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Ongoing Challenges for White Educators Teaching White Students About Whiteness Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-04-09 Barbara Applebaum
This paper critically examines some of the challenges that white educators who interrogate whiteness with white students encounter. Two specific dilemmas are addressed: Is one supporting white students’ learning when one tries to teach from the place “where the student is” and/or is one colluding with whiteness by appeasing white discomfort and protecting white fragility, one’s students as well as
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The Tyranny of ‘Teaching and Learning’ Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-03-28 Alex Buckley
The phrase ‘teaching and learning’ has essentially replaced the word ‘teaching’ in educational discourse. The linguistic shift occurred as part of a wider movement in the 1980s and 1990s to give greater attention to learning in the educational process, and the phrase served a sloganistic function. With the learning paradigm now largely uncontroversial, the phrase—like other ex-slogans—may now be carrying
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Flourishing with Shared Vitality: Education based on Aesthetic Experience, with Performance for Meaning Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-03-28 Christine Doddington
In this paper, I set an aspect of what it is to live a flourishing life against the backdrop of neo liberal trends that continue to influence educational policy across the globe. The view I set out is in sharp contrast to any narrow assumption that education’s main task is the measurement of high performing individuals who will thus contribute to an economically viable society. Instead, I explore and
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Education, Contact and the Vitality of Touch: Membranes, Morphologies, Movements Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-03-26 Sharon Todd
This paper explores how touch is key to understanding education—not as an achievement or an instrument of acquisition, but as a process through which one becomes a subject capable of both living and leading a life that matters for ourselves and others. As a process, it is concerned with how we encounter things and others in the world and not solely with what we encounter. In particular, it argues that
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Emerging Neoliberal Academic Identities: Looking Beyond Homo economicus Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-03-26 Claire Skea
In this article, I deal with the notion of ‘academic identity’ holistically, seeking to bring together the teacher and researcher roles of academics in the neoliberal university. The article begins from the perspective of early-career academics who occupy the majority of fixed-term, teaching-only contracts in Higher Education, arguing that such casualisation of academic labour entrenches the role of
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Who Needs Sensory Education? Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-03-25 Tanu Biswas
Customarily, reflections on the need to educate sensory and bodily enactments with the world, take for granted that it is the child who must be educated. However, the educational passage of becoming 'rational' and 'grown up' often leaves the adult divorced from her own embodied self. As part of my engagement with childism (conf. Wall in Ethics in light of childhood, Georgetown University Press, Washington
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Tracing Lines: On the Educational Significance of Drawing Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-03-24 Nancy Vansieleghem
In 1865, the Brussels educational reformer Pierre Temples advocated to take drawing as the cornerstone of education. He criticized that education was modelled on conventions and grammatical rules in order to learn to read and write, this way ignoring the potential of drawing to create new concepts. This paper is also concerned with the significance of drawing in the realm of education. However, not
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Sensing Feeling Alive: Attentiveness to Movements in/with Embodied Teaching Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-03-23 Marit Honerød Hoveid
This is an explorative work on teaching. The understanding of teaching that I use in my work is that teaching is action, it happens in the present – here and now. So, while teaching refers to shorter timespans, education in this understanding refers to timespans that are of a longer duration, meaning education is communication between generations (Hoveid and Hoveid 2019). The notion of teaching I explore
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A Third Conception of Epistemic Injustice Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-03-17 A. C. Nikolaidis
Scholars of epistemology have identified two conceptions of epistemic injustice: discriminatory epistemic injustice and distributive epistemic injustice. The former refers to wrongs to one’s capacity as a knower that are the result of identity prejudice. The latter refers to violations of one’s right to know what one is entitled to know. This essay advances a third conception, formative epistemic injustice
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Language Subjects: Placing Derrida’s Monolingualism in Global Education Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-03-11 Emma Williams
Derrida’s autobiographical and philosophical text Monolingualism of the Other; or, the Prosthesis of Origin is a partial recounting of his own childhood and upbringing in Algeria at a time when it was a colony of France. It is on one level a reflection on matters related to colonialism, and especially on the effects of the imposition of colonial language upon schooling and wider practices of education
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Diversity and Epistemic Marginalisation: The Case of Inclusive Education Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-03-08 Kai Horsthemke
