- The subject in posthumanist theory: Retained rather than dethroned
- A theory of hope in critical pedagogy: An interpretation of Henry Giroux
- Teaching and learning moments as subjectively problematic: Foundational assumptions and methodological entailments
- Sinophobia in Hong Kong News Media
- Nietzsche: Looking right, reading left
- Reclaiming Postmodern Confucianism through Narrative and Edification
- Philosophy of education in a new key: A ‘Covid Collective’ of the Philosophy of Education Society of Great Britain (PESGB)
- Theorising immaterial labor: Toward creativity, co(labor)ation and collective intelligence
- Mediating process for human agency in science education: For man’s new relation to nature in latour’s ontology of politics
- “Teach to adapt or adapt to teach”: qualitative study on the new “special-post teachers” in China’s rural schools
- The Holocene Simulacrum
- Infantologies. An EPAT collective writing project
- The coming pandemic era
- Alas America! Lament for a shattered dream on the eve of political breakdown
- Learning in the presence of others: Using the body as a resource for teaching
- Iranian philosophy of education
- Decolonising a higher education system which has never been colonised’
- Missing in action: Exposing the moral failures of universities that desert researchers facing court-ordered disclosure of confidential information
- From “education for sustainable development” to “education for the end of the world as we know it”
- State Typohumanism and its role in the rise of völkisch-racism: Paideía and humanitas at issue in Jaeger’s and Krieck’s ‘political Plato’
- The long read: On the global relevance of the US elections
- Black disciplinary zones and the exposure of whiteness
- Strange loops, oedipal logic, and an apophatic ecology: Reimagining critique in environmental education
- Ascetic self-cultivation, Foucault and the hermeneutics of the self
- Post-marxism, humanism and (post)structuralism: Educational philosophy and theory
- Collective writing: Introspective reflections on current experience
- The rebranding of neoliberalism
- Gadfly or praying mantis? Three philosophical perspectives on the Delhi student protests
- Futures for research in education
- Language-games philosophy: Language-games as rationality and method
- Philosophy of education in a New Key: Snapshot 2020 from the United States and Canada
- Philosophy of education in a new key: Who remembers Greta Thunberg? Education and environment after the coronavirus
- Online education action for defeating COVID-19 in China: An analysis of the system, mechanism and mode
- Does this editorial have an ending?
- The Shanghai model: An innovative approach to promote teacher professional development through teaching-research system
- Educational philosophies of self-cultivation: Chinese humanism
- Queer Black adolescence, the impasse, and the pedagogy of cinema
- Reading in the wing chair: the shaping of teaching and reading bodies in the transactional performativity of materialities
- Talents and distributive justice
- A discourse theoretical model for determining the limits of free speech on campus
- Confucius and Langerian mindfulness
- Rationality, bias, and prejudice: developing citizens’ ability to engage in inquiry
- Teaching as a way of bonding: a contribution to the relational theory of teaching
- Questioning allegiance: Resituating civic education
- The WHO, the global governance of health and pandemic politics
- Narcosis: Addictions of the planetary human
- Bernard Stiegler, philosopher of reorientation
- Ethics, archives and data sharing in qualitative research
- Technologizing the human condition: hyperconnectivity and control
- The narrative of the Junzi as an exemplar in classical confucianism and its implications for moral and character education
- Make China great again: The blood-based view of Chineseness in Hong Kong
- Philosophy of Education in a New Key: Voices from Japan
- Towards initial teacher education quality: Epistemological considerations
- Australian universities in the age of Covid
- Education after empire: A biopolitical analytics of capital, nation, and identity
- Persuasion as tool of education: The Wittgensteinian case
- Literacy in the post-truth era: The significance of affect and the ethical encounter
- The biopolitical turn in educational theory: Autonomist Marxism and revolutionary subjectivity in Empire
- Emotional fundamentalism and education of the body
- Enriching the narratives we tell about ourselves and our identities: an educational response to populism and extremism
- Examining and problematizing the journalistic discourses of radical rightism
- A limited defense of talent as a criterion for access to educational opportunities
- US–China Rivalry and ‘Thucydides’ Trap’: Why this is a misleading account
- Catastrophes and primary school drawing course design for moral education in China
- Forgive, forget or regret? The Dao of education in times of catastrophe
- A dialogue with Michael Hardt on revolution, joy, and learning to let go
- Solidarity with nonhumans as an ontological struggle
- Empire and education
- Iconicity and appropriation: images as living things
- Rethinking educational theory and practice in times of visual media: Learning as image-concept integration
- Educational realism: Defining exopedagogy as the choreography of swarm intelligence
- Limiting the capacity for hate: Hate speech, hate groups and the philosophy of hate
- Critical pedagogy beyond the multitude: Decolonizing Hardt and Negri
- Cryptocurrencies, China’s sovereign digital currency (DCEP) and the US dollar system
- Žižek on China and COVID-19: Wuhan, authoritarian capitalism, and empathetic socialism in NZ
- Postscript on the empire of control
- Logics of rule and the politics of exodus: Twenty years of Empire
- The multitude beyond measure: Building a common stupor
- Philosophy of education in a new key: Education for justice now
- Subjecting ourselves to madness: A Maori approach to unseen instruction
- The concept of dialogue in Chinese philosophy
- I, robot teacher
- The belief in innate talent and its implications for distributive justice
- Discontinuous learning through destructive experiences: A ‘change’ approach to catastrophe education in eco-pedagogy
- Efforts to break the “score determinism” and transfer college enrolment from recruiting “scores” to “people”: The exploration and practice of comprehensive quality evaluation of general high school students in Shanghai
- Space to breathe: George Floyd, BLM plaza and the monumentalization of divided American Urban landscapes
- Big ideas in education: Quantum mechanics and education paradigms
- Engaging Bourdieu’s habitus with Chinese understandings of embodiment: Knowledge flows in Health and Physical Education in higher education in Hong Kong
- The historical experience of educators running schools: A case study of Chen Heqin’s exploration of ‘living education’
- An intuition of innovative new institutions
- Ethics and education as practices of freedom
- Mechanisms of the tailoring workshops for teacher sustainable development: A case study of a middle school in Shanghai1
- Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African Universities
- Introduction to ‘the Shanghai Model’
- How China’s education responses to COVID-19: A perspective of policy analysis
- Knowledge and power: curricular policy’s evolution and paradoxical relationship with practice in Shanghai
- Whose scientific work is it anyway? Knowledge production in the socially constructed fuzzy authorship
- Have we been paying attention? Educational anaesthetics in a time of crises
- Educating students to improve the world, by Fernando Reimers, Singapore, Springer, 2020, 200 pp., $37.99, ISBN: 9811538867
- Exploring selves and worlds through affective and imaginative engagements with literature
- Freedom to innovate
- The right to teach at university: a Humboldtian perspective
- Pandemic abandonment, panoramic displays and fascist propaganda: The month the earth stood still
- Criticality in world-class universities research: a critical discourse analysis of international education publications
- At home and not at home in the national museum: on nostalgia and education
- Institutional competition through performance funding: A catalyst or hindrance to teaching and learning?
- Race, education and social mobility: We all need to dream the same dream and want the same thing
- Chinese education and Pierre Bourdieu: Power of reproduction and potential for change
- Fighting the tide: Understanding the difficulties facing Black, Asian and Minority Ethnic (BAME) Doctoral Students’ pursuing a career in Academia
- It’s the end of the World as we know it: Racism as a global killer of Black people and their emancipatory freedoms
- Reimagining the new pedagogical possibilities for universities post-Covid-19
- Neuroscience and educational practice – A critical assessment from the perspective of philosophy of science
- Essentialist beliefs and school governance
- “I can’t breathe”: Praxis, parrhesia and the current historical moment
- Trauma as the turning point in opening up self-education: Embracing sorrow and this world through no-self realisation
- The role of philosophical analysis in contemporary educational research
- Catastrophe, commemoration and education: On the concept of memory pedagogy
- Related but distinct: An investigative path amongst the entwined relationships of ideology, imaginary, and myth
- Is academic freedom feasible in the post-Soviet space of higher education?
