Educational Philosophy and Theory

• Opening up and closing down teachers’ political dialogues: Dialectic and dialogic strategic orientations
  Educational Philosophy and Theory19 April 2024By Fiona WestbrookSchool of Education, AUT, Auckland, New Zealand
• Revisiting Rancière’s ‘radical democracy’ for contemporary education policy analysis
  Educational Philosophy and Theory18 April 2024By Jane McDonnella Bangor University, Bangor, UKb School of Education, Manchester Metropolitan University - Brooks Building, Manchester, UK
• Book review as method writing philosophical autoethnography
  Educational Philosophy and Theory15 April 2024By Dave YanFaculty of Education, Monash University, Melbourne, Victoria, Australia
• Minor pedagogy: Education as continuous variation
  Educational Philosophy and Theory08 April 2024By Laura E. SmithersLisa A. Mazzeia Department of Educational Studies, University of Nevada, Reno, NV, USAb Department of Education Studies, University of Oregon, Eugene, OR, USALisa A. Mazzei is Alumni Faculty Professor of Education at the University of Oregon where she is also affiliated faculty in the Department of Philosophy. She is interested in philosophically informed inquiry that opens thought to the not yet. With Alecia Jackson, she is co-author of Thinking with Theory in Qualitative Research (2012; 2023), co-editor of Postfoundational Approaches to Qualitative Inquiry (2024), and co-editor of Voice in Qualitative Inquiry (2009). She is also the author of Inhabited Silence in Qualitative Research (2007).Laura Smithers is an Assistant Professor of Higher Education Leadership at the University of Nevada, Reno (USA). Her research uses high and low theory to explore the possible futures created and foreclosed by assessment regimes in undergraduate education. With Heidi Fischer and Faith Watrous, she is co-author of Impact/Impasse: Revaluing University Classroom Life (2024).
• Teaching for human dignity: Making room for children and teachers in contemporary schools
  Educational Philosophy and Theory08 April 2024By Cara FurmanSara Abu-RummanJoan BradburyMeghan BrindleyAllison Greera Early Childhood Education, Hunter College, New York, NY, USAb Literacy Coach, Indianac Early Childhood and Elementary School Teacher, Chicago, IL, USAd Early Years Education and Care, Kent State University, New Philadelphia, OH, USA; e Public School Teacher, IL, USACara Furman PhD, is an associate professor of early childhood at Hunter College and former urban public elementary school teacher. She is author of Teaching from an Ethical Center: Practical Wisdom for Daily Instruction and co-author, with Cecelia Traugh, of Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools. She writes about Descriptive Inquiry, inquiry, asset-based inclusive teaching, and progressive literacy practices.Sara Abu-Rumman holds a B.A. in Elementary Education from Indiana University and an M.A. in International Studies, with a focus on Comparative Education and Curriculum Development from DePaul University. She is a Fulbright Teacher Exchange recipient. Her current coaching work centers on creating equitable, progressive, and student-centered Science of Reading-aligned classrooms.Joan Bradbury is a retired elementary school teacher who most recently (1982-2007) taught at the Francis Parker School, a progressive independent school in Chicago. She has an abiding interest in classroom community and culture and in collaborative teacher inquiry.Meghan Brindley is a Lecturer in Early Years Education and Care at Kent State University at Tuscarawas. Her work centers around preservice teachers in social foundations classes and the potential experiences of this situatedness between teacher education and foundations, as well as, thinking about her own experiences of teaching.Allison Greer is a public school teacher in Illinois. She holds a B.A. in Political Science from Kenyon College and an M.A. in Educational Psychology from the University of Colorado at Denver. Her professional interests include progressive education, best practices in early childhood education, equity and inclusion, and the descriptive processes.
• The philosophy of emotions: Implementing character education through poetry
  Educational Philosophy and Theory05 April 2024By Kristian GuttesenSchool of Education, University of IcelandKristian Guttesen is a postdoctoral researcher in the School of Education at the University of Iceland. He has a background in upper secondary education, and has published work on philosophy of education, character ­education, poetry teaching, creative writing, and poetic inquiry.
• Educating with Paulo Freire: Teaching and learning on the digital culture
  Educational Philosophy and Theory04 April 2024By Antônio ZuinRoseli Rodrigues de MelloDepartment of Education, Universidade Federal de São Carlos, São Paulo, BrazilAntônio Zuin, Full Professor at the Education Department and the Post-Graduate Program at UFSCar, São Carlos, São Paulo, Brazil; Coordinator of the Research Group ‘Teoria Crítica e Educação’; Editor-in-Chief of the journal Educação & Sociedade; CNPq Research Productivity Fellow, Level A.Roseli Rodrigues de Mello, Full Professor at the Pedagogical Theories and Practices Department and the Post-Graduate Program at UFSCar, São Carlos, São Paulo, Brazil; Director of the Research Group ‘NIASE - Núcleo de Investigação e Ação Social e Educativa’; Editor-in-Chief of the journal Remie - Multidisciplinary Journal of Educational Research; CNPq Research Productivity Fellow, Level 2.
• Neuropower and plastic writing: Stiegler and Malabou on generative AI
  Educational Philosophy and Theory01 April 2024By Julien S. MurphyConstance Muia Department of Philosophy, University of Southern Maine, Portland, ME, USAb Philosophy, Loyola University, New Orleans, LA, USAConstance L. Mui is The Rev. Youree Watson, S.J., Professor of Philosophy at Loyola University New Orleans, where she also teaches in the Women’s Studies Program. She is Executive Editor of the journal, Sartre Studies International, and has authored and co-authored (with Julien Murphy) numerous articles on Sartre, Beauvoir, Marcel, Malabou, Laruelle, and others. She is co-editor (with Matthew Eshleman) of a 42-chapter volume, The Sartrean Mind (2020).Julien S. Murphy is Professor of Philosophy at the University of Southern Maine, Portland ME, USA. She has published three books, Gender Struggles, (2002) (edited with Constance Mui), Feminist Interpretations of Jean-Paul Sartre, (1999) (ed.), and The Constructed Body (1995). She and C. Mui have published articles on Stiegler and Derrida (Educational Philosophy and Theory, 2020), Sartre’s Hope Now (Sartrean Mind, 2020), Sartre and Laruelle (Labyrinth, 2017), Sartre and Malabou (Labyrinth, 2015), Sartre and 9/11 (Feminist Philosophy and the Problem of Evil) and on Simone de Beauvoir and the film Revolutionary Road (Existentialism and Contemporary Cinema). She has also published on Sartre and American racism (Traditional Philosophers on Race) and on Beauvoir and the Algerian war (Political Writings, Beauvoir Series), and topics in digital technology and bioethics.
