzo - forthcoming - Educational Philosophy and Theory.
    Filipino philosophy of education involves layers of meanings blurred by foreign assumptions. Any study that enlightens this theme is relevant and necessary. Hence, I intend to contribute to the aim of shedding light and exploring the richness of this discourse. Specifically, I focus on the historicity of Filipino philosophy, particularly under its colonial past. The literature suggests that education has been shaped by the colonizers, in particular, Christianity by the Spaniards and Pragmatism by the Americans. Albeit systematic, these philosophies of (...)
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  31. Ecopedagogy: Freirean teaching to disrupt socio-environmental injustices, anthropocentric dominance, and unsustainability of the Anthropocene.Greg William Misiaszek - forthcoming - Educational Philosophy and Theory.
    This article delves into ecopedagogy, grounded in the work of the Brazilian pedagogue Paulo Freire on popular education and critical pedagogies, to teach students to critically deconstruct the subjectivity and transformability of our world (all humans, human populations) with the rest of Earth (i.e., rest of Nature). As Friere emphasized humans’ unique characteristic of ‘unfinishedness’ with abilities of self-reflexivity through our histories and goal-setting from our dreams, (environmental) pedagogues must teach toward deepened and widened understandings for praxis grounded in socio-environmental (...)
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  32. Colonial assemblage and its rhizomatic network of education in Quito.Marco Ambrosi De la Cadena - forthcoming - Educational Philosophy and Theory.
    Colonization has traditionally been studied as a monological and definitive period. This article seeks to problematize its analysis by means of the so-called ‘philosophy of desire’ and ‘rhizomatic thinking’, enriching them, in methodological terms, by the Actor-Network-Theory. In this vein, an alternative explanation of the colonial regime is offered by emphasizing how it assembled several worlds—Indigenous and Europeans—guided by a desiring-production that put originary accumulation before anything else; a standpoint that also enables a discussion about the network of colonial education (...)
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  33. Refurbishing learning via complexity theory: Buddhist co-origination meets pragmatic transactionalism.Jim Garrison - forthcoming - Educational Philosophy and Theory.
    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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  34. Open science in China: Openness, economy, freedom & innovation.Xiyuan Zhang, Stefan Reindl, Hongjun Tian, Minghan Gou, Ruijie Song, Taoran Zhao, Liz Jackson & Petar Jandrić - forthcoming - Educational Philosophy and Theory.
    Taking credit for digitalization and platformization, China has initiated its open science infrastructure implementation and made an effort to focus on open access (OA) journals and data sharing over the past two decades. With the continuous development need, issues and concerns have caught in attention, including data accessibility, research transparency, general population awareness and communication of science, public trust in science, and scientific research and innovation efficiency. This paper has unfolded the maze of open science stance in China and elaborated (...)
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  35. Humility in educational philosophy and theory.Liz Jackson & Jae Park - forthcoming - Educational Philosophy and Theory.
    Humility is regarded as beneficial for individuals, relationships, and society. It is believed to increase well-being and tolerance of difference and enhance interpersonal relationships. Educating for humility could be regarded as an important element and goal of education as it helps students realise their limitations and consider different (even opposite) perspectives. However, as with other virtues, humility may be conceptualised and expressed differently across diverse cultural communities. Similarly, how to educate for humility may look different in schools around the world. (...)
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  36. Public Intellectuals and Education in a Changing Society.Gary McCulloch & Andrew Peterson - 2022 - British Journal of Educational Studies 70 (5):533-537.
    In an age of growing academic specialisation, one, moreover, in which experts and expertise are habitually derided in a ‘post-truth’ era, the notion of the ‘public intellectual’ has come to be wide...
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  37. Public Intellectuals, Viral Modernity and the Problem of Truth.Michael A. Peters - 2022 - British Journal of Educational Studies 70 (5):557-573.
    Public intellectuals today must be understood in relation to the concept of ‘viral modernity’, characterised by viral and open media and technologies of post-truth that reveal the dramatic transformations of the ‘public’, its forms and its future possibilities. The history, status and role of the public intellectual are constituted by both the network of law in liberal society and above all the primacy of the concept of freedom of expression. The task of public intellectuals was to define, analyse and protect (...)
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  38. Citizenship matters: Young citizen becoming in the posthuman present.Dianne Mulcahy & Sarah Healy - forthcoming - Educational Philosophy and Theory.
    This article contributes new insights to research on citizenship and young citizen subject formation in the context of the posthuman condition. Bringing a feminist materialist sensibility to bear, we explore citizenship as materially mobilised and produced. Considering the constitutive role that embodied and affective phenomena play in this production, we attend particularly to acts of citizenship. We show by way of vignettes how human subjects and material and natural objects ‘intra-act’ to produce civic capacities and bring citizen subjectivity into effect. (...)
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  39. Educating (for) the blossomest of blossoms: Finitude and the temporal arc of the counterfactual.Anne Pirrie & Kari Manum - forthcoming - Educational Philosophy and Theory.