- Freedom of speech, freedom to teach, freedom to learn: The crisis of higher education in the post-truth era
- Debating academic freedom. Educational-philosophical premises and problems
- Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy
- Teaching whiteness: A dialogue on embodied and affective approaches
- Accumulating academic freedom for intellectual leadership: Women professors’ experiences in Hong Kong
- Speech and inquiry in public institutions of higher education: Navigating ethical and epistemological challenges
- Academic freedom of students
- Philosophy of Education in a New Key: East Asia
- Regional aspirations with a global perspective: Developments in East Asian labour studies
- Meritocracy in Singapore
- Lewis Stockwell interviews Emile Bojesen on Forms of Education: Rethinking Educational Experience Against and Outside the Humanist Legacy
- Biopolitics, conspiracy and the immuno-state: an evolving global politico-genetic complex
- My journey into the ‘heart of whiteness’ whilst remaining my authentic (Black) self
- Innovations of education socialisation in Vietnam: From participation towards privatisation
- Ways of life: Knowledge transfer and Aboriginal heritage trails
- The university in the global age: reconceptualising the humanities and social sciences for the twenty-first century.
- Navigating the unequal education space in post-9/11 England: British Muslim girls talk about their educational aspirations and future expectations
- The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times
- Minakata Kumagusu: The first Japanese environmentalist
- Thinking educational controversies through evil and prophetic indictment: Conversation versus conversion
- “I felt like I was being watched”: The hypervisibility of Muslim students in higher education
- Capital, habitus, and education in contemporary China: Understanding motivations of middle-class families in pursuing studying abroad in the United States
- Aquinas, education and the theory of illumination
- Analogue ontology and digital disruption
- Two conceptions of talent
- Alienated learning in Hong Kong: A marxist perspective
- ‘Reality is an activity of the most august imagination’. When the world stops, it’s not a complete disaster – we can hear the birds sing!
- Education at the end of history: A response to Francis Fukuyama
- The opening-up of education in the new era: Communist Party of China (CCP) and the Central Committee
- The semiotics of visual perception and the autonomy of pictorial text: Toward a semiotic pedagogy of the image
- On the prospects of Virilio’s pedagogy of the image
- ‘Ethics review, neoliberal governmentality and the activation of moral subjects’
- The disorder of things: Quarantine unemployment, the decline of neoliberalism, and the Covid-19 lockdown crash
- To the burrow and back again. A review of Towards an ontology of teaching. Thing-centred pedagogy, affirmation and love for the World.
- PAR is a way of life: Participatory action research as core re-training for fugitive research praxis
- Philosophy of education in a new key
- From “opposition” to “fellowship”: Analysis on the US-China Relationship according to the dialectics of I Ching
- Future is always contingent
- Ethics of memory: Forgetfulness and forgiveness in the traumatic place
- 3 Books Reviewed
- Co-research in Vietnam for the anthropology classroom
- Beyond the ‘two cultures’ in the teaching of disaster: or how disaster education and science education could benefit each other
- COVID – 19: A Critical Ontology of the present1
- Love and social distancing in the time of Covid-19: The philosophy and literature of pandemics
- Scholars of color turn to womanism: Countering dehumanization in the academy
- Beyond borders: trans-local critical pedagogy for inter-asian cultural studies
- Zhuangzi’s discourse on ‘contented acceptance of fate’ and its relation to catastrophe
- What is the ultimate education task in China? Exploring “strengthen moral education for cultivating people” (“Li De Shu Ren”)
- Possible approaches to the comparative study of William James and traditional Chinese philosophy
- A viral theory of post-truth
- Beyond curriculum: Groundwork for a non-instrumental theory of education
- Epistemic violence in the time of coronavirus: From the legacy of the western limits of Spivak’s ‘can the subaltern speak’ to an alternative to the ‘neoliberal model of development’
- Notes on notes on notes
- ‘Why aren’t you taking any notes?’ On note-taking as a collective gesture
- Innovations in creative education for tertiary sector in Australia: Present and future challenge
- Wittgenstein/Foucault/anti-philosophy: Contingency, community, and the ethics of self-cultivation
- The meaning of life: the ontological question concerning education through the lens of Catherine Malabou’s contribution to thinking
- Darkness and light. The archetypal metaphor for education
- Against selection: Educational justice and the ascription of talent
- Bourdieu and Chinese education: Inequality, competition, and change, by
- The Plague: Human resilience and the collective response to catastrophe
- Viral modernity? epidemics, infodemics, and the ‘bioinformational’ paradigm
- Earning rent with your talent: Modern-day inequality rests on the power to define, transfer and institutionalize talent
- Changing status, entrenched inequality: How English language becomes a Chinese form of culture capital
- Is the 2019 Water Revolution a lesson of emancipatory education? A Rancièrean invitation
- Emancipation, revolutionary nationalism, and “everything under the sun”: Chinese internationalism, higher education and the search for alternative modernity
- Pearl diving and the exemplary way educational note taking and taking note in education
- On the epistemology of conspiracy
- The PISA calendar: Temporal governance and international large-scale assessments
- Traces of the intersubject? Note-taking within the community of philosophical inquiry
- Entering the world with notes: Reclaiming the practices of lecturing and note making
- Talents, abilities and educational justice
- Questions concerning attention and Stiegler’s therapeutics
- Ethicalisation of higher education reform: The strategic integration of academic discourse on scholarly ethos
- Gert Biesta – Education between Bildung and post-structuralism
- Foucauldian parrhesia and Avicennean contingency in Muslim education: The curriculum of metaphysics
- Punx up, bros down: Defending free speech through punk rock pedagogy
- The deconstructed ethics of Martin Heidegger, or, the university sous rature
- The critical gift: Revaluing book reviews in educational philosophy and theory
- Recognising localised pedagogical capital: a reflexive revisit of an alternative teacher preparation programme in China
- A Bourdieusian rebuttal to Bourdieu’s rebuttal: social network analysis, regression, and methodological breakthroughs
- Understanding consciousness for optimal human wellbeing & growth holistically
- The digital age and its discontents
- The pecuniary animus of the university
- A response to the royal commission into institutional responses to child sexual abuse in Australia
- Foucault’s ethical self-formation and David’s articulation of a creative self
- Bill Andersen: Unacknowledged kingmaker
- Problematizing global educational governance of OECD PISA: Student achievement, categorization, and social inclusion and exclusion
- Education in and for the Belt and Road Initiative:
- Postdigital cross border reflections on critical utopia
- ‘The fascism in our heads’: Reich, Fromm, Foucault, Deleuze and Guattari – the social pathology of fascism in the 21st century
- Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies
- Unveiling the ‘logic’ of modern university in China: Historical, social and value perspectives
- The existential meaning of death and reconsidering death education through the perspectives of Kierkegaard and Heidegger
- Proposal for a new talent concept based on socioformation
- Resisting fascist mobilization: Some reflections on critical pedagogy, liberation theology and the need for revolutionary socialist change
- The end of the decade: Reflecting on 2019 and looking forward to the next decade
- Detouring school to family: A reading of Antigone
- What constitutes the good of education? Reflections on the possibility of educational critique
- Phenomenology and phenomenography in educational research: A critique
- The pedagogical limitations of inclusive education
- Ecologies of fire
- Yin/yang crossing east/west
- Video ethics in educational research involving children: Literature review and critical discussion
- Virtues of the educator
- Living the dystopian-utopian tension as praxis: Transformative dreaming with/in/for education and educational research
- Pasts and futures that keep the possible alive: Reflections on time, space, education and governing
- Which threats to humanity should we teach about? Decision theoretic guides
- Returning to the end times? Towards an apocalyptic education?