• Conceptualising praxis, agency and learning: A postabyssal exploration to strengthen the struggle over alternative futures
  Educational Philosophy and Theory29 March 2024By Nick HopwoodSchool of International Studies and Education, University of Technology, Sydney, AustraliaNick Hopwood is Professor of Professional Learning at the University of Technology Sydney, School of International Studies and Education. Nick gained his PhD from the University of Oxford, and was later awarded an Honorary Doctor of Medicine from the University of Linköping, reflecting his contribution to work on education and learning in healthcare. Nick’s research encompasses diverse workplaces, including schools, hospitals, community centres, parent education, and universities. Nick’s interest in the relationship between learning and practices (see Professional Practice and Learning: Times, Spaces, Bodies, Things, Springer 2016) has recently been reinvigorated by confronting difficult questions of learning in its connection with radical change (see Agency and Transformation: Motives, Mediation and Motion, Cambridge University Press 2023).
• Insufficient and inadequate democracy? Exploring coloniality and possibilities for the teaching of slavery in Europe
  Educational Philosophy and Theory28 March 2024By Marta da CostaYvonne SinclairKaren PashbySchool of Education, Manchester Metropolitan University, Manchester, UKMarta da Costa is a lecturer in Education, in the School of Education, at Manchester Metropolitan University. Her research focuses on post and decolonial approaches to Global Citizenship Education, in European education contexts.Yvonne Sinclair is a History Education specialist, formerly a Principal Lecturer in Secondary Teacher Education and Lead on Secondary programmes, at Manchester Metropolitan University. She is currently a Visiting Teaching Fellow in the university’s School of Education and engaged in PhD research on teaching and learning about the history of British slavery in the post-colonial contexts of England and Jamaica.Karen Pashby is Professor of Global Citizenship Education, Lead for Research in Education at Manchester Metropolitan University, and President of the Comparative International Education Society of Canada (2023-2025). Her widely published theoretical and empirical research explores how to engage productive pedagogical tensions in reflexive approaches to ethical global issues in ‘global North’ contexts.
• Humility’s role in the student voice for social justice pedagogical method
  Educational Philosophy and Theory28 March 2024By Carla Briffett-AktaşJi YingKoon Lin Wonga School of Foreign Studies, Xi’an Jiaotong University, Xi’an, Chinab Department of Education Policy and Leadership/ Centre for Higher Education Leadership and Policy Studies, The Education University of Hong Kong, Hong Kong, ChinaDr. Carla Briffett-Aktaş is an Associate Professor in the School of Foreign Studies at Xi’an Jiaotong University. Her research interests include social justice in education, socially just pedagogy, and student voice.Dr. Ying Ji (Yumjyi) is an Assistant Professor in the Department of Education Policy and Leadership at the Education University of Hong Kong. With a disciplinary background in international and comparative education, sociology of education, and educational policy studies, her research interests include international and intercultural education, teacher education, teacher professionalism, and school-family relations.Dr. Linnie Koon Lin Wong is an Associate Professor in the Department of Education Policy and Leadership at the Education University of Hong Kong. Her research interests include citizenship, well-being, student voice, and school leadership for civic learning. Her most recent publications include ‘School Leadership for Civic Learning’ and ‘A Proposed Model for Teachers’ Perceptions of National and Moral Education’.
• Beyond hope and despair: The radical imagination as a collective practice for uprising
  Educational Philosophy and Theory26 March 2024By Elke Van dermijnsbruggeDepartment of International Teacher Education, NHL Stenden University of Applied Sciences, Meppel, The NetherlandsDr. Elke Van dermijnsbrugge is Lecturer-Researcher in International Teacher Education at NHL Stenden University of Applied Sciences, the Netherlands. She is also one of the conveners of the Anarchist Studies Network. She focuses on alternative research methods (in education) and is interested in the application of utopian and speculative thinking, the punk ethos and anarchist organizational philosophy to reimagine educational policy, research and practice.
• Cultivating criticality through transformative critical thinking curriculums in a time of flux and transformation
  Educational Philosophy and Theory20 March 2024By Wei LiaoRui Yuana Center for Teacher Education Research, Beijing Normal University, Beijing, Chinab Faculty of Education, University of Macau, Macau SAR, China
• Freire and environmentalism: ecopedagogy
  Educational Philosophy and Theory14 March 2024By Hossein DavariAmir Ghorbanpoura English Language Department, Damghan University, Iranb Department of Linguistics, Tarbiat Modares University, Iran
• Indigenising research: Moanaroa a philosophy for practice
  Educational Philosophy and Theory12 March 2024By Dion EnariJacoba MatapoYvonne UalesiRadilaite CammockHilda PortJuliet BoonAlbert RefitiInez Fainga’a-Manu SionePatrick ThomsenRuth (Lute) Faleoloa Auckland University of Technology, Auckland, New Zealandb Griffith University, Meadowbrook, Australiac University of Auckland, Auckland, New Zealandd La Trobe University, Melbourne, AustraliaDr. Dion Enari is a Senior Lecturer in the School of Sport and Recreation, Faculty of Health and Environmental Sciences at Auckland University of Technology. His research interests include Sport Management, Sport Leadership, mental health, Pacific language, indigenous studies, and trans-nationalismDr. Jacoba Matapo has ancestral ties to Siumu Samoa and Leiden Holland. She is the first Pro Vice-Chancellor Pacific at Auckland University of Technology. She is an associate professor with over 15 years of leadership in ITE and ECE and leads key Pasifika education projects, anchoring Pacific philosophy for learner success.Dr. Yvonne Ualesi is a Lecturer in Te Kura Mātauranga, Te Ara Kete Aronui, Auckland University of Technology. She is of Samoan, Tokelauan and Fijian ancestry and her research interests include Initial Teacher Education, Higher Education, Inidigenous Adolescent-Youth Development, Pacific Youth and Pacific-Moana-Oceania Research Methodologies.Dr. Radilaite Cammock is a public health senior lecturer in the faculty of health and environmental sciences. Her research portfolio covers topics of health inequity, Pacific Health, Pacific youth wellbeing, Pacific youth sexual and reproductive Health, Pacific NCDs and Food environments and Pacific research methods in Health.Dr. Hilda Port is a full-time lecturer and researcher in the school of clinical sciences at Auckland University of Technology where she lectures in the fields of psychology, and research areas of kava related practices and Pacific studies. Dr Port is a registered counselling psychologist and founder of Atamai Psychological Services.Dr. Juliet Boon is the Maori and Pacific engagement Coordinator at Griffith University. Having worked in education for over 30 years, the most recent highlight is promoting the Pacific worldview as an Equity Academic for Pasifika staff.Dr. Albert Refiti is a Professor and the leader in critical studies research on spatial design and architectural environments in the Pacific, with a focus on material culture and ethnography on the subject.Dr. Inez Fainga’a-Manu Sione is a Community Research Fellow with Village Connect Ltd & Griffith University in Australia’s first Pasifika Holistic Health Hub, co-locating inside a Pasifika church in Logan, QLD. Her research areas are Holistic Health, Decolonization, Mental Wealth, intersectionalities across sectors.Dr. Patrick Thomsen is of Samoan heritage and is a Senior Lecturer in Global Studies at the University of Auckland – Waipapa Taumata Rau, as well as the Director of Fofonga for Pacific Research Excellence, the university’s Pacific research platform. His research interests are transnational Pacific mobilities, Pacific knowledges and gender diversity, with a focus on the wellbeing of Pacific Rainbow+ individuals.Dr. Ruth (Lute) Faleolo, is an Aotearoa New Zealand-born Tongan; descending from Mu’a, Pukotala, Houma and Ha’alalo, and raised in Otara, South Auckland by Rev. ‘Ahoia and Rev. Falakika Lose (ni-Halangahu) ‘Ilaiū. She is now an Australian-based Pasifika researcher of Pacific peoples’ migration histories, trans-Pacific mobilities, collective agencies, and multi-sited Pacific e-cultivation of cultural heritage.
