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  1. Idealism as a Philosophy of Education.Louise Antz - forthcoming - Philosophy of Education: Essays and Commentaries.
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  2. Educational Justice and School Boosting.Marcus Arvan - forthcoming - Social Theory and Practice.
    School boosters are tax-exempt organizations that engage in fundraising efforts to provide public schools with supplementary resources. This paper argues that prevailing forms of school boosting are defeasibly unjust. Section 1 shows that inequalities in public education funding in the United States violate John Rawls’s two principles of domestic justice. Section 2 argues that prevailing forms of school boosting exacerbate and plausibly perpetuate these injustices. Section 3 then contends that boosting thereby defeasibly violates Rawlsian principles of nonideal theory for rectifying (...)
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  3. Education in Fascist Italy.Max Ascoli - forthcoming - Social Research: An International Quarterly.
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  4. Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
  5. Epistemology, Assessment, Pedagogy: Where Learning Meets Analytics in the Middle Space.Simon Knight, Simon Buckingham Shum & Karen Littleton - forthcoming - Journal of Learning Analytics.
    Learning Analytics is an emerging research field and design discipline which occupies the ‘middle space’ between the learning sciences/educational research, and the use of computational techniques to capture and analyse data (Suthers and Verbert, 2013). We propose that the literature examining the triadic relationships between epistemology (the nature of knowledge), pedagogy (the nature of learning and teaching) and assessment provide critical considerations for bounding this middle space. We provide examples to illustrate the ways in which the understandings of particular analytics (...)
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  6. Socialising Epistemic Cognition.Simon Knight & Karen Littleton - forthcoming - Educational Research Review.
    We draw on recent accounts of social epistemology to present a novel account of epistemic cognition that is ‘socialised’. In developing this account we foreground the: normative and pragmatic nature of knowledge claims; functional role that ‘to know’ plays when agents say they ‘know x’; the social context in which such claims occur at a macro level, including disciplinary and cultural context; and the communicative context in which such claims occur, the ways in which individuals and small groups express and (...)
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  7. Paul Hirst, Education and Epistemic Injustice.Alessia Marabini - forthcoming - Journal of Philosophy of Education.
    In this paper I individuate and analyse a new type of epistemic injustice that can arise in education and depends on the so-called ‘backtracking fallacy’ in student assessment, which occurs when a teacher confuses (or does not distinguish between) the logical dimension of a framework of disciplinary concepts and its psychological dimension. I will also touch upon a different type of social injustice that might transpire in education. I suggest that familiarity with Paul Hirst's view of liberal education, which presupposes (...)
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  8. Democratic Deliberation in the Absence of Integration.Michael Merry - forthcoming - In Johannes Drerup, Douglas Yacek & Julian Culp (eds.), The Cambridge Handbook of Democratic Education. Cambridge: Cambridge.
    In order for democratic deliberative interactions in educational settings to fruitfully occur, certain favorable conditions must obtain. In this chapter I chiefly concern myself with one of these putative conditions, namely that of school integration, believed by many liberal scholars to be necessary for consensus-building and legitimate decision-making. I provide a critical assessment of the belief that integration is a necessary facilitative condition for democratic deliberation in the classroom. I demonstrate that liberal versions of democratic deliberation predicated on this condition (...)
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  9. Intercultural Science Education as a Trading Zone Between Traditional and Academic Knowledge.Jairo Robles-Piñeros, David Ludwig, Geilsa Costa Santos Baptista & Adela Molina Andrade - forthcoming - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences:101337.
  10. Trauma Drama: The Trouble with Competitive Victimhood.Robert S. Taylor - forthcoming - Theory and Research in Education.
    Writing a college-application essay has become a rite of passage for high-school seniors in the U.S., one whose importance has expanded over time due to an increasingly competitive admissions process. Various commentators have noted the disturbing evolution of these essays over the years, with an ever-greater emphasis placed on obstacles overcome and traumas survived. How have we gotten to the point where college-application essays are all too frequently competitive-victimhood displays? Colleges have an understandable interest in the disadvantages their applicants may (...)
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  11. Virtue Responsibilism, Mindware, and Education.Michel Croce & Duncan Pritchard - 2022 - In Mark Alfano, Colin Klein & Jeroen de Ridder (eds.), Social Virtue Epistemology. London: Routledge. pp. 42-44.