In the literature on inclusion and inclusive education there is a frequent conflation of (1) inclusion of diverse people, or people in all their diversity, (2) inclusion of diverse worldviews, and (3) inclusion of diverse epistemologies. Only the first of these is plausible—and perhaps even morally and politically mandatory. Of course, more needs to be said about inclusion and its possible difference
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Considering Diversity in (Special) Education: Disability, Being Someone and Existential Education Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-02-19 Solveig Magnus Reindal
Discussions on diversity and disability in dialogue with special educationalists and philosophers of education are not often found in the research literature. Researchers within disability studies have been critical towards the enterprise of special education and vice versa, and the language they use is often different, as they draw on various subject fields. In this article, I bring these fields of
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Contradictions in Educational Thought and Practice: Derrida, Philosophy, and Education Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-01-18 Emile Bojesen
Through readings of Jacques Derrida's Of Grammatology and 'The Age of Hegel', attention is given to two of the problematic types of relationships that philosophy can have with education (exemplified through Derrida’s readings of Jean-Jacques Rousseau and G.W.F. Hegel). These engagements, alongside a reading of 'The Antinomies of the Philosophical Discipline: Letter Preface', show how Derrida’s thought
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Humanist but not Radical: The Educational Philosophy of Thiruvalluvar Kural Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-01-04 Devin K. Joshi
Humanist ideas in education have been promoted by both Western thinkers and classical wisdom texts of Asia. Exploring this connection, I examine the educational philosophy of an iconic ancient Tamil (Indian) text, the Thiruvalluvar Kural, by juxtaposing it with a contemporary humanist classic, Paulo Freire’s Pedagogy of the Oppressed. As this comparative study reveals, both texts offer humanist visions
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Walter Benjamin in the Age of Post-critical Pedagogy Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-01-04 Itay Snir
Post-critical pedagogy, which offers a significant alternative to the dominant trends in contemporary philosophy of education, objects to seeing education as instrumental to other ends: it attempts to conceive of education as autotelic, namely as having intrinsic value. While there are good reasons for accepting the post-critical reservations with the instrumentalization of education, I argue that
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Educating for Civil Solidarity in the Shadow of Discriminating Laws in a Multicultural Society: The Israeli Case as an Allegory Stud. Philos. Educ. (IF 0.65) Pub Date : 2021-01-03 Eran Gusacov
Solidarity between the citizens of a country is both good and desirable, and public educational institutions are the clear site of education for such civil solidarity and its natural place is in Civics lessons. Nevertheless, this paper argues that it is impossible to educate for solidarity for all citizens in a liberal-democratic state when civic classes teach basic civil laws that exclude groups or
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Ecosocial Philosophy of Education: Ecologizing the Opinionated Self Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-12-12 Jani Pulkki, Jan Varpanen, John Mullen
While human beings generally act prosocially towards one another — contra a Hobbesian “war of all against all” — this basic social courtesy tends not to be extended to our relations with the more-than-human world. Educational philosophy is largely grounded in a worldview that privileges human-centered conceptions of the self, valuing its own opinions with little regard for the ecological realities
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The Fearful Ethical Subject: On the Fear for the Other, Moral Education, and Levinas in the Pandemic Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-11-12 Sijin Yan, Patrick Slattery
The article seeks to reclaim a type of fear lost in silent omission in education, yet central to the development of an ethical subject. It distinguishes the fear described by Martin Heidegger through the concept of befindlichkeit and fear for the other as an essential moment for ethics articulated by Emmanuel Levinas. It argues that the latter conception of fear has inverted the traditional assumption
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Immature Adults and Playing Children: On Bernard Stiegler’s Critique of Infantilization Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-10-16 Daan Keij
This article assesses Bernard Stiegler’s critique of infantilization. Contemporary education—and society in general—would no longer develop children into adults, but would keep them in their childish state. Stiegler’s critique is explicitly inspired by Enlightenment ideals, characterized by a positive notion of maturity and a negative notion of childhood and immaturity. Infantilization is for Stiegler
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Pedagogies of Non-self as Practices of Freedom Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-10-13 Robert Hattam
This paper assumes that educators are now involved in a struggle for their souls and for the souls of their students. The idea of the soul in this case is not the religious one, but the soul invoked by Foucault (1977) to name that aspect of self, (subjectivity, psyche) that ‘exists, or is produced … within the body … or born … out of methods of punishment, supervision and constraint’ (p. 29). Neoliberalising
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Derrida on Language and Philosophical Education Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-09-19 Samir Haddad