- Time and educational (re-)forms—Inquiring the temporal dimension of education
- The agencement of taskification: On new forms of reading and writing in BYOD schools
- Philosophy of change in Catherine Malabou and in Martin Heidegger: The fantastic of childhood or the childhood of the fantastic
- Why I am not a Deweyean
- Paulo Freire’s critical and dialogic pedagogy and its implications for the Bahraini educational context
- The amoral academy? A critical discussion of research ethics in the neo-liberal university
- On historical thinking and the history educational challenge
- The Chinese dream and its future: Review essay on Michael Peters book The Chinese dream: Educating the future
- Relearning to think: Toward a biological conception of rationality
- Living in a qualitative world: response to Michael Slote’s “Integrating Chinese with Western Philosophy”
- The history of the future and the shifting forms of education
- Network time for the European Higher Education Area
- Non-word (buyan) and non-self (wuji): Resistance to duality, standardisation and comparison in regime of school accountability
- The ancient Silk Road and the birth of merchant capitalism
- The problem of the present: On simultaneity, synchronisation and transnational education projects
- An educational theory of innovation: What constitutes the educational good?
- The emotional labor of doing ‘boy work’: Considering affective economies of boyhood in schooling
- Non-word (buyan) and non-self (wuji): Resistance for schooling in regime of accountability
- ‘Education has no end’: Reconciling past and future through reforms in the education system
- Can we kill the Bildung king? – The quest for a non-sovereign concept of Bildung
- What does it mean to be a ‘subject’? Malabou’s plasticity and going beyond the question of the inhuman, posthuman, and nonhuman
- Inheriting or re-structuring habitus/capital? Chinese migrant children in the urban field of cultural reproduction
- Interview with Kevin Harris
- Chinese and Western philosophy in dialogue
- Shadow education in Singapore: A Deweyan perspective
- Confucius and Aristotle on the educational role of community
- Hayek as classical liberal public intellectual: Neoliberalism, the privatization of public discourse and the future of democracy
- The Chinese Dream, Belt and Road Initiative and the future of education: A philosophical postscript
- Heralding ideas of well-being: A philosophical perspective
- Integrating Chinese with western philosophy
- This is not a checklist: Higher education and student affairs competencies, neoliberal protocol, and poetics
- Trust in education
- Reification and recognition in teenage years in the contemporary world: An interpretation based on a critical look at Axel Honneth’s theses
- Lotus heaven
- The ancient silk road and the birth of merchant capitalism
- Satire, Swift and the deconstruction of the public intellectual
- Models of dialogue
- Mobile Chinese students navigating between fields: (Trans)forming habitus in transnational articulation programmes?
- Toward a Philosophy of STEAM in the Anthropocene
- In community of inquiry with Ann Margaret Sharp: Childhood, philosophy and education
- The future of critical pedagogy
- Postmodernism in the afterlife
- 5G transformational advanced wireless futures
- Teaching beyond words: ‘silence’ and its pedagogical implications discoursed in the early classical texts of Confucianism, Daoism and Zen Buddhism
- Life and death in the Anthropocene: Educating for survival amid climate and ecosystem changes and potential civilisation collapse
- The neoliberal academic: Illustrating shifting academic norms in an age of hyper-performativity
- A Maori il-logical ethics of the dark: An example with ‘trauma’
- Truth and self-knowledge
- Towards a higher education: Contemplation, compassion, and the ethics of slowing down
- Against death. Longevity forever!
- Response to Michael Peters
- Peter McLaren’s response to Michael Peters
- Gnosticism, progressivism and the (im)possibility of the ethical academy
- Transgressing the hidden curriculum of unsustainability: towards a relational pedagogy of hope
- Stiegler as a philosopher of education
- From ‘Dare to Think!’ to ‘How Dare You!’ and back again
- Countering post-truths through ecopedagogical literacies: Teaching to critically read ‘development’ and ‘sustainable development’
- Climate change and education
- Armageddon versus conservation—An East Asian response
- Armageddon and pedagogy of terror
- Critical consciousness against Armageddon: The end of capitalism vs. the end of time
- The snake oil charms of positive psychology
- Trump’s nationalism, ‘the end of globalism’, and ‘the age of patriotism’: ‘the future does not belong to globalists. The future belongs to patriots.’
- Economics, ecology, and a new eco-social settlement informing education
- The party is over?
- The last large blue butterfly (and individual flourishing)
- Hell as education: From place to state of being? Hell, Hades, Tartarus, Gehinnom
- The failure of liberalism and liberal education
- Response from Aotearoa –
- ‘It’s Complicated’: Neoliberal Schools versus Humanity
- Exploring the macro education policy design on vocational education system for new generation of migrant workers in China
- Work, Play and Language Learning: Some Implications for Curriculum Policy of Michael Oakeshott’s Philosophy of Education
- Stiegler as philosopher of education
- Are those whiffs of fascism that I smell? Living behind the orange curtain
- Go home, team America: The new paradox of western ‘democracy’ around the world
- How the media creates fear, from the USA and UK to Hong Kong
- A ratchetdemic reality pedagogy and/as cultural freedom in urban education
- Virtue and the quiet art of scholarship: Reclaiming the university
- Michel Serres: Knowledge production and education
- Critical philosophy of sport
- Dreaming of ‘nowhere’: A co-autoethnographic exploration of Utopia-dystopia in the academy
- The crisis of international education
- A critical philosophy of sport: Some applications
- Stiegler’s ecological thought: The politics of knowledge in the anthropocene
- The problem of now: Bernard Stiegler and the student as consumer
- Heidegger and Stiegler on failure and technology
- Knowledge socialism: the rise of peer production – collegiality, collaboration, and collective intelligence
- Alain Badiou’s Wittgenstein’s Antiphilosophy
- The neoliberal toxic university: Beyond no is not enough and daring to dream a socially just alternative into existence
- Between hope and despair: Teacher education in the age of Trump
- Anti-scientism, technoscience and philosophy of technology: Wittgenstein and Lyotard
- Hope, political imagination, and agency in Marxism and beyond: Explicating the transformative worldview and ethico-ontoepistemology
- Revisiting Peirce’s account of scientific creativity to inform classroom practice
- Evaluation systems and the pace of change – The example of Swedish higher education1
- Situating decolonization: An Indigenous dilemma
- The Armageddon Club: education for the future of humanity
- China’s making and governing of educational subjects as ‘talent’: A dialogue with Michel Foucault
- Anti-art, anti-philosophy, anti-psychiatry, anti-education
- Investigating ‘collective individualism model of learning’: From Chinese context of classroom culture
- Periodic table of human civilization process
- Protesting the identity of Hong Kong: The burdened virtues of contemporary ‘pretty’ nationalism
- A picture speaks a thousand words? Vision, visuality and authorization
- Existential perspectives on education
- The Kantian idea of hope – Bridging the gap between our imperfection and our duty to perfect ourselves
- What can we learn from Plato about intellectual character education?