• Digitalization of the university and its stakes – digital materalities, organology and academic practices
  Educational Philosophy and Theory05 March 2024By Maciej BednarskiDoctoral School of Humanities, University of Warsaw, Warsaw, PolandMaciej Bednarski, PhD student in Philosophy at the Doctoral School of Humanities, University of Warsaw, Poland. His doctoral research project is concerned with a topological account of digitalization of the University as his main academic interests travel between philosophy of education, philosophy of technology and philosophical topology.
• Systems beings: Educating for a complex world
  Educational Philosophy and Theory01 March 2024By Derek GladwinNaoko Ellisa Department of Language and Literacy Education, University of British Columbia, Vancouver, Canadab Department of Chemical and Biological Engineering, University of British Columbia, Vancouver, Canadac Institute for Resources, Environment, and Sustainability, University of British Columbia, Vancouver, CanadaDerek Gladwin (Associate Professor, Language and Literacy Education) and Naoko Ellis (Full Professor, Chemical and Biological Engineering) are a collaborative team and founding members of the Systems Beings Lab at the University of British Columbia. They complement their disciplinary backgrounds within the nexus of environmental education, blending the socio-cultural with STEM and technical approaches, to provide holistic and transdisciplinary perspectives. They have published articles and books on topics such as energy transition, transdisciplinary education, carbon capture and conversion technology, and complexity and storytelling. They also give talks and workshops and consult with global partners on educational design (dneducationdesign.ca).
• The curator’s cure – Curing visual stupidity in the age of symbolic misery
  Educational Philosophy and Theory01 March 2024By Mateo BelgranoPontificia Universidad Católica Argentina – CONICET, Buenos Aires, ArgentinaMateo Belgrano holds a Ph.D. in Philosophy from FernUniversität in Hagen (Germany) and UCA, and a Master’s degree in Argentine and Latin American Art History from the Universidad Nacional de San Martín. He has a doctoral scholarship from CONICET and serves as an Associate Professor in Aesthetics at UCA and Associate Professor in Introduction to Philosophy at UNLAM. Additionally, he is the director of the academic journal Tábano. He has conducted various research stays in Germany and Italy. He has authored the books El oasis del arte en la filosofía de Martin Heidegger (SB, 2023) and El gesto criptográfico (Miño y Dávila, 2022), as well as numerous articles on Heidegger’s philosophy and aesthetic issues in academic journals.
• Troubling the boundaries of traditional schooling for a rapidly changing future – Looking back and looking forward
  Educational Philosophy and Theory27 February 2024By Christoph TeschersTill NeuhausMichaela Vogta Faculty of Education, University of Canterbury, Christchurch, New Zealandb Faculty of Educational Science, Bielefeld University, Bielefeld, GermanyDr Christoph Teschers is Senior Lecturer above the bar at the Faculty of Education, University of Canterbury. He has published widely and is author of Education and Schmid’s Art of Living (Routledge, 2018). Christoph’s research interests lie in the art of living, wellbeing, flourishing, inclusive education, ethics and social justice.Till Neuhaus is a research assistant and Ph.D. student at Bielefeld University’s Faculty of Education. In his historically-minded thesis, he investigates the changes of special needs assessment procedures. Apart from this topic, he also publishes papers on the concept of Bildung and inclusion/inclusivity.Dr Michaela Vogt is Professor at the Faculty of Educational Science, Bielefeld University. She publishes in the field of international and historical comparative education. Michaela’s research interests lie in inclusive and online learning materials, educational assessment procedures historically and today, and understandings of education and ‘Bildung’ in educational decision-making.
• Data justice in education: Toward a research agenda
  Educational Philosophy and Theory27 February 2024By Luci PangrazioGlenn AuldJulianne LynchCarly SawatzkiGavin DuffyShelley HanniganJo O’MaraFaculty of Arts & Education, Deakin University, Burwood, Victoria, AustraliaLuci Pangrazio is a research fellow in digital literacies and datafication at Deakin University. Her research focuses on digital and data literacies, datafication in the home and school, and the politics of digital platforms. Her most recent book is Critical Data Literacies (with Neil Selwyn, 2023, MIT Press).Glenn Auld is an uninvited guest living and working on unceded lands researching social justice in literacy education. His research is filled with paradoxes seeking the good life in literacy learning while knowing justice can never happen on stolen land.Julianne Lynch is a transdisciplinary researcher and teacher educator who studies everyday technology practices, innovation, and change—in and out of school. She is passionate about affirming the expertise of young people and teachers working in circumstances associated with disadvantage.Carly Sawatzki is a teacher educator and educational researcher at Deakin University. She supports teachers of mathematics to teach differently, by helping them to connect students’ classroom learning with the real world. Carly is internationally recognised for her thought leadership on young people’s financial education.Gavin Duffy is a Research Fellow at Deakin University, as part of the ARC Centre of Excellence for the Digital Child. His research focuses on how digital technologies are understood by both producers and audiences, and how educational technologies can be made more transparent for parents and teachers.Shelley Hannigan works as a Senior Lecturer in Art Education at Deakin University where she divides her time between teaching pre-service teachers and research. Her research portfolio draws on her multiple practices/fields of creative arts therapy, art education and over 30 year practice as a visual artist.Joanne O’Mara is a Professor of Education at Deakin University. She is chair of the secondary subject English Curriculum Inquiry units. Her research interests include: practitioner inquiry; language, literature and literacy teaching, learning and curriculum. She is the current president of the Victorian Association for the Teaching of English.
• Revisiting the origin of critical thinking
  Educational Philosophy and Theory26 February 2024By Joe Y. F. LauDepartment of Philosophy, The University of Hong Kong, Hong Kong, ChinaJoe Y. F. Lau is an associate professor in the Philosophy Department at the University of Hong Kong. His research areas include the philosophy of mind and cognitive science, and critical thinking.
• Education for people-yet-to-come: Imaginary projects in the Anthropocene
  Educational Philosophy and Theory24 February 2024By Lilija DuoblieneInstitute of Educational Science, Vilnius University, Vilnius, LithuaniaLilija Duobliene is a professor and head of Education Theory and Culture Department at the Institute of Educational Sciences, Faculty of Philosophy, Vilnius University, Lithuania. Her research focuses on the philosophy and ideology of education, creativity and cultural encounter. Her recent works and projects are related to posthumanism, education in the Anthropocene and future studies.