The relationship between national languages and schooling is a recurring theme in Derrida’s writings on education, playing an important role in the challenge he mounts to traditional understandings of the French State’s involvement in the teaching of philosophy. In this essay, I follow this thread of thinking across several of Derrida’s texts, paying specific attention to his diagnoses of positions
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Making Sense of Ourselves with Others: Review of American Philosophy in Translation by Naoko Saito Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-09-19 René V. Arcilla
What does it mean to do American philosophy? Not only has Naoko Saito saved this question from triviality and narcissism, but she has been developing a fruitful response from the unusual vantage point of a Japanese scholar. For her entire academic career, Saito has been studying the rich legacies of originary, nineteenth-century transcendentalists like Ralph Waldo Emerson and twentieth-century pragmatists
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An Introduction to Everyday Aesthetics in Education Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-09-16 Guillermo Marini
The purpose of this paper is to introduce everyday aesthetics in education. First, it presents everyday aesthetics as a subdiscipline within philosophical aesthetics, that revisits sensory perception as the backdrop of all experience, claims ordinary life is a proper venue for aesthetic inquiry, and problematizes the impact aesthetic preferences have on habitual decisions. Second, the paper argues
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A Russellian Plea for ‘Useless’ Knowledge: Role of Freedom in Education Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-09-03 Jahnabi Deka
While thrusting the importance of knowledge, Bertrand Russell highlights one special utility of it, i.e., knowledge promotes a widely contemplative habit of mind; and such knowledge, he terms ‘useless’. For Russell, the habit of contemplation is the capacity of rationalized enquiry which enables individuals to consider all questions in a tentative and impartial manner, frees them from dogmas and encourages
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Religious Certainty: Peculiarities and Pedagogical Considerations Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-07-23 José María Ariso
This paper presents the concept of ‘religious certainty’ I have developed by drawing inspiration from Wittgenstein’s notion of ‘certainty’. After describing the particular traits of religious certainty, this paper addresses two difficulties derived from this concept. On the one hand, it explains why religious certainty functions as such even though all its consequences are far from being absolutely
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Education for Loneliness as a Consequence of Moral Decision-Making: An Issue of Moral Virtues Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-07-13 Jarosław Horowski
The direct reference point for these analyses is the process of making moral decisions, but a particular point of interest is the difficulty associated with making decisions when acting subjects are aware that their choice of moral good can lead to the breakdown of relationships with those close to them (family members or friends) or to their exclusion from the group(s) that have been most important
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Second Nature, Becoming Child, and Dialogical Schooling Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-07-09 David Kennedy
This paper argues that children as members of a perennial psychoclass represent one potential vanguard of an emergent shift in Western subjectivity, and that adult–child dialogue, especially in the context of schooling, is a key locus for the epistemological change that implies. I argue from Herbert Marcuse’s prophetic invocation of a “new sensibility,” which is characterized by an increase in instinctual
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Categories of Goals in Philosophy for Children Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-05-29 Anastasia Anderson
Philosophy for children is an educational movement that includes diverse goals that are not always clearly articulated by theorists and practitioners. In order to navigate the multitude of aims found in the philosophy for children literature I propose distinguishing between the following categories of goals: aims of education; educational goals of philosophy for children (internal and external); goals
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Gatherings of Studying: Looking at Contemporary Study Practices in the University Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-04-11 Jairo Jiménez
This article is mainly about two things: first, exploring the gatherings of studying in the university. And second, it is about describing new relations to understand studying practices beyond the normative interventions carried out inside learning environments (e.g. learning centers, libraries) and the clearly demarcated functions imposed to their practice. In a certain sense, common assumptions about
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Education and Ignorance: Between the Noun of Knowledge and the Verb of Thinking Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-03-29 Tomasz Szkudlarek, Piotr Zamojski
In this paper we look at the relations between knowledge and thinking through the lens of ignorance. In relation to knowledge, ignorance becomes its “constitutive outside,” and as such it may be politically organised in order to delimit the borders of the right to knowledge [the “ignorance economy,” see Roberts and Armitage (Prometheus 26 (4): 335–354, 2008)]. In this light, the notion of a knowledge-based
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The Incoherence of the Interactional and Institutional Within Freire’s Politico-Educational Project Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-03-28 Neil Wilcock