- Reading Derrida close reading Lemov close reading close reading
- Top-down education policy on the inclusion of ethnic minority population in China: A perspective of policy analysis
- Wiring the Global Brain
- Rhythmic nootechnics: Stiegler, Whitehead, and noetic life
- Ecojustice education and communitarianism: Exploring the possibility for African eco-communitarianism
- ‘Questions concerning attention and Stiegler’s therapeutics’
- A Theory of Moral Education
- The University Is the People
- Negen-u-topic becoming: On the reinvention of youth
- Participation, not paternalism: Moral education, normative competence and the child’s entry into the moral community
- Platform ontologies, the AI crisis and the ability to hack humans ‘An algorithm knows me better than I know myself’
- Merleau-Ponty’s ‘wild Being’: Tangling with the entanglements of research with the very young
- On the unrepresentability of affect in Lyotard’s work: Towards pedagogies of ineffability
- Values in the mathematics classroom
- China’s belt and road initiative: Reshaping global higher education
- Posthumanism, platform ontologies and the ‘wounds of modern subjectivity’
- Educational methods and cognitive modes: Focusing on the difference between Bernard Stiegler and N. Katherine Hayles
- Beyond technological unemployment: the future of work
- Locally grounded, universally binding: The benefit of incorporating traditional care ethics, East and West, into current moral education
- Faculty ethics in China: From a historical perspective
- Chinese Philosophy on Teaching and Learning: Xueji (學記) in the Twenty-First Century
- The university of the future: Stiegler after Derrida
- Active learning as destituent potential: Agambenian philosophy of education and moderate steps towards the coming politics
- Childhood and education in Jean-François Lyotard’s philosophy
- Must children sit still? The dark biopolitics of mindfulness and yoga in education
- Two plus four dimensions of critical literacy
- In community with Ann Margaret Sharp: Childhood, philosophy and education
- On the organology of utopia: Stiegler’s contribution to the philosophy of education
- Beyond high-stakes exam: A neo-Confucian educational programme and its contemporary implications
- Terrorism, trauma, tolerance: Bearing witness to white supremacist attack on Muslims in Christchurch, New Zealand
- Politics of digital learning—Thinking education with Bernard Stiegler
- Roboethics in education and society
- Capitalism’s slavery
- Anarchist education and the paradox of pedagogical authority
- Digital socialism or knowledge capitalism?
- Can creativity be taught?
- What is in a child’s hand? Prosthesis in Bernard Stiegler: Some implications for a future philosophy of childhood
- New histories of capitalism: from delineation to critique
- Ruyu Hung. Education between speech and writing: Crossing the boundaries of Dao and deconstruction (London: Routledge, 2018)
- ‘But is it really research?’ mentoring students as theorists in the era of cybernetic capitalism
- Book review of Levinas and the philosophy of education [EPAT-Jan-2019-0021]
- Postmodernist sophistry, shoddy peer review, and academic dishonesty: How subjective science knowledge and patience for nonsense may cause (pseudo-)scholarly hoax. Boghossian et al. affair
- The council of Europe’s competences for democratic culture: Employing Badiou and Plato to move beyond tensions in the values it promotes
- Citizen science and ecological democracy in the global science regime: The need for openness and participation
- Book Review of Andrew Culp. Dark Deleuze
- Education as a mode of existence: A Latourian inquiry into assessment validity in higher education
- Levinas, bureaucracy, and the ethics of school leadership
- Aristotle’s conception of practical wisdom and what it means for moral education in schools
- A reply to Peter Boghsonnian and James Lindsay’s, ‘What comes after postmodernism?’
- A reply to Peter Boghsonnian and James Lindsay’s, ‘What comes after postmodernism?’
- The ‘crooked timber’ of humanitarianism
- Citizen science and post-normal science in a post-truth era: Democratising knowledge; socialising responsibility
- Chinese ecological pedagogy: humanity, nature, and education in the modern world
- Back from the Brink, a new humanities? An interview with Brian Opie
- Diffracting diffractive readings of texts as methodology: Some propositions
- Talents and distributive justice: An interview with Hillel Steiner
- Book Review: Becoming-Teacher
- Re-imagining active learning: Delving into darkness
- Tertiary institutions and human rights obligations
- From intimidation to love: Taoist philosophy and love-based environmental education
- Cheng (誠) as ecological self-understanding: Realistic or impossible?
- Transition as a displacement from more fundamental system concerns: Distinguishing four different meanings of transition in education
- Anthropocosmic vision, time, and nature: Reconnecting humanity and nature
- Wuwei, self-organization, and classroom dynamics
- Two conflicting visions of education and their consilience
- Diversifying philosophy: The art of non-domination
- Why is a live chicken banned from the kindergarten? Two lessons learned from teaching posthuman pedagogy to university students
- Deleuze’s rhizomatic analysis of Foucault: Resources for a new sociology?
- Wittgenstein and the ethics of suicide. Homosexuality and Jewish self-hatred in fin de siècle Vienna
- Ancient centers of higher learning: A bias in the comparative history of the university?
- Posthumanism, open ontologies and bio-digital becoming: Response to Luciano Floridi’s Onlife Manifesto
- School bullying and bare life: Challenging the state of exception
- Educational ills and the (im)possibility of Utopia
- Smart screens and transformative ways of looking: Towards a therapeutics of desire
- Trade wars, technology transfer, and the future Chinese techno-state
- Nietzsche (as) educator
- What new sensibility, configuration or ‘dominant’ logic now for educational theory?
- Multidimensional thinking in a digimodernist world
- After postmodernism: A dialogical paradigm
- The spectral educationist
- The age of the educational philosophy of shared doctrine
- After postmodernism: Working woke in the neoliberal era
- Education towards a new modernity
- The Postmodern Baby? Language-Historical Realism
- Nietzsche and Heidegger: PoPoMo philosophers avant la lettre
- Wild and small
- A transcending a single reality
- Albert Camus and the lifecycle of postmodernism
- Dialogue in critical times
- Playing with come: a perverse response
- The University after postmodernism: An ecological approach
- After postmodernism in educational theory? A collective writing experiment and thought survey
- Education in virtual age
- Thoughts about becoming a desired memory
- Are we asking the right question? The problem with ‘afters’
- Subject and justice: Žižek and Tiantai Buddhism
- Studying postmodernism
- Disruption of the individual’s relationship with the state as a problem of collective intelligence
- Postmodernism in education: Blessing or curse?
- Back to praxis—On reviving the commitment to the transformation of educational reality in practice
- What comes after postmodernism? Going fishing
- Earth comes after postmodernism
- Modern, postmodern, amodern
- The ascendance of postmodernism in the educational sphere
- Fiction and learning realities after postmodernism
- Beyond Mo and PoMo: trans-education for living well in a sustainable world
- Realism after postmodernism
- The return of the untimely: Renaming strange time
- Postmodernism, science education and the slippery slope to the epistemic crisis
- The philosophical consciousness of the interconnected universe
- If pragmatism ever arrives
- Before, now and after
- Nostalgia and shrinkage: Philosophy and culture under post-postmodern conditions
- What comes after postmodernism?
- The need for Po-Mo in educational theory is greater than ever
- Tolls
- The waning of postmodernism and the return of (a materialist) History
- After postmodernism, technologism
- Living and thinking the event
- Peter Boghossian—What comes after postmodernism?
- Identity performativity and precarity
- The nuances of posthumanism
- After postmodernism in educational theory?
- A philosophy not of paper (y Buen Vivir)
- What comes after postmodernism?—Material making, creative production and artistic figuration as ways to re-organize pedagogical culture
- Had enough of experts?
