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  1. What Are We Looking For?—Pro Critical Realism in Text Interpretation.Pauli Siljander - 2011 - Journal of Philosophy of Education 45 (3):493-510.
    A visible role in the theoretical discourses on education has been played in the last couple of decades by the constructivist epistemologies, which have questioned the basic assumptions of realist epistemologies. The increased popularity of interpretative approaches especially has put the realist epistemologies on the defensive. Basing itself on critical realism, this article discusses the ontological and epistemological commitments of educational research and its consequences for text interpretation. The article defends ontological realism and the semantic conception of truth against radical (...)
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  • Working with Edge Emotions as a means for Uncovering Problematic Assumptions: Developing a practically sound theory.Kaisu Mälkki & Larry Green - 2018 - Revue Phronesis 7 (3):26-34.
    Les liens entre les aspects de la cognition et des émotions d’une part et entre l’esprit et le corps d’autre part ont été bien expliqués par les neurosciences. Les praticiens de la réflexion critique et des processus de l’apprentissage transformateurs dans le domaine de l’ éducation des adultes ont bien saisi cette compréhension plus holistique de la nature humaine, d’une façon autant empirique qu’intuitive. Cependant, la théorie-clé dans ce domaine (la théorie de l’apprentissage transformateur de Mezirow), a fait l’objet de (...)
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  • Virtue Epistemology and the Philosophy of Education.James Macallister - 2012 - Journal of Philosophy of Education 46 (2):251-270.
    This article initially provides a brief overview of virtue epistemology; it thereafter considers some possible ramifications of this branch of the theory of knowledge for the philosophy of education. The main features of three different manifestations of virtue epistemology are first explained. Importantly, it is then maintained that developments in virtue epistemology may offer the resources to critique aspects of the debate between Hirst and Carr about how the philosophy of education ought to be carried out and by whom. Wilfred (...)
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