In this paper I draw apart two different contexts of Freirean pedagogical practice that I label interactional and institutional. The interactional refers to the immediate learning environment with relation to the interaction between the students and the teacher. In contrast, the institutional refers to how the institutions of education are managed, constructed, and organised and how they relate to
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Errant Learning for a Foam World: Glissant, Sloterdijk, and the Foam of Pedagogy Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-03-28 Derek R. Ford
Through an educational reading of Édouard Glissant and Peter Sloterdijk, this article draws out and develops latent pedagogical philosophies that bear distinct relationships to colonialism and struggles against and beyond colonialism. In particular, it identifies two related educational philosophies that propel colonization and, in turn, proposes a theory of errant learning that might undergird decolonization
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Aristotelian Character Friendship as a ‘Method’ of Moral Education Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-03-19 Kristján Kristjánsson
The aim of this article is to make a case for Aristotelian friendship as a ‘method’ of moral education qua mutual character development. After setting out some Aristotelian assumptions about friendship and education (and revising some of those) in the “Aristotle and Beyond: Some Basics about Character Friendship and Education”section , I devote the “Role-Model Moral Education Contrasted with Learning
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Insisting on Action in Education: Students are Unique but not Irreplaceable Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-03-13 Liesbeth Noordegraaf-Eelens, Julien Kloeg
Biesta distinguishes three functions of education: qualification, socialization and subjectification. We focus on subjectification. When first addressing this concept, Biesta referred to action as defined by Arendt, thereby stressing the importance of ‘the question of freedom’. More recently, the question of freedom (Arendt) is replaced by ‘the question of responsibility’ (Levinas). For Levinas responsibility
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Studying in the Superdiverse City: System_D and the Challenge of Solidarity in Brussels Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-03-12 Hans Schildermans, Joke Vandenabeele, Joris Vlieghe, Piotr Zamojski
In recent years, the relation between studying and learning has been a topic of debate. This article is mainly interested in a concept of study practices, conceived of as practices that are strongly engaged with issues of living together in a superdiverse city. Such practices firstly require to think the relation between studying and learning in other-than-oppositional terms, and secondly, to raise
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The Diplomatic Teacher: The Purpose of the Teacher in Gert Biesta’s Philosophy of Education in Dialogue with the Political Philosophy of Bruno Latour Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-03-12 Fredrik Portin
In this theoretical and explorative essay, two issues are discussed, which are based on personal experiences of teaching ethics. The first is what educational purpose does it serve to challenge students as ethical subjects while teaching a class? This issue is mainly discussed through an analysis of Gert Biesta’s works. He argues that an essential purpose for teachers is to enable students to appear
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Towards an Ubuntu Philosophy of Higher Education in Africa Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-03-02 Yusef Waghid
African philosophy of higher education and its concomitant link to teaching and learning on the continent, is a concept that remains contestable, as much about African thought and practice is presumed to exist in narrative form. However, even if African thought and practice were to have existed in narrative form only, it would not necessarily be justifiable to dismiss an idea of African philosophy
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Postdigital We-Learn Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-02-29 Petar Jandrić, Sarah Hayes
This paper examines relationships between learning and technological change and argues that we urgently need new ways to approach what it means to learn in the context of a global Fourth Industrial Revolution. It briefly introduces the postdigital perspective, which considers the digital ‘revolution’ as something that has already happened and focuses to its reconfiguration. It claims that what we access
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Dewey’s Theory of Experience, Traumatic Memory, and Music Education Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-02-22 Juliet Hess, Deborah Bradley
Trauma’s ubiquity in society leads to an acknowledgement that damaging experiences likely affect more students than they leave untouched. Dewey acknowledged the importance of the past throughout his theorizing of experience and simultaneously recognized that students need to draw upon past experiences in new learning encounters. In this paper, we argue that Dewey may have opened the door to account
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Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-02-19 Basma Hajir, Kevin Kester
This paper argues for a decolonial praxis in critical peace education. Drawing on an integrative review method, the paper synthesises approaches, practices, and theories from peace and peace education literature with special attention paid to the concepts of critical peace education, cosmopolitanism, postcolonial thought, and decolonial action. The paper particularly explores the philosophical contributions
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The Other Side of Belonging Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-01-23 Mary Healy