    Response to Steven Bland’s ‘Interactionism, Debiasing, and the Division of Epistemic Labour’ (in Social Virtue Epistemology, (eds.) M. Alfano, C. Klein & J. de Ridder). Biased cognition is an obvious source of epistemic vice, but there is some controversy about whether cognitive biases generate reliabilist or responsibilist epistemic vices. Bland’s argument, in a nutshell, is that since the development of cognitive biases is due to the interplay of internal psychological processes and external (i.e., environmental) conditions, it cannot be expected that (...)
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  12. Digging at the Roots: A Reply to Naoko Saito's American Philosophy in Translation.Steven Fesmire - 2022 - The Pluralist 17 (1):112-118.
    the two-and-a-half years that Dewey lived in Japan and China offered him an East-West comparative standpoint to examine Euro-American presuppositions. In subsequent work, he took steps in the direction of a global philosophical outlook by promoting a fusion of aesthetic refinements with democratic experimentalism. The year 2021 marks the centennial of Dewey’s return to the United States, yet philosophers in this country have only begun to take in an emerging global philosophical scene that includes unfamiliar questions, angles, idioms, and emphases. (...)
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  13. Learning to Reframe Problems Through Moral Sensitivity and Critical Thinking in Environmental Ethics for Engineers.Andrea R. Gammon & Lavinia Marin - 2022 - Teaching Ethics 22 (1):97-116.
    As attention to the pervasiveness and severity of environmental challenges grows, technical universities are responding to the need to include environmental topics in engineering curricula and to equip engineering students, without training in ethics, to understand and respond to the complex social and normative demands of these issues. But as compared to other areas of engineering ethics education, environmental ethics has received very little attention. This article aims to address this lack and raises the question: How should we teach environmental (...)
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  14. Creating Reflective Engagement.William Goodwin - 2022 - Teaching Philosophy 45 (1):65-85.
    This paper describes an approach to teaching the philosophy of science to science students that was developed in a context where the course is a lower-level requirement for all natural science majors. This audience made it appropriate to reconsider standard approaches to the field and resulted in an innovative pedagogical strategy subsequently used, in modified form, in more traditional philosophical contexts. This paper describes the pedagogical approach, explains reasons for it, motivates more specific ways of enacting it, and assess its (...)
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  15. Propositions for Non-Fascist Living: Tentative and Urgent. Edited by Maria Hlavajova and Wietske Maas.John Kinsey - 2022 - Teaching Philosophy 45 (1):119-121.
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  16. Da Educação enquanto Afirmação da Vida entre a Arte e a Filosofia segundo Nietzsche no Filme “Sociedade dos Poetas Mortos”.Luiz Carlos Mariano Da Rosa - 2022 - Griot 22 (2):121-138.
    Baseado no filme “Sociedade dos Poetas Mortos” (1989), o artigo assinala o caos instaurado no âmbito da escola tradicional norte-americana Welton através do trabalho do professor John Keating na instauração de novos métodos de ensino e aprendizagem para a literatura, na medida em que tende a fomentar o questionamento acerca do sentido e do valor da vida e o cultivo de si como possibilidade de produção de um conteúdo novo e extemporâneo e o conhecimento enquanto afirmação das forças da vida. (...)
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  17. Do processo formativo-educacional no filme Instituto Benjamenta e a superação da imagem ortodoxa, dogmática, pré-filosófica, natural e moral do pensamento em Deleuze e Guattari.Luiz Carlos Mariano da Rosa - 2022 - DEVIR EDUCAÇÃO 6 (1):1-28.
    Baseado na perspectiva da geofilosofia de Deleuze e Guattari em um processo que se sobrepõe à relação envolvendo sujeito e objeto enquanto fronteira do pensamento e que implica o pensamento como desdobramento de uma violência e as formações genealógicas do saber, o artigo se detém na análise do paradoxal mundo do Instituto Benjamenta em uma construção fílmica adaptada do romance Jakob von Gunten, de Robert Walser, que encerra um movimento que traz como conteúdo a matéria que se impõe ao caos (...)
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  18. DO PROCESSO FORMATIVO-EDUCACIONAL ENQUANTO AFIRMAÇÃO DAS FORÇAS DA VIDA SEGUNDO NIETZSCHE E A CORRELAÇÃO ENVOLVENDO ARTE E FILOSOFIA NO FILME “SOCIEDADE DOS POETAS MORTOS”.Luiz Carlos Mariano da Rosa - 2022 - Revista de Educação Pública 31 (1):1-24.