- Interpretative judgements and educational assessment
- Elephants and riders in the postmodern era
- Educational theory the day after postmodernism
- ‘Neo’ is not enough: Theorizing and educating in a time of total renegotiation
- The potential of Spinoza’s not-yet for educational theory
- On the problematique of decolonisation as a post-colonial endeavour
- Bringing space to the fore: Beyond postmodernism to interrogating fundamental malleable spatial preconditions for language and experience
- Modernity, postmodernity, hypermodernity and the ever uncertain (educational) future
- Poststructuralism, postmodernism or deconstruction? The future of metaphysics, philosophy and thinking in the field of education
- Practical reason and a dialogical attitude after postmodernity
- Anthropocene’s time
- Postmodernism—know thyself
- Isn’t it ironic? No, it’s not: Postmodernism’s coincidental skepticism
- Mourning postmodernism in educational theory
- The ‘post-post-modern’ era
- Spectral post(s)
- At the wake, or the return of metaphysics
- Comparativism
- Postmodern as secularization in philosophy of education
- Beauty’s radical
- Education [After Ēdūcō]
- After postmodernism: retuning to the real
- A (re)turn to realism(s)
- We have never been postmodern
- Toward high entropy
- Modernity is back
- After postmodernism: meaning of life and education
- The legacy of postmodernism in educational theory
- Out with the old, in with the digital
- Post-postmodernism: a call to optimism
- The era after postmodernism – time to retrospect humanism
- The ghost of realism hunts postmodernism
- The emergence of moral bliss
- What comes after post/modern peace education?
- Moral realism versus moral relativism in the postmodern myth
- Are we racing to the data-ism in education?
- Recalibration of post modernism with earth in mind
- Do philosophers of education dare be inspired by forerunners such as Nietzsche? – Transformation of the mind towards an affirmative and generative awareness
- What? Comes after postmodernism
- Metanarratives are doing just fine: a word or two from Asia
- After the ‘post’: anthropocenes
- My ordinary r/evolutions
- Educational theory without labels
- After postmodernism in Educational (Philosophy and) Theory
- Why not going back to modernity after postmodernity? Revisiting the thought of Jean-Jacques Rousseau
- Learning Chinese visual culture in a transnational world
- After history; after postmodernism?
- Education and the hegemony of the rich
- From the postmodern to the ecological
- Education and theory returning to life itself
- Postmodernism in post-truth times
- What can beliefs do? Ethics education and authenticity after postmodernism
- After postmodernism: anti-fascist theories
- African philosophies of education re-imagined: Looking beyond postmodernism
- The postsecular moment in education: toward pedagogies of difference
- Seeking wisdom after postmodernism: Back to Plato
- The legacy of postmodernism in popular thought and the emergence of “Inter/trans relational” -isms in educational theory
- Post-colorblindness; Or, racialized speech after symbolic racism
- Keeping the question ‘what comes after postmodernism?’ open
- The open and the global: Postmodernism and its legacy
- Postmodern education and the challenges facing Chinese postmodern scholars
- Post-humanism or posthuman-ism? A redemption and a hope
- A Daoist perspective: An opportunity after postmodernism
- Physical education—educating bodies after postmodernism?
- After postmodernism … let’s talk about education
- Toward a new psychology
- Post-postmodernism and the problem of dissonance in Educational Theory
- Has postmodernism the potential to reshape educational research and practice?
- Dwelling in the not-yet. Education as embodied paradox
- Paradigms of education research
- The aesthetics of cyber-(post-)modernism
- The death of postmodernism in indigenous educational theory
- After postmodernism comes … bridging between deconstruction and (re)construction in educational theory and practice
- Essentializing postmodernity
- Thinking about learning in apocalyptic times
- DOA: Is the ‘new’ still alive?
- An argument for what comes after postmodernism, and perhaps all future -isms
- From post-modernism to modernity again. From modernity to a paradigm shift
- Hegemony or philosophy? On the legacy of postmodernism
- We need not take sides, we need not guess what will come next
- Sapere aude revisited and revised
- Not so fast: Why the linear proposition of an after?
- After postmodernism, a renewed critical realism—and the implications for education
- Through a portal and finding remnants: An incomplete report
- Possibility spaces: Traversing and as educational theory
- Play, puerilism, and post-modernism
- The politics after postmodernism begins with the political economy of our own work
- Beyond modernism and postmodernism in educational theory and practice: A marriage of grounds
- Postmodernity and its clowns
- What science means for postmodernist epistemology and the philosophy of education
- Is Pomo dead?
- ‘Post-truth’: political death of the expert
- Integral education within metamodernism
- What comes after postmodernism and how this will affect educational theory? – From a Chinese Taoist perspective
- Postmodernism as an epistemological phenomenon
- Education in the era of transit
- My Angelus Militans
- Overcoming the New Stupidity
- Education for modest enlightenment
- Versions-to-come
- Ethic authorial dialogism as a candidate for post-postmodernism
- Confucian philosophy: After postmodernism
- The social concretisation of educational postmodernism
- Spyridon Stelios—out of focus: modernism and the educational meta-challenge
- PoMo is dead. And we were late for cremation ceremony because we were doing something else
- The discursive field of ‘after’ postmodernism in educational theory
- The day after: education in the postmodernist fallout
- Postmodernism is not dead
- Knowledge and politics
- Postmodern communism: An educational constellation
- The alien university
- The paradox of post-postmodernism
- Capital whisperers and POMOs
- Independent educational theory
- Knowledge ecologies after postmodernity
- The storm from paradise
- Postmodernism: Memory and oblivion
- PESA President’s foreword for the EPAT 50th-anniversary issue
- Teaching in good faith: Towards a framework for defining the deep supports that grow and retain first-year teachers
- Misunderstanding duty: Vices of culture, ‘aggravated’ vice, and the role of casuistical questions in moral education
- The enlightenment and its critics1
- Professor Emeritus Ivan Snook
- DeMOOCing society: Convivial tools to systems and back again in the information age
- Cultivating moral consciousness: The quintessential relation of practical reason and mind (Gemüt) as a bulwark against the propensity for radical evil
- Education and philosophy: an introduction
- The eternal flower of the child: The recognition of childhood in Zeami’s educational theory of Noh theatre
- Digital archives in the cloud: Collective memory, institutional histories and the politics of information
- Learning from and for one another: An inquiry on symbiotic learning
- The cadence of nature for educating: Uncovering a path to knowing in a comparative study of Daoism and lost gospels
- Kant and the struggle against evil
- Kant on the endless struggle against evil in the pursuit of moral perfection and the promotion of the happiness of others—Challenges for education
- Wittgenstein at Cambridge: Philosophy as a way of life
- Continue the dialogue – symposium of cultivation of self in east asian philosophy of education
- Black Bodies, White Gazes: The Continuing Significance of Race in America
- A nuanced critical realist approach to educational policy and practice development: Redefining the nature of practitioners’ agency
- Educational ills and the (im)possibility of utopia
- Education and the overcoming of evil
- Conversation as educational research
- PISA and policy-borrowing: A philosophical perspective on their interplay in mathematics education
- Archival anxieties: Archival practices and politics
- Kant on Education and evil—Perfecting human beings with an innate propensity to radical evil
- Thinking posthuman with mud: and children of the Anthropocene
- Kant and prejudice, or, the mechanical use of reason
- Education as/against cruelty: On Etienne Balibar’s Violence and Civility
- Students are not inferential-misfits: Naturalising logic in the science classroom
- Can a culture of error be really developed in the classroom without teaching students to distinguish between errors and anomalies?