It is generally accepted that all humans have a profound need to belong and that a sense of ‘belonging together’ is a prerequisite for creating political communities. Many of our existing models for this ‘first person plural’ fail to fully account for the increased global mobility of persons which can all too often result in serial attachments at a superficial level or the problems that can arise with
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Nature in Our Experience: Bonnett, McDowell and the Possibility of a Philosophical Study of Human Nature Stud. Philos. Educ. (IF 0.65) Pub Date : 2020-01-08 Koichiro Misawa
Michael Bonnett has long attempted to rehabilitate the concept of nature, thereby challenging us to reconsider its profound implications for diverse educational issues. Castigating both ‘postmodern’ and ‘scientistic’ accounts of nature for failing to appreciate that nature is at once transcendent and normative, Bonnett proposes his phenomenology-inspired view of nature as the ‘self-arising’, which
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Knowing, Understanding, Living, Dissenting and Countering: The Educational Moment in the Enhancement of Democratic Citizenship Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-12-10 Paolo Scotton
Education is commonly considered to be a transformational practice that contributes both to forging the personality of individuals and to promoting social entanglements. For this reason, education always has a normative character that rests on a particular concept of what humanity and society should be. However, educational policies and practices are frequently unaware of these theoretical presuppositions
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Analytic Practical Theory of Education and German Critical Pädagogik: Comparing Their Critical Dimension Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-11-23 Flora Liuying Wei
Two critical theories—both contemporaneous and complementary—in Western philosophy of education spanning the 1960s to the 1980s will first be explicated, and then their significant intellectual values will be discussed on the basis of such a comparative account. These two critical models are the practical theory of education in the Anglophone world (typically in the UK) and the critical theory of education
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The Rise, Fall, and Afterlife of Learning Styles: An Essay on Megarianism and Emancipation in Educational Potentiality Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-11-19 Michael P. A. Murphy
The status of learning styles theory in educational studies is uncertain as we inhabit the liminal phase between the theory’s death as proclaimed by educational psychologists who avow to have disproven it and whatever afterlife will follow. At this moment, with both past and future in view, that we have an opportunity to reflect on the foundational assumptions of the theory. Engaging in the growing
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Self-Directedness and the Question of Autonomy: From Counterfeit Education to Critical and Transformative Adult Learning Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-11-19 Wojciech Kruszelnicki
The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not
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The Birth of a New Paradigm: Rethinking Education and School Leadership with a Metamodern ‘Lens’ Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-11-18 Gokhan Kilicoglu, Derya Kilicoglu
Metamodernism, which is used synonymous with post-postmodernism or neo-modernism, has come forward in response to postmodernism and the emerged crises, instabilities, and uncertainties in all areas of this epoch. Metamodernism is a perspective situated epistemologically with (post)modernism, ontologically between (post)modernism and historically beyond (post)modernism. It seeks an oscillation between
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The Affective Modes of Right-Wing Populism: Trump Pedagogy and Lessons for Democratic Education Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-11-11 Michalinos Zembylas
This paper argues that it is important for educators in democratic education to understand how the rise of right-wing populism in Europe, the United States and around the world can never be viewed apart from the affective investments of populist leaders and their supporters to essentialist ideological visions of nationalism, racism, sexism and xenophobia. Democratic education can provide the space
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Concerning the Question of Feasibility of Political-Civil Education: Israel as a Case Study Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-11-09 Eran Gusacov
Educating students to become participatory citizens in their country is one of the explicit tasks of public education in a democratic-liberal state. In this article, I use civics education in Israel as a case study for the examination of the justification and the practicability of implementing political education in schools, as opposed to implementing its rivals –ideological education or a-political
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‘I am of Popper’, ‘I am of Asante’: The Polemics of Scholarship in South Africa Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-11-07 Tawanda Sydesky Nyawasha
In this article, I examine the state of knowledge construction within the South African academe. This, I do by looking at how issues of epistemology and ontology are prioritised or negated in the social construction of knowledge. Focusing on what I have called ‘the problem of perspectives’, I show how ‘epistemological narcissism’ has often limited the scope of methodological and theoretical innovativeness
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Teachers’ Changing Subjectivities: Putting the Soul to Work for the Principle of the Market or for Facilitating Risk? Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-10-19 Geraldine Mooney Simmie, Joanne Moles
