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  1. Philosophy Pursued Through Empirical Research: Introduction to the Special Issue.Terri S. Wilson & Doris A. Santoro - 2015 - Studies in Philosophy and Education 34 (2):115-124.
    Many scholars have pursued philosophical inquiry through empirical research. These empirical projects have been shaped—to varying degrees and in different ways—by philosophical questions, traditions, frameworks and analytic approaches. This issue explores the methodological challenges and opportunities involved in these kinds of projects. In this essay, we briefly introduce the nine projects featured in this issue and then address two key questions: First, how do these diverse contributors understand their empirical research as a mode of philosophical inquiry? And, second, what is (...)
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  • No Need to Worry: Multiple Profiles of Philosophy of Education in, and in Relation to, the World of Education and the World of Philosophy.Koichiro Misawa - 2016 - Philosophical Inquiry in Education 23 (2).
    How concerned should we be about the state and status of philosophy of education? To this familiar worry, I maintain that there is no need to worry. In this essay, I try to secure this conclusion, not by shoring up the authority and identity of the discipline, but by asking the fundamental question: Who is and should be the audience for philosophers of education, and what does philosophy of education owe to whom? I argue that to be worthy of that (...)
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