• Authoritarian personality, antidemocratic behavior, and ethnocentrism in Brazil
  Educational Philosophy and Theory23 February 2024By Mônica Guimarães Teixeira do AmaralMarina Pereira de Almeida MelloMaria da Glória Caladoa Department of Education Sciences and Philosophy of Education, Education College at the University of São Paulo (FEUSP), São Paulo, Brazilb Center for Anthropology and Forensic Archeology, Federal University of São Paulo (UNIFESP), Guarulhos, SP, Brazilc Education College, University of São Paulo (FEUSP), São Paulo, BrazilMônica Guimarães Teixeira do Amaral, Senior Researcher, PhD in Psychology (IPUSP, 1995) and Professor at the Post-Graduate Program in Education in the areas of Psychoanalysis, Philosophy and Education at the Education College of University of São Paulo (FEUSP). She was Visiting Scholar at the Program in Critical Theory at the University of California, Berkeley, in 2017. She published the books: O espectro de Narciso na modernidade: de Freud a Adorno [The Specter of Narcissus in Modernity: From Freud to Adorno] (Estação Liberdade/FAPESP, 1997) and O que o rap diz e a escola contradiz: um estudo sobre a arte de rua e a formação da juventude na periferia de São Paulo [What rap says and the school contradicts: a study on street art and the formation of youth in the outskirts of São Paulo] (Alameda/FAPESP, 2016). Coordinated the research: Ancestral and contemporary in schools: recognition and affirmation of Afro-Brazilian histories and cultures (FAPESP: 2015/2018). Organized the book: Culturas ancestrais e contemporâneas na escola: novas estratégias didáticas para a implementação da Lei 10639/2003 [Ancestral and contemporary cultures in school: new didactic strategies for the implementation of Law 10.639/2003] (Alameda/CAPES, 2018). Currently, she is the coordinator of the national research: Shared teaching, continuing education and Law 10.639/03: the role of urban cultures in public schools in different peripheral regions, with the support of a national agency - Conselho Nacional de Pesquisa (CNPQ). She also coordinates the research group at the Diretório do CNPq: Grupo de estudos e pesquisas Educação e Afroperspectivas [CNPq Directory: Study and Research Group Education and Afroperspectives]. Site of the Research Group: https://www.afroperspectivas.com.br/.Marina Pereira de Almeida Mello, Adjunct Professor at the Federal University of São Paulo (UNIFESP), holds a PhD in Anthropology from USP, and a postdoctoral degree in Post-colonialism and global citizenship from the Center for Social Studies at the University of Coimbra; holds Bachelor’s, Master’s and Licentiate degrees in History from the University of São Paulo (USP). Currently, she is the coordinator of the Human Rights and Social Struggles Course at CAAF/Unifesp - Center for Anthropology and Forensic Archeology at the Federal University of São Paulo.Maria da Glória Calado, Post-doctoral researcher at the School of Education at the University of São Paulo (FEUSP), since 2019. She is also a researcher member of the national research: Shared teaching, continuing education and Law 10.639/03: the role of urban cultures in public schools in different peripheral regions, with the support of a national agency - Conselho Nacional de Pesquisa (CNPQ). And part of the research group at the Diretório do CNPq: Grupo de estudos e pesquisas Educação e Afroperspectivas [CNPq Directory: Study and Research Group Education and Afroperspectives]. She holds a Ph.D. in Education from the University of São Paulo - USP (2013), a master’s degree in Psychology from Universidade São Marcos (2007) and a bachelor’s degree in Psychology from São Marcos University (1987). She is an educator, psychologist, researcher in the field of education and racial-ethnic relations at school. Currently, she is a professor at Senac University Center, invited professor in the graduate courses at the Center for Latin American Studies on Culture and Communication (CELACC-USP), clinical psychologist and volunteer psychologist at the Center for Human Rights Center (CDHS) located in Sapopemba, São Paulo, Brazil, and participant in the Racial Relations nucleus of the Regional of the Regional Council of Psychology of São Paulo (CRP-SP).
• Back to the university’s future: The second coming of Humboldt
  Educational Philosophy and Theory10 February 2024By Sharon RiderDepartment of Philosophy, Uppsala University, Uppsala, Sweden
• The flows of transnationalism: Questioning identities and reimagining curriculum
  Educational Philosophy and Theory22 January 2024By Dugyum KimDepartment of Curriculum and Instruction, College of Education and Human Development, University of Minnesota, Minneapolis, MN, USA
• Notions of resistances and points of entry for texts formats in teacher physics education
  Educational Philosophy and Theory09 January 2024By Joselaine Setlika Federal Institute of Paraná – IFPR, Curitiba, Brazilb Federal University of Santa Catarina – PPGECT/UFSC, Florianópolis, BrazilJoselaine Setlik holds a Ph.D. in Science and Technology Education, specializing in physics education (PPGECT-UFSC). Currently, she is conducting postdoctoral research at Instituto Federal do Paraná (PPGCTS) and University of Porto. Her research encompasses text analysis, reading practices, and physics education, with a current emphasis on public communication of science and technology.
• John Dewey and the rise of Marxism in China: How John Dewey inspired the educational ideas of the Chinese Communist Party
  Educational Philosophy and Theory29 December 2023By Xing Liua Faculty of Education, Beijing Normal University, Beijing, Chinab Graduate School of Humanities and Social Studies, Hiroshima University, Hiroshima, Japan
• Ecohumanism, democratic culture and activist pedagogy: Attending to what the known demands of us
  Educational Philosophy and Theory22 December 2023By Nimrod AloniWiel Veugelersa Kibbutzim College of Education, Technology and the Arts, Tel Aviv, Israelb University of Humanistic Studies, Utrecht, The NetherlandsProf. Nimrod Aloni is an educational philosopher and theorist who teaches at Kibbutzim College of Education, Tel Aviv, Israel, and throughout the years has taught as a visiting scholar at Teachers College – Columbia University (NY), Concordia University (Montreal), Wagner College (NY), Montclair state university (NJ), and the University of Humanistic Studies (Utrecht). He has published ten books and many articles: on the philosophies of Nietzsche and Spinoza and their relevance to education, on humanistic ethics and humanistic education, on activist pedagogy for shared life and world betterment, and in recent years on Ecohumanism and the challenges of repairing the world. At Kibbutzim College of Education, he holds "The UNESCO Chair in Humanistic Education. In 1997 he established the Network of Humanist Schools and in the year 2000 formed a coalition of educators to provide decent and equal educational opportunities for the children of migrant workers and asylum seekers in Israel. In 2004 he was awarded "Knight of Quality Government" by the Movement for Quality Government in Israel. In 2005 he received the Municipality of Tel Aviv Education Prize for his contribution to educational research and practice. In 2021 he was awarded the Distinguished Alumni Award from Teachers College – Columbia University and in 2022 he was awarded the Israel Rotary Ethics Prize for his contribution to the theory and practice of education.Wiel Veugelers is emeritus professor of education at the University of Humanistic Studies in Utrecht. His expertise is in moral development, citizenship education and educational change. He is editor of the bookseries Moral Development and Citizenship Education and associate editor of the Journal of Moral Education.