- Academic integrity: An interview with Tracey Bretag
- Teachers in retreat: The teacher as a dialogical self and the risks of an excessive formalization of its role
- The perils of the archive, or: Songs my father sang me
- Clipping our dogmatic wings: The role of religion’s Parerga in our moral education
- ‘Intelligent capitalism’ and the disappearance of labour: Whitherto education?
- The return of fascism: Youth, violence and nationalism
- Sexuality as movement
- Historicizing tianrenheyi as correlative cosmology for rethinking education in modern China and beyond
- Celestin Freinet’s printing press: Lessons of a ‘bourgeois’ educator
- China’s education, curriculum knowledge and cultural inscriptions: Dancing with the wind,
- Transforming academia: The role of education
- Conceptualizing the ontology of higher education with Chinese characteristics
- After postmodernism: Asking the right question
- The dual-impulse of modernity
- Postmodernism pace postmodernity?
- Revisiting the Analects for a modern reading of the Confucian dialogical spirit in education
- Harmonizing ecological sustainability and higher education development: Wisdom from Chinese ancient education philosophy
- Walking backwards into the future: Indigenous wisdom within design education
- Integrative ethical education: Narvaez’s project and Xunzi’s insight
- Book review of Chou and Spangler (Eds.), Chinese Education Models in a Global Age
- Notice
- Conjuring optimism in dark times: Education, affect and human capital
- Interview with George Yancy, African-American philosopher of critical philosophy of race
- Challenges to critical legal education: A case study
- Utopia and pessimism: ‘You should not forsake the ship in a storm because you cannot command the winds’
- Education and the boarding school novel: The work of Jose Regio
- Women, philosophy, and education
- The educational cost of philosophical suicide: What it means to be lucid
- Experimental science: Joseph Priestley’s influence in the infrastructure of the seventeenth-century science education
- Postcritical knowledge ecology in the Anthropocene
- School in the (im)possibility of future: Utopia and its territorialities
- Being without time: Temporality and the white gaze
- What lies within: Whiteness as the transcendental norm
- A critique of John Hattie’s theory of Visible Learning
- Calling for change: A feminist approach to women in art, politics, philosophy and education
- Autonomous moral education is Socratic moral education: The Import of repeated activity in moral education out of evil and into virtue
- Evil, virtue, and education in Kant
- Education and the concept of commons. A pedagogical reinterpretation
- Educational co-production in the age of digital reason: A review of the digital university: A dialogue and manifesto
- Against the humiliation of thought: The university as a space of dystopic destruction and utopian potential
- Social governance, education and socialist rule of law in China
- Utopian spaces and the promise of education: a conceptual analysis
- Rethinking inequalities between deindustrialisation, schools and educational research in Geelong
- Philosophies and ethics of the project archive
- The power of social dreaming: Reappraising the lesson of East European dissidents
- Paulo Freire: The Global Legacy
- Philosophy of being and becoming: A transformative learning approach using threshold concepts
- Thinking with Deleuze and Guattari: An exploration of writing as assemblage
- Minimal utopianism in the classroom
- Utopianism, transindividuation, and foreign language education in the Japanese university
- And what rough beast? An ontotheological exploration of education as a being
- Between kudzu and killer apps: Finding human ground between the monoculture of MOOCs and online mechanisms for learning
- Anti-intellectualism and the study of teaching: Camus and the problem of intellectual polemics
- Response to Michael’s piece on anti-intellectualism
- Taoist wisdom on individualized teaching and learning—Reinterpretation through the perspective of Tao Te Ching
- Moral philosophy, Te Whāriki and gender
- Anti-intellectualism is a virus
- Can cultural localization protect national identity in the era of globalization?
- Exhausted philosophy and islands-to-come
- The ethics of reading Wittgenstein
- Reconstructing ‘Education’ through mindful attention: Positioning the mind at the center of curriculum and pedagogy
- Re-considering the ontoepistemology of student engagement in higher education
- Operational trust: Reflection from navigating control and trust in a cross-cultural professional development project
- Unpacking ontological security: A decolonial reading of scholarly impact
- Understanding life in school: From academic classroom to outdoor education
- Sartre’s analysis of anti-Semitism and its relevance for today
- Affective capitalism, higher education and the constitution of the social body Althusser, Deleuze, and Negri on Spinoza and Marxism
- Encounter of East Asian Educational Tradition with Western modernity: the Korean case
- Perspectives on human and social capital theories and the role of education: An approach from Mediterranean thought
- Relations as the aim of education in Joseon neo-Confucianism: The case of the Five Relationships
- Neither end, nor means, but both—why the modern university ought to be responsive to different conceptions of the good
- Learning Stories as cross-national policy borrowing: The interplay of globalization and localization in preprimary education in Contemporary China
- The curious promise of educationalising technological unemployment: What can places of learning really do about the future of work?
- Identity and national identity
- Women, capitalism and education: On the pedagogical implications of postfeminism
- Nowhere ǁ Erewhon
- Education and anti-poverty: Policy theory and strategy of poverty alleviation through education in China
- Moral forfeiture and racism: Why we must talk about race
- China’s double first-class university strategy: 双一流
- A critical scholar’s journey in China: A brief Freirean analysis of insider–outsider tensions
- Educational governance and challenges to universities in the Arabian Gulf region
- School rituals and their educational significance in the Joseon period—Rituals as one of the pedagogical pillars of Confucian school education
- Discourse on nationalism in China’s traditional cultural education: Teachers’ perspectives
- Confucian philosophy and contemporary Chinese societal attitudes toward people with disabilities and inclusive education
- Encounter of East Asian educational tradition with western modernity: The Korean Case
- The Public role of school teachers in Korea: For its conceptual reconstruction through its historical tracing
- Competing concepts of publicness in the creation of a modern people in the history of modern education in Korea: 1894–1919
- The appropriation of ‘enlightenment’ in modern Korea and Japan: Competing ideas of the enlightenment and the loss of the individual subject
- Corrigendum
- Wittgenstein on training: Comment on Norm Friesen’s ‘Training and Abrichtung’: Wittgenstein as a tragic philosopher of education?
- Universities as legal entities and community dispute resolution: An Australian case study
- A critical dialogue with ‘Asia as method’: A response from Korean education
- Vygotsky and moral education: A response to and expansion of Tappan
- US sovereignty must not be defended: Critical education against Russiagate
- Weinstein, sexual predation, and ‘Rape Culture’: Public pedagogies and Hashtag Internet activism
- Pedagogical bricolage and teacher agency: Towards a culture of creative professionalism
- The Royal Society, the making of ‘science’ and the social history of truth
- Peer production and collective intelligence as the basis for the public digital university
- The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories
- The design of the university: German, American, and ‘World Class’
- The information wars, fake news and the end of globalisation
- Child sexal abuse: The final report of the Australian Royal Commission into institutional responses to child sexual abuse
- Child sexual abuse: The final report of the Australian Royal Commission into institutional responses to child sexual abuse
- What measures justice? What justifies happiness? Emersonian moral perfectionism and the cultivation of political emotions
- Afterword: Practical and impractical philosophies; intuition and reason
- Mania and knowledge. From the sting of the gods to Socrates as educational gadfly
- Editorial: Of incalculable worth
- Editor’s note
- Learning in the age of digital reason
- Confucius’s view of learning
- Education and philosophy in R. F. Holland’s Against Empiricism: A reassessment
- What is education for? An anthology on education
- High and wide, the exact and the vast: Emersonian Bildung in dialog with Humboldt and Dewey
- Humanism vs. competency: Traditional and contemporary models of education
- Bild, Bildung and the ‘romance of the soul’: Reflections upon the image of Meister Eckhart
- The Chinese Dream: Xi Jinping thought on Socialism with Chinese characteristics for a new era
- Juridification of educational spheres: The case of Sweden
- Educational philosophy, ecology and the Anthropocene
- Thinking with Spinoza about education
- Camus, habitat and the art of seeing
- Brief response to Blenkinsop and Humphreys
- Bildung, self-cultivation, and the challenge of democracy: Ralph Waldo Emerson as a philosopher of education
- Time, space and the scholarly habitus: Thinking through the phenomenological dimensions of field
- Growing the conversation: A burgeoning response
- Introduction to the special issue
- From self-reliance to that which relies: Emerson and critique as self-criticism
- Self-cultivation and the legitimation of power: Governing China through education
- Education as philosophies of engagement
- Psycho-politicising educational subjectivity: A posthumanist consideration of Rancière and Lacan
- Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action
- Education is mutual: In search of the ideal interpretation
- Confucius’ Junzi (君子): The conceptions of self in Confucian
- The teacher is a learner: Dewey on aims in education
- Honors and theater: Spinoza’s pedagogical experience and his relation to F. Van den Enden
- Worldly and otherworldly virtue: Likeness to God as educational ideal in Plato, Plotinus, and today
- The joy of learning: Feminist materialist pedagogies and the freedom of education
- Hölderlin’s idea of ‘Bildungstrieb’: A model from yesteryear?