    Baseado no filme “Sociedade dos Poetas Mortos”, o artigo assinala o impacto na escola Welton dos novos métodos de ensino e aprendizagem do professor John Keating, que sublinha o sentido e o valor da vida, defendendo o cultivo de si e o conhecimento enquanto afirmação das forças da vida. Dessa forma, fundado na crítica de Nietzsche à “cultura histórica” e à questão envolvendo os professores de filosofia - filósofos ou servidores da “história”? -, o artigo propõe a superação da redução (...)
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  19. Majority-Minority Educational Success Sans Integration: A Comparative-International View.Michael Merry - 2022 - Review of Black Political Economy 50.
    Strategies for tackling educational inequality take many forms, though perhaps the argument most often invoked is school integration. Yet whatever the promise of integration may be, its realization continues to be hobbled by numerous difficulties. In this paper we examine what many of these difficulties are. Yet in contrast to how many empirical researchers frame these issues, we argue that while educational success in majority-minority schools will depend on a variety of material and non-material resources, the presence of these resources (...)
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  20. Is burgerschapsvorming een legitieme taak van de school?Michael Merry - 2022 - Knack.
    Het idee dat burgerschapsonderwijs noodzakelijkerwijs democratisch is omdat ze door een democratische staat wordt georganiseerd, is een bedenkelijke assumptie. Veronderstellen dat goed burgerschap overigens beperkt kan blijven tot een reeks van ‘meetbare’ kenniscomponenten (bv. kennis van presidenten, koningen), overtuigingen (bv., ‘er zijn mensenrechten’) en ‘competenties’ (bv. ‘kunnen omgaan met meningsverschillen’) is niet enkel een karikatuur maken van de democratie zelf, maar getuigt evenzeer van een democratisch paternalisme.
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  21. Deliberating Across the Lifespan.Vazquez Michael - 2022 - In Roberta Israeloff & Karen Mizell (eds.), The Ethics Bowl Way: Answering Questions, Questioning Answers, and Creating Ethical Communities. Rowman & Littlefield. pp. 91-100.
    In this chapter I articulate philosophical and pedagogical motivations for introducing Ethics Bowl to adults, followed by practical strategies for implementation. Ethics Bowl is an opportunity for individuals to engage in ethical reflection for themselves, and to thereby have greater ownership over their habits, beliefs, values, and life projects. As a deliberative pedagogy, it is also an opportunity for individuals to cultivate democratic skills and dispositions that will in turn permeate the civic sphere, the workplace, and other domains of shared (...)
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  22. Postdigital Slacktivism.Shane Ralston - 2022 - Postdigital Science and Education 4 (3).
    This commentary proposes that the concept of slacktivism be enlarged and refined in light of postdigitalism’s Parity Thesis, which states that digital media should not receive undue privilege relative to non-digital media. The term ‘slacktivism’ makes an implicit comparison of activism in digital and non-digital contexts, demeaning the former as less potent, valuable, and impactful than the latter. As a reconstructed concept, postdigital slacktivism would apply equally in both contexts, and most importantly to poorly reasoned activism. After this reformulation, slacktivism’s (...)
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  23. Migration Potential of Students and Development of Human Capital.Anna Shutaleva, Nikita Martyushev, Alexey Starostin, Ali Salgiriev, Olga Vlasova, Anna Grinek, Zhanna Nikonova & Irina Savchenko - 2022 - Education Science 12 (5):324.
    Studying student migration trends is a significant task in studying human capital development as one of the leading factors in sustainable socio-economic development. The migration potential of students impacts the opportunities and prospects for sustainable development. The study of factors influencing the migration behavior of students acquires special significance in this article. The interpersonal competencies of the population impact its migration potential. Migration processes impact the differentiation of regions in terms of human capital. This article is based on theoretical and (...)
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  24. STEM Faculty’s Support of Togetherness During Mandated Separation: Accommodations, Caring, Crisis Management, and Powerlessness.Ian Thacker, Viviane Seyranian, Alex Madva & Paul Beardsley - 2022 - Education Sciences 12 (9):1-14.