• Critical thinking for transformative praxis in teacher education: Music, media and information literacy, and social studies in the United States
  Educational Philosophy and Theory04 December 2023By Richard MillerKatrina LiuChristopher B. CrowleyMin Yua School of Music, University of Nevada, Las Vegas, Nevada, USAb Department of Teaching and Learning, University of Nevada, Las Vegas, Nevada, USAc Division of Teacher Education, College of Education, Wayne State University, Detroit, Michigan, USARichard Miller is Assistant Professor of Ethnomusicology at the University of Nevada, Las Vegas. An Asia specialist interested in music and education in broader social-political contexts, he has published in journals such as Asian Music, Ethnomusicology, Education and Urban Society, Qualitative Review, Review of Research in Education, and Thresholds in Education.Katrina Liu is an associate professor of Teaching and Learning at the University of Nevada, Las Vegas. Focusing on theory, pedagogy, and innovation in preparing transformative educators for diversity and equity, her interdisciplinary work appears in journals such as Review of Research in Education, Education and Urban Society, Educational Review, and Teaching and Teacher Education.Christopher B. Crowley is an Assistant Professor of Teacher Education at Wayne State University. His work situates within curriculum studies and explores issues of privatization in teacher education. His research appears in journals such as Teaching and Teacher Education, Review of Research in Education, Educational Studies, China Quarterly, and others.Min Yu is an Associate Professor at Wayne State University. Her research explores the relationships between home, school, and community with attention to power and knowledge. Her work appears in journals such as Review of Research in Education, Sociological Inquiry, China Quarterly, Comparative Education Review, Comparative Education, and others.
• Decolonizing higher education pedagogy: Insights from critical, collaborative professionalism in practice
  Educational Philosophy and Theory24 November 2023By Peter I. De CostaLaxmi Prasad OjhaVashti Wai Yu LeeD. Philip Montgomerya Department of Linguistics, Languages and Cultures, Michigan State University, East Lansing, MI, USAb Department of Teacher Education, Michigan State University, East Lansing, MI, USAPeter I. De Costa is a Professor in the Department of Linguistics, Languages & Cultures and the Department of Teacher Education at Michigan State University. He studies emotions, identity, ideology and ethics in educational linguistics. Peter is the co-editor of TESOL Quarterly and the President Elect of the American Association for Applied Linguistics.Laxmi Prasad Ojha is a doctoral student in the Curriculum, Instruction and Teacher Education program at Michigan State University. His current research interests include transnationalism, language and literacy practices of immigrant-origin children and youth, language ideologies, and teacher education.Vashti Lee is a doctoral candidate in the Second Language Studies program at Michigan State University. Her research interests include the intersections between identity, emotions, and ideology, particularly as these relate to multilingual or transnational language learners and teachers.D. Philip Montgomery is a doctoral candidate in the Second Language Studies program at Michigan State University. His research interests include internationalization of education policy, English as a medium of instruction in international universities, adaptive linguistic transfer, and student-centred writing instruction.
• Different paths, same destination? Mobility trajectories of Mainland PhD students during the COVID-19 pandemic at a Hong Kong University
  Educational Philosophy and Theory21 November 2023By Ling WangRui YangFaculty of Education, University of Hong Kong, Pokfulam, Hong KongLing Wang is a PhD candidate at the Faculty of Education, University of Hong Kong. Her research focuses on power and leadership in higher education, academic career, and doctoral education.Rui Yang is Professor and Dean in the Faculty of Education at The University of Hong Kong. With three and a half decades in China, Australia and Hong Kong, he has established his reputation among scholars in English and Chinese languages in the fields of comparative and international education and Chinese higher education. Bridging the theoretical thrust of comparative education and the applied nature of international education, his research interests include education policy sociology, comparative and cross-cultural studies in education, international higher education, educational development in Chinese societies, and international politics in educational research.
• Passing the torch: Special issue on Michael Peters’ contributions to Educational Philosophy and Theory
  Educational Philosophy and Theory11 November 2023By Liz JacksonMarek Tesara Education, University of Hong Kong, Hong Kong, Chinab Education, Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand
• The impracticality of practical research: a history of contemporary sciences of change that conserve
  Educational Philosophy and Theory08 November 2023By Maria Alfredo MoreiraCIEd, University of Minho
• Non-affirmative theory of education and Bildung
  Educational Philosophy and Theory07 November 2023By Yongjin Wang
• Experiences of indigenous (Māori/Pasifika) early career academics
  Educational Philosophy and Theory31 October 2023By Georgina Tuari StewartTe Wai Barbarich-UnasaDion EnariCecelia FaumuinaDeborah HekeDion HenareTaniela LoloheaMegan PhillipsHilda PortNimbus StanilandNooroa TapuniRerekura TeaurereYvonne UalesiLeilani WalkerNesta DevineJacoba MatapoAuckland University of Technology, Auckland, New ZealandGeorgina Tuari Stewart (Ngāpuhi-nui-tonu, Pare Hauraki) previously taught Māori medium high school science, which catalysed her research on the intersections between cultures, languages and knowledges. She is Professor of Māori Philosophy of Education in the School of Te Ara Poutama at Auckland University of Technology in Auckland, New Zealand.Te Wai Barbarich-Unasa (Ngāti Paoa, Waikato-Tainui, Ngāti Maniapoto) was a research officer focusing on family violence prevention with rangatahi before completing her PhD in 2022. She is a Lecturer in Te Ara Hauora for the School of Public Health and Interdisciplinary Studies at Auckland University of Technology, Auckland, New Zealand.Dion Enari is a Lecturer in the School of Sport and Recreation, Faculty of Health and Environmental Sciences at Auckland University of Technology. His research interests include Sport Management, Sport Leadership, mental health, Pacific language, indigenous studies, and trans-nationalism.Cecelia Faumuina (Samoa, Tonga) taught high school Art, Design and Technology, prior to completing her PhD in 2022. She is a Lecturer in the School of Art & Design at Auckland University of Technology, Auckland, New Zealand.Deborah Heke has a background in the exercise industry and community mental health. As a Lecturer in the School of Public Health and Interdisciplinary studies, her work centres on hauora Māori and the role of movement in nature telling our stories and fostering reciprocal healing.Dion Henare (Ngāti Whātua) completed his PhD in cognitive neuroscience in 2019, followed by a three-year post-doctoral fellowship at Philipps-Universität Marburg, Germany. He is a Lecturer in the department of Psychology and Neuroscience of the School of Clinical Sciences at Auckland University of Technology, Auckland, New Zealand.Taniela Lolohea is a plasma chemist developing specialised surface coatings for biomedical, agricultural and other innovative applications. Also interested in Pacific science and traditions, and ways science can contribute to Māori and Pacific communities. Lecturer in Chemistry in the