    The purpose of this article is threefold: to offer a vision of human flourishing in the academy premised upon ‘living in truth’, embracing lived experience and being in relation; to explore counterfactual thinking across the life-course, from the period of compulsory schooling to the end of life, with the emphasis on the latter; and to critique the practice of drawing upon philosophy to provide an interpretative framework through which to address the arts, drawing upon the work of Cora Diamond. The (...)
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  40. Reflections on informal logic in China.Lei Chen - forthcoming - Educational Philosophy and Theory.
    Logic holds an important position in education in China, from primary to higher. The development and spread of logic as a discipline in China has a history of more than a century, beginning during...
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  41. Embracing dualities: Principles of education for a VUCA world.Ariel Sarid & Maya Levanon - forthcoming - Educational Philosophy and Theory.
    In the wake of profound social changes, which have been accelerated due to a global pandemic, educators reconsider the role and goals of education, and subsequently, how its pragmatic expression should look like in a VUCA-world. We address this challenge by offering basic tenets of education and principles that are tailored to the current reality. We concentrate primarily on the merits of embracing dualities, dilemmas and tensions, for engaging in deep learning and personal development. Jon Wergin’s theory of ‘deep learning’ (...)
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  42. Taoism, teaching and learning: A nature-based approach to education.Lin Cheng - forthcoming - Educational Philosophy and Theory.
    Man [sic.] follows the earth, earth follows the heaven, heaven follows the Tao and the Tao follows nature.– Lao Tzu (Tao Te Ching)Taoism, as an ancient traditional Chinese philosophy, not only prof...
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  43. The right to philosophical education: The democratic model of implementation for Ukraine.Taras Butchenko, Roman Dodonov & Vira Dodonova - forthcoming - Educational Philosophy and Theory.
    The article reveals the Ukrainian experience of the transition from an exclusive to a democratic model of the implementation of the right to philosophical education. While the first model provides limited access to philosophy in the interests of the ruling state-party groups, in the second one, citizens are guaranteed an equal right to study philosophy as potential subjects of philosophizing. The coverage of this transition is conducted in the light of research and recommendations of UNESCO and relevant international experience. The (...)
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  44. Fascism on trial: Rethinking education in an age of conspiracy theories and election deniers.Henry A. Giroux - forthcoming - Educational Philosophy and Theory.
    In the current political landscape fascism is on the rise and the threat to democracy is imperiled both as an ideal and promise (DiMaggio, 2022; Hedges, 2022b; Street, 2022). A number of Republican...
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  45. As the crones fly.Georgina Tuari Stewart, Nesta Devine, Chris Jenkin, Yo Heta-Lensen, Lisa Maurice-Takerei, Margaret Joan Stuart & Sue Middleton - forthcoming - Educational Philosophy and Theory.
    Catalysed by conversations amongst a group of colleagues, this article is an initial exploration of what happens to women academics aged 60+ who work in a university in Aotearoa New Zealand. This work is an example of when academic theories, in this case feminism, are called forth by real-world experiences – in this case, increasing academic job insecurity, catalysed by post-pandemic economic shortfalls. We blend together personal anecdotes and feminist analysis to show how women’s academic careers, which are commonly constrained (...)
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  46. After the party: In the luminous residuals, finding ourselves anew.Lauren Ila Misiaszek - 2022 - Educational Philosophy and Theory 54 (13):2160-2164.
    Re-reading the special issue (SI)’s articles as a collection—over two years since the call for papers—the interconnected themes of anti-nostalgia and first-person narrative as a thinking device (Ha...
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  47. Reinventing: Essence and usefulness of Freire’s work for the past and next 100 years.Greg William Misiaszek - 2022 - Educational Philosophy and Theory 54 (13):2153-2159.
    The collection of articles in this special issue (SI) represents diverse reinventions of Freire’s work, from before he wrote his most famous book, Pedagogy of the Oppressed (1970), to the present....
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  48. Introduction to the special issue on Anti-Oedipus at 50.Joff Bradley & Emile Bojesen - forthcoming - Educational Philosophy and Theory.
    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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  49. “We don’t need another hero!”: Whistleblowing as an ethical organizational practice in higher education.Heidrun Wulfekühler & Alexander Andrason - forthcoming - Educational Philosophy and Theory.
    The present article shifts the focus and burden of whistleblowing away from an individual to the collective and argues for the necessary incorporation of whistleblowing into an ethical infrastructure in institutions of higher education. The authors argue that institutions of higher learning should be understood as collective agents bestowed with ethical responsibility which obliges them to act in an ethical manner. The fundamental principle guiding the ethical practice of all higher-learning institutions should be a culture of voice because conscientization – (...)
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  50. Values education: From the perspective of Marxist ontology.Lyu Wang & Lina Feng - forthcoming - Educational Philosophy and Theory.
    With the prevalence of values and the advent of the idea of rationalist education, the values characteristic of distinct subjectivity and affectiveness face many theoretical and practical problems when taught within the framework of modern education, which seeks certainty of knowledge. The challenges that values education encounters in today’s world urgently demand that we return to the origins of human spiritual life. We must be informed by the Marxist disclosure of the intrinsic value of human existence, and grasp the intrinsic (...)
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