    The emergence of the COVID-19 pandemic initiated major disruptions to higher education systems. Physical spaces that previously supported interpersonal interaction and community were abruptly inactivated, and faculty largely took on the responsibility of accommodating classroom structures in rapidly changing situations. This study employed interviews to examine how undergraduate Science, Technology, Engineering, and Mathematics (STEM) instructors adapted instruction to accommodate the mandated transition to virtual learning and how these accommodations supported or hindered community and belonging during the onset of the pandemic. (...)
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  25. What’s Wrong with Manipulation in Education?Ron Aboodi - 2021 - Philosophy of Education 77 (2):66-80.
    A teacher controls the release of materials in attempt to get students to appreciate the appeal of a popular yet wrongheaded argument before exposing them to its shortcomings. An instructor uses body language, tone of voice, and images in a Power-Point presentation that appeal to non-deliberative mechanisms in order to influence the students to pay more attention, maintain their focus, or to remember the content better. How do we draw the line between such innocuous educational practices and problematic manipulation, such (...)
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  26. The Possibility of Analytic Philosophy in United Kingdom Madrasas.Abbas Ahsan - 2021 - Journal of Islamic and Muslim Studies 6 (1):56-83.
    In the course of this article, I address the following question: why does analytic philosophy, which predominates throughout higher education in the United Kingdom, not feature prominently in UK madrasas (Islamic schools)? I provide two responses to this question. The first focuses on a possible intellectual conflict between the types of philosophy that are practiced in madrasas and in mainstream institutions of higher education. The second response focuses on the kind of philosophy that various organizations promote and practice in communities (...)
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  27. Liberal‐Arts Learning Between School and the Road.René V. Arcilla - 2021 - Journal of Philosophy of Education 55 (4-5):714-720.
    Journal of Philosophy of Education, EarlyView.
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  28. Schools as Social Spaces: Towards an Arendtian Consideration of Multicultural Education.Rowena Azada-Palacios - 2021 - Journal of Philosophy of Education 55 (4-5):564-576.
    Journal of Philosophy of Education, EarlyView.
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  29. Educational Technology: From Educational Anarchism to Educational Totalitarianism.Mikhail Bukhtoyarov & Anna Bukhtoyarova - 2021 - In Igor Cvejić, Predrag Krstić, Nataša Lacković & Olga Nikolić (eds.), Liberating Education: What From, What For? Belgrade, Serbia: Institute for Philosophy and Social Theory, University of Belgrade. pp. 185-204.
    In the paper, the authors explore the relations between educational technology and educational ideology through the lens of philosophical inquiry. The optics of critical analysis is applied to review the instructional tools, services and systems which compose the complex picture of contemporary educational technology. The authors claim that even when initially established in the ideological domain of educational anarchism most educational technologies when being applied systemically can end up on the more oppressive side of the ideological spectrum close to educational (...)
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  30. A Note From the Editors.Michael Coxhead, Aislinn O'Donnell & Kirstine Szifris - 2021 - Journal of Prison Education and Reentry 7 (2):88-102.
    Editorial to the Special Issue "Critical Reflections on Philosophy, Education, and Prison Sociology". The Issue focuses on the intersection of philosophy with prisons, prisoners, and prison research, particularly in prison education and prison sociology. It takes in a broad range of topics, including the role of philosophy in prisons and prison research; the value of formal programmes of philosophical education in prisons; issues of trust, freedom, collaboration, and power in the prison classroom; and critical perspectives on the relationship between education (...)
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  31. Da autoformação no processo educacional entre a conformação e a autotransformação: Do jogo sociocultural e a inter-relação envolvendo modus vivendi e modus essendi.Luiz Carlos Mariano Da Rosa - 2021 - São Paulo, SP, Brasil: PZP - Politikón Zôon Publicações.
    Recuperando a noção de Paidéia, legado grego, a pesquisa em questão, detendo-se nos indícios do ideal da autoformação, para cujas fronteiras converge o contexto sociocultural da atualidade, discorre sobre o processo pedagógico que, imbricado em uma rede de relações que envolve as formas simbólicas mediante as quais o homem constrói o mundo, estruturalizando a realidade, se movimenta, no decorrer da história, oscilando entre a tendência que ora prioriza a formação individual, ora absolutiza o aspecto social, objetos de investigação no Capítulo (...)
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  32. O anarquismo e o estímulo à inovação científica.Bruno Camilo de Oliveira - 2021 - Inovação Na Educação Superior Brasileira: Metodologia E Casos.