School of Science, Auckland University of Technology, Auckland, New Zealand.Megan Phillips (Ngāti Hape, Tainui) completed her PhD in Marketing in 2017. As a Senior Lecturer in the Marketing department of the School of Business, Economics and Law at Auckland University of Technology, Auckland New Zealand, Megan’s research focuses on retail and sensory marketing and consumer healthscapes.Hilda Port (Vava’u, Tonga) completed her PhD in 2022 on the impact of evolving kava practices on Tongan women in Aotearoa (New Zealand). Hilda is a registered counselling psychologist and a Lecturer in the Psychology department of the School of Clinical Sciences at Auckland University of Technology, Auckland, New Zealand.Nimbus Staniland (Ngāti Awa, Ngāi Tūhoe) is a Senior Lecturer at the University of Auckland Business School. Her research explores how Māori research methodologies shed light on career and workplace dynamics and the consequences for Indigenous Peoples’ economic self-determination.Nooroa Tapuni is a Senior Lecturer, currently HOD Visual Arts and Animation, Visual Effects and Game Design. An interdisciplinary artist and academic with varying interconnected strands to practice, their research explores Mangaian cosmologies through a digital sculptural practice where digital technology attempts to reconnect an embodied encounter with ancestral knowledge.Rerekura Teaurere (Tongareva, Cook Islands/Pakeha) completed her PhD in 2020 on corporate environmental responsibility in the accommodation industry of Rarotonga, Cook Islands. She is a Lecturer in the School of Hospitality and Tourism at Auckland University of Technology, Auckland, New Zealand.Yvonne Ualesi (Samoa, Tokelau, Fiji) was a primary teacher, then Academic Lead for a Pasifika primary teaching degree at an urban polytechnic. Completed her PhD in Education in 2021; now a Lecturer in Te Kura Mātauranga School of Education at Auckland University of Technology, Auckland, New Zealand.Leilani Walker is a behavioural ecologist interested in terrestrial invertebrates as well as entomology and arachnology more generally, and equity in higher education and science. A Lecturer in the Department of Environmental Science at Auckland University of Technology, Auckland, New Zealand.Nesta Devine was a Professor of Education at Auckland University of Technology from 2008–2023. Previously she taught in Teacher Education at University of Waikato. Her interests in philosophy of education, and Māori and Pacific thought, began as a teacher of History working with diverse students in Auckland schools.Jacoba Matapo has ancestral ties to Siumu Samoa and Leiden Holland. She is the first Pro Vice-Chancellor Pacific at Auckland University of Technology. She is an associate professor with over 15 years of leadership in ITE and ECE and leads key Pasifika education projects, anchoring Pacific philosophy for learner success.
• From the Archimedean point to circles in the sand—Post-sustainable curriculum and the critical subject
  Educational Philosophy and Theory28 October 2023By Pasi TakkinenJani PulkkiTere Vadéna Faculty of Education and Culture, Tampere University, Tampere, Finlandb Faculty of Education and Psychology, University of Oulu, Oulu, Finlandc BIOS Research Unit, Helsinki, FinlandPasi Takkinen researches the connections between educational philosophy, post-sustainability and technology in Tampere University (pasi.takkinen@tuni.fi).Jani Pulkki, PhD, is a philosopher of education from University of Oulu, Faculty of Education and Psychology, where he works as a postdoctoral researcher. He is also an associate professor of social pedagogy in University of Eastern Finland.Tere Vadén, PhD, associate professor. As a philosopher, Vadén has studied the material and intellectual underpinnings of politics and culture, in particular the experiential dimensions of energy. Vadén works with BIOS Research Unit, analysing socio-ecological changes that will affect Finnish society.
• The traumatic aspect of naming: Psychoanalysis and the Freirean subject of (class) antagonism
  Educational Philosophy and Theory14 October 2023By Alex J. ArmondaDepartment of Curriculum & Instruction, The University of Texas, Austin, TX, USAAlex J. Armonda, Ph.D., currently serves as an Assistant Professor of Practice at the University of Texas at Austin. His research examines the tradition of critical pedagogical thought through psychoanalytic and poststructural lenses. Alex received the 2021 Taylor & Francis Past Presidents’ Award for Outstanding Graduate Research from the American Educational Studies Association. His work on Paulo Freire and Jacques Lacan has been published in Review of Education, Pedagogy, and Cultural Studies, with another article on the dialectics of critical pedagogy forthcoming in Educational Theory. His writing has appeared in other notable outlets and collections, including The Oxford Encyclopedia of Curriculum Studies and The Routledge Handbook to Critical Approaches to Politics and Policy of Education.
• John Cage and the aesthetic pedagogy of chance & silence
  Educational Philosophy and Theory05 October 2023By Nathaniel WoodwardUniversity of Winchester, Winchester, UK
• Illuminating proximate ambivalence: Affect, body, and space in COVID-19 digitally-mediated teaching and learning
  Educational Philosophy and Theory28 September 2023By Paul E. BylsmaRiyad A. ShahjahanDepartment of Educational Administration, Michigan State University, East Lansing, USAPaul E. Bylsma Paul E. Bylsma, PhD is an assistant professor of Higher Education at Grand Valley State University (Michigan, United States).Riyad A. Shahjahan Riyad A. Shahjahan, PhD is an associate professor and program coordinator for the online master`s program of Higher, Adult, and Lifelong Education at Michigan State University (Michigan, United States). He is also a core faculty member of Muslim Studies, Chicano/Latino Studies and Center for Advanced Study of International Development.
• Beyond situational meaning: From Dewey’s aesthetic experience to sensuous abstraction for deep learning
  Educational Philosophy and Theory28 September 2023By Qing Archer ZhangDivision of Educational Leadership and Innovation, Arizona State University, Tempe, AZ, USAQing Archer Zhang PhD in Learning, Literacies, and Technologies from Mary Lou Fulton Teachers College at Arizona State University. Currently she works at the intersection of human learning, experience design, and media studies.
• Mobility and immobility during COVID-19: A narrative inquiry into the wellness of international high school students in Canada
  Educational Philosophy and Theory25 September 2023By Yan GuoYingling LouErin SpringWerklund School of Education, University of Calgary, Calgary, Alberta, CanadaDr. Yan Guo is Professor in the Werklund School of Education at the University of Calgary. She specializes in school integration of immigrant and refugee children and youth. Her publications include Home-school relations: International perspectives (2018), Spotlight on China: Changes in education under China’s market economy (2016) and Spotlight on China: Chinese education in the globalized world (2016).Yingling Lou is a PhD candidate at the University of Calgary. Her research interests lie in the areas of cross-cultural adaptation challenges, power imbalance, and identity negotiation of marginalized adolescents in secondary classrooms. Her recent work on researching international students with critical realism has been published in Journal of International Students.Dr. Erin Spring is an Associate Professor in the Werklund School of Education at the University of Calgary. Erin’s research seeks to understand the ways in which young people make sense of their identities. Her research projects are united thematically by a shared investment in stories and storytelling as a way of articulating identity, with a particular focus on place.