- Aversive education: Emersonian variations on ‘Bildung’
- Werner Jaeger’s Paideia and his ‘Third Humanism’
- Can democracy solve the sustainability crisis? Green politics, grassroots participation and the failure of the sustainability paradigm
- Spinoza’s proposal for a doctrine of children’s education
- Manifesto for the postcolonial university
- Toward an educational sphereology: Air, wind, and materialist pedagogy
- The existential concern of the humanities R.S. Peters’ justification of liberal education
- Wildly wise in the terrible moment: Kant, Emerson, and improvisatory Bildung in early childhood education
- Spinoza, experimentation and education: How things teach us
- Ideology and the ‘Multitude of the Classroom’: Spinoza and Althusser at school
- In the wake of the quake: Teaching the emergency
- Social inclusion and active citizenship under the prism of neoliberalism: A critical analysis of the European Union’s discourse of lifelong learning
- Paideia Platonikê: Does the later platonist programme of education retain any validity today?
- Thinking with Spinoza about ‘hands-on’ learning
- Spinoza, Deep Ecology and Education Informed by a (Post)human Sensibility
- How to do things with words: Speech acts in education
- Imagining powerful co-operative schools: Theorising dynamic co-operation with Spinoza
- Global university rankings: Metrics, performance, governance
- Truth and truth-telling in the age of Trump
- White supremacism: The tragedy of Charlottesville
- ‘The Best Education Ever’: Trumpism, Brexit, and new social learning
- The threat of nuclear war: Peace studies in an apocalyptic age
- The refugee camp as the biopolitical paradigm of the west
- Recycling Piaget: Posthumanism and making children’s knowledge matter
- Kabbalah, education, and prayer: Jewish learning in the seventeenth century
- Author’s Response
- ‘Language must be raked’: Experience, race, and the pressure of air
- Happiness, hope, and despair: Rethinking the role of education
- “Πᾶσα μὲν ἡ ποίησις τῷ Ὁμήρῳ ἀρετῆς ἐστιν ἔπαινος”: Greek poetry and paideia in the homiletic tradition of Basil
- Hegel’s concept of education from the point of view of his idea of ‘second nature’
- Paideia, progress, puzzlement
- Radicalising philosophy of education—The case of Jean-Francois Lyotard
- Where neuroscience and education meet: Can emergentism successfully occupy the middle ground between mind and body?
- Friedrich Nietzsche in Basel: An apology for classical studies
- Bildung and the historical and genealogical critique of contemporary culture: Wilhelm von Humboldt’s neo-humanistic theory of Bildung and Nietzsche’s critique of neo-humanistic ideas in classical philology and education
- Philosophy of education in early Fichte
- Rebirth of paideia: ultimacy and the game of games
- Purification through emotions: The role of shame in Plato’s Sophist 230b4–e5
- Culturally reimagining education: Publicity, aesthetics and socially engaged art practice
- John Dewey’s conception of education: Finding common ground with R. S. Peters and Paulo Freire
- Michel Foucault’s limit-experience limited
- Acting without regarding: Daoist self-cultivation as education for non-dichotomous thinking
- Where are the grounds for grounded theory? A troubled empirical methodology meets Wittgenstein
- Democratic communities of inquiry: Creating opportunities to develop citizenship
- The matter of silence in early childhood bilingual education
- The contribution of Aboriginal epistemologies to mathematics education in Australia: Exploring the silences
- A place called home. Women and philosophy of education
- Approaches to the study of pragmatism in today’s China
- Introduction for Special Issue of Submissions from European Liberal Education Student Conference
- Deep learning, education and the final stage of automation
- Lyotard’s pedagogies of affect in Les Immatériaux
- The incompatibility of neoliberal university structures and interdisciplinary knowledge: A feminist slow scholarship critique
- Is twenty-first-century liberal arts modern?
- Evaluating the liberal arts model in the context of the Dutch University College
- The illusion of teaching and learning: Zhuangzi, Wittgenstein, and the groundlessness of language
- Knowledge, education and aesthetics
- Education for ecological democracy
- “That’s Not Very Deleuzian”: Thoughts on interrupting the exclusionary nature of “High Theory”
- The purpose of the MBA degree: The opportunity for a Confucian MBA to overcome neoliberalism
- Disciplinarity and normative education
- Embodying skilful performance: Co-constituting body and world in biotechnology
- Making sense in education: Deleuze on thinking against common sense
- Identity politics, the ethos of vulnerability, and education
- The Socratic method, defeasibility, and doxastic responsibility
- Economic precarity, modern liberal arts and creating a resilient graduate
- Encountering drawing
- The smiling philosopher: Emotional labor, gender, and harassment in conference spaces
- The formation of the willing citizen – Tracing reactive nihilism in late capitalist adult education
- A return to understanding: Making liberal education valuable again
- Agency and social capital in Chinese international doctoral students’ conversion to Christianity
- Towards a university of Halbbildung: How the neoliberal mode of higher education governance in Europe is half-educating students for a misleading future
- The new spirit of capitalism in European Liberal Arts programs
- Is filial piety a virtue? A reading of the Xiao Jing (Classic of Filial Piety) from the perspective of ideology critique
- Embracing the humanistic vision: Recurrent themes in Peter Roberts’ recent writings
- The adaptive professional: Teachers, school leaders and ethical-governmental practices of (self-) formation
- Embodied cognition and curriculum construction
- Green metaphysics: A sustainable and renewable liberal arts education
- Mana Wahine and Washday at the Pā
- Toward a modern concept of schooling: A case study on Hegel
- In search of a universal human rights metaphor: Moral conversations across differences
- Obituary for Berislav Žarnić
- Educational philosophy for a post-secular age
- Identity and personhood: Confusions and clarifications across disciplines
- Killing the Buddha: Towards a heretical philosophy of learning
- Listening to students about the Umbrella Movement of Hong Kong
- ‘Keep off the lawn; grass has a life too!’: Re-invoking a Daoist ecological sensibility for moral education in China’s primary schools
- Time and the rhythms of emancipatory education: Rethinking the temporal complexity of self and society
- Page, text and screen in the university: Revisiting the Illich hypothesis
- What is indigenous research in philosophy of education? And what is PESA, from an indigenous perspective?