Here we reconsider teachers’ changing subjectivities as autonomous agents whose practices acknowledge risk as an essential element in intellectual inquiry. We seek alternative descriptions to the limiting language of teachers’ current practices within the primacy of the market. We are convinced by Levinas’s claim that ethics is the first philosophy with its concomitant responsibility for the Other
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Education as Mediation Between Child and World: The Role of Wonder Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-10-18 Anders Schinkel
Education as a deliberate activity and purposive process necessarily involves mediation, in the sense that the educator mediates between the child and the world. This can take different forms: the educator may function as a guide who initiates children into particular practices and domains and their modes of thinking and perceiving; or act as a filter, selecting what of the world the child encounters
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Sophistry in Vygotsky: Contributions to the Rhetorical and Poetic Pedagogy Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-09-14 Erika Natacha Fernandes de Andrade, Marcus Vinicius da Cunha
This work relates L. S. Vygotsky’s theory to the rhetorical and poetic pedagogy, which is a set of educational ideas and practices derived from the philosophical-educational tradition initiated by the Sophists. It is verified that the Vygotskyan concepts contribute to broaden the foundations of poetic and rhetorical pedagogy, presenting a psychology of language that integrates decorum, kairos and antilogical
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Neoliberalism and Culture in Higher Education: On the Loss of the Humanistic Character of the University and the Possibility of Its Reconstitution Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-08-31 Vangelis Giannakakis
This paper examines the loss of culture as a possible effect of the neoliberalisation of education, especially higher education. The paper opens with a brief comparison between the humanistic education founded on the idea of culture (i.e. Bildung) and its modern-day neoliberal form, with the help of José Ortega y Gasset’s reflections on the mission of higher education. It then discusses certain aspects
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Interruptions: Cultivating Truth-Telling as Resistance with Pre-service Teachers Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-08-29 Cara E. Furman
As ethical agents, teachers regularly must decide whether compliance to rules and norms is in the best interest of their students. Yet, teachers in the United States are educated to be passively obedient. In this paper, I argue that part of pre-service teacher education ought to learn ways of resisting. I describe one approach to verbal resistance, what Michel Foucault calls Truth-Telling. Building
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Teach Them to Play! Educational Justice and the Capability for Childhood Play Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-08-26 Lasse Nielsen
Many consider play a natural part of childhood, and although there is disagreement in the literature on what essentially defines “play” in childhood, philosophical theories of play tend to support this initial consideration. But is childhood play also something we owe each other within a framework of educational justice? This is a question yet to be addressed. In this paper, I answer this question
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What Kind of Society Does the School Need? Redefining the Democratic Work of Education in Impatient Times Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-08-07 Gert Biesta
In many places around the world the modern school is under a relentless pressure to perform and the standards for such performance are increasingly being set by the global education measurement industry. All this puts a pressure on schools, teachers and students but also on policy makers and politicians, who all seem to have been caught up in a global educational rat-race. There is a discourse of panic
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Representationalism and Power: The Individual Subject and Distributed Cognition in the Field of Educational Technology Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-07-18 David Shutkin
Distributed cognition, as it considers how technologies augment cognition, informs technology integration in education. Most educational technologists interested in distributed cognition embrace a representational theory of mind. As this theory assumes cognition occurs in the brain and depends on the internal representation of external information, it is informed by a mind/body dualism that separates
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Learning in Democracy: Deliberation and Activism as Forms of Education Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-06-29 Rachel Wahl
The press and scholars alike often bemoan the failure of civil public deliberation. Yet this insistence on civility excludes people who engage in adversarial tactics, limiting the ideas that are heard within deliberation. Drawing on a deliberative dialogue that occurred in Charlottesville, Virginia, in the aftermath of the deadly White Supremacist rally of 2017, this article reveals how the capacity
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Relational Recognition, Educational Liminality, and Teacher–Student Relationships Stud. Philos. Educ. (IF 0.65) Pub Date : 2019-06-26 Michael J. Richardson
Theories about relationships impact the ways in which we imagine that teachers and students can or should interact. These theories often involve either individualistic or relational assumptions. A contrast has been made between theories that assume that the individual is primary, and the relationship secondary, and those that assume that the relationship is primary and the individual secondary. Roughly
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