• Ethics and educational technology: Reflection, interrogation, and design as a framework for practice,
  Educational Philosophy and Theory11 September 2023By Yujie Huang
• Teachers taking spiritual turns: A practice-centred approach to educators and spirituality via Michel Foucault
  Educational Philosophy and Theory04 September 2023By Remy Yi Siang Low
• To have or to Be – Reimagining the focus of education for sustainable development
  Educational Philosophy and Theory21 August 2023By Qudsia Kalsoom
• The Alternative University: Lessons from Bolivarian Venezuela
  Educational Philosophy and Theory18 August 2023By Raia Apostolova
• Matthew Lipman and Ann Margaret Sharp. Philosophy for Children’s Educational RevolutionRoberto Franzini Tibaldeo, Springer, 2023, 103 pp., USD 42.49 (e-book), ISBN 9783031241482
  Educational Philosophy and Theory07 August 2023By Jelson Roberto de Oliveira
• Subversive Pedagogies: Radical Possibility in the Academy, edited by Kate Schick and Claire Timperley, Routledge, 2021, 244 pp., USD 35.09, ISBN 9781003217183 (e-book)
  Educational Philosophy and Theory04 August 2023By V. S. Anila
• The metaphysical novel as educator: Simone de Beauvoir’s philosophy of lived experience
  Educational Philosophy and Theory04 August 2023By Mordechai Gordon
• Comparative and decolonial studies in philosophy of education
  Educational Philosophy and Theory02 August 2023By Yongjin Wang
• New imperialisms in the making? The geo-political economy of transnational higher education mobility in the UK and China
  Educational Philosophy and Theory01 August 2023By Susan L. Robertson
• Bostad, I., Papastephanou, M., and Strand, T. (editors) (2023). Justice, Education, and the World of Today Philosophical Investigations
  Educational Philosophy and Theory28 July 2023By Shaun Best
• ‘Dance with shackles on’: Navigating critical thinking in English language classrooms during COVID-19 and beyond
  Educational Philosophy and Theory26 July 2023By Min Zou
• The politics of reading textbooks: Intergenerational and international reflections on China
  Educational Philosophy and Theory25 July 2023By Liz Jackson
• Chronotopic thresholds: A feeling for the future
  Educational Philosophy and Theory18 July 2023By E. Jayne White
• Racism, white supremacy and Roberto Esposito’s biopolitics through the lens of Black affect studies: Implications for an affirmative educational biopolitics
  Educational Philosophy and Theory07 July 2023By Michalinos Zembylas
• The craft of acting as a pedagogical model for living a flourishing life in a world of tensions and contradictions
  Educational Philosophy and Theory27 June 2023By Katja Frimberger
• Pedagogy of scale: Unmastering time, teaching and living through crises
  Educational Philosophy and Theory26 June 2023By Kasia Mika-Bresolin
• Curriculum and the cultivation of critical thinking: A critical realist conception
  Educational Philosophy and Theory24 June 2023By Shi Pu
• Capitalising shadow education: A critical discourse analysis of private tuition websites in Singapore
  Educational Philosophy and Theory24 June 2023By Peter Teo
• Islam, education and radicalism in Indonesia: Instructing piety
  Educational Philosophy and Theory24 June 2023By Hamdhan Djainudin
• Polyphonic agency as precondition for teachers’ research literacy
  Educational Philosophy and Theory23 June 2023By Mirva Heikkilä
• Making kin: Exploring new philosophical and pedagogical openings in sustainability education in higher education
  Educational Philosophy and Theory22 June 2023By Karen Malone
• Dérive or journey of knowledge in the Korean smart city?
  Educational Philosophy and Theory20 June 2023By Joff P. N. Bradley
• The sex or the head? Feminine voices and academic women through the work of Hélène Cixous
  Educational Philosophy and Theory09 June 2023By Kirsten Locke
• Toward a coherent critical theory of learner autonomy in language learning: Exploring its political implications in higher education and limitations in the literature
  Educational Philosophy and Theory08 June 2023By Santiago Betancor-Falcon
• AI and the future of humanity: ChatGPT-4, philosophy and education – Critical responses
  Educational Philosophy and Theory02 June 2023By Michael A. Peters
• Somatic multiplicities: The microbiome-gut-brain axis and the neurobiologized educational subject
  Educational Philosophy and Theory26 May 2023By James Reveley
• Introduction for the special issue on Contemporary Chinese Marxist social outlook and philosophy of education
  Educational Philosophy and Theory18 May 2023By Chengbing Wang
• Affect, embodiment and place in critical literacy: Assembling theory and practice
  Educational Philosophy and Theory13 May 2023By Humaira Mariyam B
• Teaching about climate change in the midst of ecological crisis: Responsibilities, challenges, and possibilities
  Educational Philosophy and Theory12 May 2023By Jennifer Bleazby
• About the need for a common and tentatively formal theory of ESD and self-critical reflections
  Educational Philosophy and Theory18 April 2023By Helge Kminek
• Identity, reasonableness and being one among others dialogue, community, education
  Educational Philosophy and Theory11 April 2023By Jim Mackenzie
• Karl Marx’s thoughts on critical pedagogy, reproduction, and aesthetic literacy in STEAM education and praxis
  Educational Philosophy and Theory09 April 2023By Feng Gan
• Paulo Freire: Philosophy, pedagogy and practice
  Educational Philosophy and Theory06 April 2023By Glenn Toh
• World-centred education: A view for the present
  Educational Philosophy and Theory06 April 2023By Kang Zhao
• In remembrance of a friend, intellectual visionary, change-maker, and great teacher: A tribute to David John Major Neilson (1957–2022)
  Educational Philosophy and Theory03 April 2023By Lynley Tulloch
• Exploring the emic understanding of ‘critical thinking’ in Japanese education: An analysis of teachers’ voices
  Educational Philosophy and Theory31 March 2023By Kazuyuki Nomura
• Epistemic injustice and indigenous education in the Philippines
  Educational Philosophy and Theory23 March 2023By Sarah Veñegas
• Nature, art, and education in East Asia: A collective paper of the ALPE1
  Educational Philosophy and Theory14 March 2023By Ruyu Hung
• This special issue as complexity theory in action
  Educational Philosophy and Theory13 March 2023By Paul Hager
• Russia-China/China-Russia: Sino-Russian relations in the post-Soviet era
  Educational Philosophy and Theory08 March 2023By Michael A. Peters
• Can attempts to make schools more reliable render them less trustworthy?
  Educational Philosophy and Theory06 March 2023By Atli Harðarson
• Practicing truth-telling inquiry: Parrhesia in daily lived experiences
  Educational Philosophy and Theory03 March 2023By Paul William Eaton
• A teacher residency’s entanglement with time: ‘We always say we will get to it, but we never do’
  Educational Philosophy and Theory02 March 2023By Thomas Albright
• Bioinformational philosophy and postdigital knowledge ecologies
  Educational Philosophy and Theory20 February 2023By Lesley Gourlay
• Constructing a modern theoretical system of education with Chinese characteristics
  Educational Philosophy and Theory11 February 2023By Han Zhen
• Karl Marx and the trend of human civilization
  Educational Philosophy and Theory11 February 2023By Ziyi Feng
• The Philosophy of Higher Education: A Critical Introduction, by Ronald Barnett, Routledge, 2022, 290 pp., USD32.95, ISBN 9780367610289.
