- 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
- 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