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  1.  41
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  2.  31
    The Deeper Teachings of Mindfulness‐Based ‘Interventions’ as a Reconstruction of ‘Education’.Oren Ergas - 2015 - Journal of Philosophy of Education 49 (2):203-220.
    While contemplative practices have emerged from wisdom-traditions, the rhetoric surrounding their justification in contemporary public educational settings has been substantially undergirded by the scientific evidence-based approach. This article finds the practice and construct of ‘attention’ to be the bridge between this peculiar encounter of science and wisdom traditions, and a vantage point from which we can re-examine the scope and practice of ‘education’. The article develops an educational typology based on ‘attention’ as a curricular deliberation point. Every pedagogical act rides (...)
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  3.  15
    Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education.Oren Ergas - 2019 - Journal of Philosophy of Education 53 (2):340-358.
    Journal of Philosophy of Education, EarlyView.
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  4.  17
    Introduction.Sharon Todd & Oren Ergas - 2015 - Journal of Philosophy of Education 49 (2):163-169.
  5.  53
    Overcoming the Philosophy/Life, Body/Mind Rift: Demonstrating Yoga as Embodied-Lived-Philosophical-Practice.Oren Ergas - 2014 - Educational Philosophy and Theory 46 (1):1-13.
    Philosophy’s essence depicted by Socrates lies in its role as pedagogy for living, yet its traditional treatment of ‘body’ as a hindrance to ‘knowledge’ in fact severs it from life, transforming it into ‘an escape from life’.The philosophy/life dichotomy is thus an inherent flaw preventing philosophy as traditionally taught and engaged in, from fulfilling its original goal. Recent rejections of the Cartesian nature of Western curriculum, such as O’Loughlin’s ‘Embodiment and Education: Exploring creatural existence’, constitute an important theoretical paradigm shift, (...)
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  6.  15
    Mindfulness, Sport and the Body: The Justification of Physical Education Revisited.Christopher Martin & Oren Ergas - 2016 - Sport, Ethics and Philosophy 10 (2):161-174.
    This paper offers a preliminary account of the educative potential of mindfulness by revisiting the long-debated status of physical activity and sport as educationally worthwhile. We argue that previous attempts in the tradition of analytic philosophy of education to offer a justification of physical activity and sport have not been sufficiently grounded in the most distinctive feature of those activities—the body. As an alternative, we claim that the theory and practice of body-based mindfulness can explain how physical activity can satisfy (...)
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  7. Philosophy East / West: Exploring Intersections Between Educational and Contemplative Practices.Oren Ergas & Sharon Todd (eds.) - 2015 - Wiley-Blackwell.
    Philosophy East/West showcases new scholarship in the philosophy of education and contemplative studies, paying particular attention to the intersection of mindfulness, evidence-based science, and wisdom traditions. Moves beyond simplistic explanations of “Eastern” and “Western” to explore the complexity and diversity of various wisdom traditions Investigates the effect of mindfulness-based curricular interventions on current educational theory and practice Uses insights from important Western philosophers—including Heidegger, Levinas, and Foucault—to situate contemplative practice within contemporary educational theory Emphasizes the importance of transcultural and intercultural (...)
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  8.  19
    Cultivating Mindfulness Through Technology in Higher Education: A Buberian Perspective.Linor L. Hadar & Oren Ergas - 2019 - AI and Society 34 (1):99-107.
    One of the most fundamental concepts within Martin Buber’s philosophy concerns two modes of being: I–it, which reflects an egocentric instrumental existence, and I–thou, which reflects dialogical encounter and interrelatedness. At the face of it, technology seems to be the ultimate example of that which engenders and I–it consciousness. Indeed, a recurrent concern in contemporary times suggests that the increase in our technology use is slowly but surely depriving us of meaningful encounters with the other. In this paper we propose (...)
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  9.  19
    Educational Philosophy for a Post-Secular Age. [REVIEW]Oren Ergas - 2017 - Educational Philosophy and Theory 49 (13):1295-1297.
  10.  13
    Education and Time: Coming to Terms with the “Insufficiency of Now” Through Mindfulness.Oren Ergas - 2019 - Studies in Philosophy and Education 38 (2):113-128.
    This paper addresses the problem of “the insufficiency of now” that stems from the entanglement of education with time. Namely, the embodied-lived present is always inferior compared to the hypothetical ideal future. Education and its promise hence carry the seed of inevitable disenchantment. This problem is examined based on two contrasting perspectives: Plato’s cave allegory and its application to contemporary schooling on the one hand and the Yogacara Buddhist “mind-moments” model on the other hand. The insufficiency of now emerges from (...)
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  11.  4
    Reply to Lewin.Oren Ergas - 2018 - Studies in Philosophy and Education 37 (3):323-327.