    CAMILO, Bruno. O anarquismo e o estímulo à inovação científica. In: SOUZA, Poliana Mendes de. (org.). Inovação na educação superior brasileira: metodologia e casos. Recife: Even3 Publicações, 2021. p. 57-73. -/- Este trabalho, inserido na subárea da filosofia da ciência, possui como tema principal o “anarquismo metodológico” tal como é apresentado pelo filósofo da ciência Paul Feyerabend. O objetivo geral é apresentar o modo como o “anarquismo metodológico”, tal como exposto em Feyerabend (2007), pode contribuir para resolver o problema da (...)
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  33. Literature Unbound: William Desmond's Metaxu and the Opening of Literary Hermeneutics.Phillip E. Mitchell - 2021 - Journal of Philosophy of Education 55 (4-5):807-816.
    Journal of Philosophy of Education, EarlyView.
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  34. Shadow Students in Georgia: A Kantian Condemnation.Melissa Seymour Fahmy - 2021 - Journal of Philosophy of Education 55 (6):1057-1071.
    Journal of Philosophy of Education, EarlyView.
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  35. Trust, Power, and Transformation in the Prison Classroom.Fran Fairbairn - 2021 - Journal of Prison Education and Reentry 7 (2):160-182.
    This article does three things. First, it asks a new question about transformative education, namely ‘what is the role of power and trust in the decision of whether to transform one’s meaning scheme in the face of new information or whether to simply reject the new information?’ Secondly, it develops a five-stage model which elaborates on the role of this decision in transformative learning. Finally, it uses grounded-theory and the five-stage model to argue that power and trust play an important (...)
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  36. Outsiders Within: Reflections on Being a First-Generation and/or Low-Income Philosopher.Arianna Falbo & Heather Stewart - 2021 - Apa Newsletter on Feminism and Philosophy 3 (20):1-6.
  37. Embracing a Decolonial Epistemological Approach in African Higher Education.Björn Freter & Yvette Freter - 2021 - In Siseko H. Kumalo (ed.), Decolonisation as Democratisation: Global Insights into the South African Experience. Pietermaritzburg: HSRC Press. pp. 127-150.
  38. The Educational Value of Analytic Philosophy.Jane Gatley - 2021 - Journal of the American Philosophical Association 7 (1):59-77.
    In this article, I outline three critiques of analytic philosophy; that it is irrelevant to individuals and society; unconstructive; and excessively technical. These critiques are linked to skepticism about the educational value of analytic philosophy. In response, I suggest that if analytic philosophy provides constructive guidance about prominent and pressing questions, then it holds potential educational value. I identify a body of prominent and pressing questions that are addressed by analytic philosophy as a discipline. Because analytic philosophy is often concerned (...)
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  39. ‘Somewhere Without Language’: Reflections on a Road Movie Education.Alexis Gibbs - 2021 - Journal of Philosophy of Education 55 (4-5):740-746.
    Journal of Philosophy of Education, EarlyView.
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  40. Conflict and Moral Change: LGBTQ+ Rights Education, Religion and Renegotiation.Nora Hämäläinen - 2021 - Journal of Philosophy of Education 55 (4-5):551-563.
    Journal of Philosophy of Education, EarlyView.
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  41. The Hermeneutic Straightaway.Chris Higgins - 2021 - Journal of Philosophy of Education 55 (4-5):734-739.
    Journal of Philosophy of Education, EarlyView.
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  42. Politische Bildung für die digitale Öffentlichkeit: Umgang mit politischer Information und Kommunikation in digitalen Räumen.Manuel S. Hubacher & Monika Waldis (eds.) - 2021 - Wiesbaden, Deutschland: Springer.
    In diesem Open-Access-Sammelband setzen sich Autor*innen aus unterschiedlichsten Disziplinen mit der Auswirkung einer digitalisierten Öffentlichkeit für die Politische Bildung auseinander. Sie erörtern, wie sich die Formen digitaler politischer Kommunikation auswirken, wie der Politikunterricht mit der veränderten Ausgangslage umgehen könnte und welche Kompetenzen Schüler*innen benötigen, um in der digitalen Öffentlichkeit selbstbestimmt und -ermächtigt politisch teilzuhaben. Die Komplexität und die Interdependenzen digitaler Kommunikation verlangen nach einer multiperspektivischen und transdisziplinären Perspektive, der dieser Band verpflichtet ist.