- Introduction to ACCESS special issue: Modern Learning Environments
- Intro to ACCESS special issue: Modern learning environments
- Thinking in/through movements; Working with/in affect within the context of Norwegian early years education and practice
- Out of thousands and thousands of thoughts: Wandering the streets of the Hong Kong umbrella movement
- Modern learning environments
- Is second language teaching enslavement or empowerment? Insights from an Hegelian perspective
- The research potential of educational theory: On the specific characteristics of the issues of education
- Peace education and peace education research: Toward a concept of poststructural violence and second-order reflexivity
- Rodgers on calls for observable verbs
- Universities, knowledge and pedagogical configurations: Glimpsing the complex university
- Under the Umbrella: Pedagogy, knowledge production, and video from the margins of the movement
- What is philosophy for indigenous people, in relation to education?
- A chronology of Hong Kong’s umbrella movement: January 2013–December 2014
- The Inalienable Alien: Giorgio Agamben and the political ontology of Hong Kong
- Reflections on the Umbrella Movement: Implications for civic education and critical thinking
- The contribution of the ontological turn in education: Some methodological and political implications
- Place-people-practice-process: Using sociomateriality in university physical spaces research
- The end of neoliberal globalisation and the rise of authoritarian populism
- Response to aborigine, Indian, indigenous or first nations? by Michael Peters and Carl Mika
- Aborigine, Indian, Indigenous or first nations?
- Innovative learning environments and new materialism: A conjunctural analysis of pedagogic spaces
- Against value in the arts and education
- What does ‘indigenous’ mean, for me?
- America closed, China open
- Methodology is content: Indigenous approaches to research and knowledge
- The routine fabric of understandable and contemptible lies
- Universities as gendered organizations
- Reconciliation of natural and social: Rethinking Rousseau’s educational theory
- Does student debt constitute a bubble that may bring about an educational crisis?
- Is there an absence of capability in sustainable development in universities?
- Has the shift to overworked and underpaid adjunct faculty helped education outcomes?
- Do mega-journals constitute the future of scholarly communication?
- The lying epidemic
- Post-truth and fake news
- Playing with philosophy: Gestures, life-performance, P4C and an art of living
- Response to the editorial ‘Education in a post-truth world’
- Lies, damned lies, and the Web
- The power of relativism
- Aborigine, Indian, indigenous or first nations?
- Is lying acceptable conduct in international politics?
- Political mendacity and social trust
- 2016: Living within the truth
- US news media portrayal of Islam and Muslims: a corpus-assisted Critical Discourse Analysis
- Post-truth, political ecology and education
- The unexamined student is not worth teaching: preparation, the zone of proximal development, and the Socratic Model of Scaffolded Learning
- PESA archives: The social histories of philosophy of education
- Re-imagining learning through art as experience: An aesthetic approach to education for life
- The Posthuman Child: Educational transformation through philosophy with picturebooks
- Education for autonomy and open-mindedness in diverse societies
- Re/assembling ‘innovative’ learning environments: Affective practice and its politics
- Implications of R.S. Peters’ notion of ‘cognitive perspective’ for science education
- Cosmopolitan dice recast
- The discourse and nature of creativity and innovation: Ways of relating to the novel
- An exploration of educative praxis: Reflections on Marx’s concept praxis, informed by the Lacanian concepts act and event
- Education in a post-truth world
- The ‘subject of ethics’ and educational research OR Ethics or politics? Yes please!
- Against all odds: Peace education in times of crisis
- I/MLEs and the uneven return of pastoral power
- Institutional pedagogy for an autonomous society: Castoriadis & Lapassade
- Is the classroom obsolete in the twenty-first century?
- Dewey, Derrida, and the genetic derivation of différance
- Education and the Hong Kong umbrella movement
- An exploration of Naquib al-Attas’ theory of Islamic education as ta’dīb as an ‘indigenous’ educational philosophy
- Intra-generational education: Imagining a post-age pedagogy
- Bodies and affect in non-traditional learning spaces
- Forgetski Vygotsky
- Iran’s implicit philosophy of education
- Listening harder: Queer archive and biography
- Chasing Heideggerian circles: Freedom, call, and our educational ground
- The scene of the classroom
- Trust and fiduciary relationships in education: What happens when trust is breached?
- Trust and schooling
- Confucianism and critical rationalism: Friends or foes?
- Bakhtin in the fullness of time: Bakhtinian theory and the process of social education
- In search of Samoan research approaches to education: Tofā’a’anolasi and the Foucauldian tool box
- Dewey called them Utopians, I call them ancestors
- What is critical about critical pedagogy? Conflicting conceptions of criticism in the curriculum
- Contagious ideas: vulnerability, epistemic injustice and counter-terrorism in education
- Iqbal- education and cultivation of self: a way forward for Muslims of the subcontinent
- The key is the individual: Practices of the self, self-help and learning
- The pedagogical effect: On Foucault and Sloterdijk
- Exploring whakaaro: A way of responsive thinking in Maori research
- Pedagogy and the care of the self: A reading from Foucault
- Governmentality, democratic state, and education in human rights
- Education and pedagogy: A Foucauldian perspective
- Aesthetic encounters and learning in the museum
- From both sides of the indigenous-settler hyphen in Aotearoa New Zealand
- Donghak (Eastern Learning), Self-cultivation, and Social Transformation: Towards diverse curriculum discourses on equity and justice
- Tradition, Authority and Disciplinary Practice in History Education
- Bakhtin and the Russian Avant Garde in Vitebsk: Creative understanding and the collective dialogue
- Teachers’ cultural autobiography as means of civic professional engagement
- Posthumanism and educational research
- Selfies, relfies and phallic tagging: posthuman part-icipations in teen digital sexuality assemblages
- Discussing education by means of metaphors
- Invasion, alienation, and imperialist nostalgia: Overcoming the necrophilous nature of neoliberal schools
- The care of the self and biopolitics: Resistance and practices of freedom
- Two premises and one general hypothesis for the analysis of the educational present
- On being musical: Education towards inclusion
- Dwelling and creative imagination in Gaston Bachelard’s phenomenology: Returning to the poetic space of education and learning
- Rethinking emancipation with Freire and Rancière: A plea for a thing-centred pedagogy
- Passive education
- Trust as a virtue in education
- Educational epistemologies and methods in a more-than-human world
- The neurobiology of trust and schooling
- Voice in the agentic assemblage
- The juxtaposition of Māori words with English concepts. ‘Hauora, Well-being’ as philosophy
- Beyond cyborg subjectivities: Becoming-posthumanist educational researchers
- Engagement in dialogue: tracing our connections or speaking across the space between?
- Teaching critical thinking: The struggle against dogmatism
- Trust and critical thinking
- Being trustworthy: going beyond evidence to desiring
- The role of trust in the teaching of history
- Pedagogy at the brink of the post-anthropocene
- On engaging with others: A Wittgensteinian approach to (some) problems with deeply held beliefs
- Student partnership, trust and authority in universities
- Deleuze and Guattari’s language for new empirical inquiry
- Trust and the community of inquiry
- The role of trust in reflective practice
- Against methodocentrism in educational research
- Chronotopoi of the Good Life and Utopia: Bakhtin on Goethe’s Bildungsroman Wilhelm Meister and the carnivalesque
- Tawhiao’s Unstated Heteroglossia: Conversations with Bakhtin
- Bakhtinian Bildung and the Educational Process: Some Historical Considerations
- Dialogic Ruptures: An Ethical Imperative
- Bakhtin and the ‘general intellect’
- In the Service of Technocratic Managerialism? History in UK Universities
- ‘Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education
- Historical Thinking — and Its Alleged Unnaturalness
- A Model of Historical Thinking
- The Structure of Historical Inquiry