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  43. Philosophy of Education in a New Key: East Asia.Ruyu Hung, Peng Zhengmei, Morimichi Kato, Tadashi Nishihira, Mika Okabe, Xu Di, Duck-Joo Kwak, Keumjoong Hwang, Youngkun Tschong, Cheng-His Chien, Michael A. Peters & Marek Tesar - 2021 - Educational Philosophy and Theory 53 (12):1199-1214.
    Ruyu HungNational Chiayi University, TaiwanThis is a collective writing experiment of PESA members, orchestrating the Philosophy of Education in a New Key regarding East Asia. In 2016 the pioneerin...
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  44. Paradoxical Education: Learning to Unlearn What We Think We Have Learned.Zachary Isrow - 2021 - World Journal of Education and Humanities 3 (3):57-65.
    There is no shortage of pedagogical theories from the tradition formal methods of instruction to the free-play methods of unschooling. A sharp shift in education and instruction models took place with the introduction of critical pedagogy. The focus was no longer on the authority of the teacher and the submissive, passive approach taken by the learner, but rather on the engagement between the two. Still, even when critical pedagogy is utilized in a formal model of education something is missing from (...)
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  45. The Anthropocene as We Know It: Posthumanism, Science Education and Scientific Literacy as a Path to Sustainability.Sophia Jeong, Brandon Sherman & Deborah Tippins - 2021 - Cultural Studies of Science Education 16:805-820.
    As products of the Anthropocene, the epoch of human ecological impact, models of environmental and social sustainability have been rooted in humanism, centering human agency and taking humanity as the prime reference point in understanding the world. Discourses around sustainability pose questions of how we are trying to sustain our world and our central place in it. With these questions in mind, we examine the role of science education for sustainability and as a tool for enacting societal change and interacting (...)
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  46. Revisiting the Place of Philosophy with Heidegger: Being-in-Academia.Onur Karamercan - 2021 - Educational Philosophy and Theory 54 (12):2018-2028.
    In this article, I elucidate the meaning of the act of philosophizing as a research activity in academia. My main thesis is that, as academic philosophers, we need to change our existing relation to thinking in academia, which requires a radical re-evaluation of the ēthos, or, the dwelling-place of philosophy. Drawing on Martin Heidegger’s thought, I offer a place-based thinking, taking up the issue of being-in-academia as part of the question of dwelling. First, I explore the technological nature of being-in-academia (...)
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  47. SÖZDE-BİLİMSEL KONULAR.Oktay Kızkapan - 2021 - Ankara, Türkiye: Pegem Akademi.
    Sözde-bilim ile ilgili bu tartışmalar uluslararası literatürde yapılıyor olsa da Türkiye’de henüz bu konuların eleştirel olarak ele alındığı söylenemez. Dolayısıyla sözde-bilimlerin eleştirel olarak ele alındığı öğrenme ortamlarının öğrencilerin bilime ve sözde-bilime ilişkin algılarına etkisi üzerine yapılacak araştırmalar konunun daha iyi anlaşılmasını sağlayabilir ve belki de ilerideki program değişiklerinde öğretim programlarında sözde-bilimin yer bulmasının yolunu açabilir.
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  48. Enacting Small Justices: Education, Place and Subjectivity in the Anthropocene.Frans Kruger - 2021 - Journal of Philosophy of Education 55 (4-5):665-674.
    Journal of Philosophy of Education, EarlyView.
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  49. Getting the Grain: The Teaching of Two Poems Reconsidered.Soyoung Lee - 2021 - Journal of Philosophy of Education 55 (4-5):837-851.
    Journal of Philosophy of Education, EarlyView.
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  50. Modern Western Philosophy of Education: Current Problems of Development.Ravshan Mardonov - 2021 - Tematics Journal of Social Sciences 7 (6).
    Resume: The paper is devoted to the development of modern Western philosophy of education. Philosophical-educational concepts of various epochs and education systems were formed in different sociocultural conditions. The issues of typologisation of modern Western education philosophy are considered. The author emphasises that comprehension of modern education problems is an intensive process. The paper is also focused on education in the epoch of post-colonialism and postmodernism, forming of national philosophies of education, opposition to globalisation processes, Westernisation, marketisation.
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