  Educational Philosophy and Theory10 February 2023By Ronald Barnett
• The context of Songdok: Two purposes of traditional Korean education
  Educational Philosophy and Theory09 February 2023By Sujin Song
• Harmonious coexistence and ceaseless nourishment: The Sinicized Marxist concept of development
  Educational Philosophy and Theory09 February 2023By Xiangping Shen
• Educating the Filipino loob and katwiran: Beyond the impositions of a cogito rationality
  Educational Philosophy and Theory09 February 2023By Agustin Martin G. Rodriguez
• Spinoza: Fiction and Manipulation in Civic Education, by Johan Dahlbeck, Springer Singapore, 2021, 90 pp., USD59.85 (e-book), ISBN 978-981-16-7124-1
  Educational Philosophy and Theory06 February 2023By Aurélien Daudi
• Collective obituary for Nel Noddings
  Educational Philosophy and Theory06 February 2023By Liz Jackson
• Using normative case studies to examine ethical dilemmas for educators in an ecological crisis
  Educational Philosophy and Theory02 February 2023By Sarah K. Gurr
• Power and agency within the evaluative state: A strategic–relational approach to quantification of higher education
  Educational Philosophy and Theory10 January 2023By Jakub Krzeski
• Science, power, and subjectivity: Vaccine (mandate) resistance and ‘truth telling’ in times of right-wing populism
  Educational Philosophy and Theory06 January 2023By Jesse Bazzul
• Academic freedom and Netflix’s ‘The Chair’: Implications for staff-student dialogue
  Educational Philosophy and Theory06 January 2023By Claire Skea
• Educating (for) the blossomest of blossoms: Finitude and the temporal arc of the counterfactual
  Educational Philosophy and Theory04 January 2023By Anne Pirrie
• Citizenship matters: Young citizen becoming in the posthuman present
  Educational Philosophy and Theory04 January 2023By Dianne Mulcahy
• Reflections on informal logic in China
  Educational Philosophy and Theory02 January 2023By Lei Chen
• Embracing dualities: Principles of education for a VUCA world
  Educational Philosophy and Theory30 December 2022By Ariel Sarid
• Taoism, teaching and learning: A nature-based approach to education
  Educational Philosophy and Theory29 December 2022By Lin Cheng
• The right to philosophical education: The democratic model of implementation for Ukraine
  Educational Philosophy and Theory29 December 2022By Taras Butchenko
• Fascism on trial: Rethinking education in an age of conspiracy theories and election deniers
  Educational Philosophy and Theory20 December 2022By Henry A. Giroux
• As the crones fly
  Educational Philosophy and Theory18 December 2022By Georgina Tuari Stewart
• Flash nonfiction: Light/questioning*
  Educational Philosophy and Theory12 December 2022By Lauren Ila Misiaszek
• After the party: In the luminous residuals, finding ourselves anew
  Educational Philosophy and Theory12 December 2022By Lauren Ila Misiaszek
• Reinventing: Essence and usefulness of Freire’s work for the past and next 100 years*
  Educational Philosophy and Theory12 December 2022By Greg William Misiaszek
• Introduction to the special issue on Anti-Oedipus at 50
  Educational Philosophy and Theory10 December 2022By Joff Bradley
• “We don’t need another hero!”: Whistleblowing as an ethical organizational practice in higher education
  Educational Philosophy and Theory10 December 2022By Heidrun Wulfekühler
• Values education: From the perspective of Marxist ontology
  Educational Philosophy and Theory05 December 2022By Lyu Wang
• The emerging multipolar world order: A preliminary analysis
  Educational Philosophy and Theory05 December 2022By Michael A. Peters
• Retheorising environmental sustainability education for the Anthropocene
  Educational Philosophy and Theory01 December 2022By Karen Malone
• The ethico-aesthetics of teaching: Toward a theory of relational practice in education
  Educational Philosophy and Theory01 December 2022By Maruyama Yasushi
• Science, truth and conspiracy in the age of Trump
  Educational Philosophy and Theory30 November 2022By Michael A. Peters
• Phenomenological Marxism in China
  Educational Philosophy and Theory24 November 2022By Xin Yu
• Reinventions as brightly glowing illuminations*
  Educational Philosophy and Theory18 November 2022By Greg William Misiaszek
• Diffracting child-virus multispecies bodies: A rethinking of sustainability education with east–west philosophies
  Educational Philosophy and Theory14 November 2022By Karen Malone
• Using inquiry-based dialogues to explore controversial climate change issues with secondary students: An example from Norway
  Educational Philosophy and Theory12 November 2022By Lisa Steffensen
• Lessons from pragmatism: Organizational learning as resolving tensions at work
  Educational Philosophy and Theory10 November 2022By Ulrik Brandi
• The university in techno-rational times: Critical universities studies, South Africa
  Educational Philosophy and Theory10 November 2022By Aslam Fataar
• The role of logic in ideological and political courses in senior high schools: An interpretation of Curriculum Standards 2020, issued by the Ministry of Education of China
  Educational Philosophy and Theory04 November 2022By Lei Chen
• Complexity theory and the enhancement of learning in higher education: The case of the University of Cape Town
  Educational Philosophy and Theory04 November 2022By Mark Mason
• Centennial evolution of Marxist philosophy of education in China
  Educational Philosophy and Theory02 November 2022By Boya Geng
• Epistemic injustice in education
  Educational Philosophy and Theory02 November 2022By Gerry Dunne
• Education and #StopAsianHate: A global conversation
  Educational Philosophy and Theory02 November 2022By Yeow-Tong Chia
• A collective essay on philosophical reflections on modern education in Korea
  Educational Philosophy and Theory02 November 2022By Duck-Joo Kwak
• Learning in the air traffic control tower: Stretching co-presence through interdependent sentience
  Educational Philosophy and Theory02 November 2022By Christine Owen
• A collective essay on the Korean philosophy of education: Korean voices from its traditional thoughts on education
  Educational Philosophy and Theory02 November 2022By Duck-Joo Kwak
• The practice of phenomenology in educational research
  Educational Philosophy and Theory02 November 2022By Steven A. Stolz
• A contribution to Paulo Freire’s theory and practice: The ‘Cultural Extension Service/University of Recife’ (1962–64)
  Educational Philosophy and Theory02 November 2022By Heinz Peter Gerhardt
• The influence of Karl Marx’s notion of justice on Martha Nussbaum’s capabilities approach
  Educational Philosophy and Theory29 October 2022By Wei Fei
• Bodily-awareness-in-reflection: Advancing the epistemological foundation of post-simulation debriefing
  Educational Philosophy and Theory29 October 2022By Martin Viktorelius
• Revisiting ‘blackboard’: Transformation of medium, space and pedagogy in school education
  Educational Philosophy and Theory28 October 2022By Lin Li
• Vietnamese adult learners as Confucian Culture co-present groups in workplaces
  Educational Philosophy and Theory28 October 2022By Hong Hanh Tran
• Toward a better understanding of dentists’ professional learning using complexity theory
  Educational Philosophy and Theory28 October 2022By Adeline Yuen Sze Goh
• Twitter and the aphoristic (re)turn in thought, knowledge and education
  Educational Philosophy and Theory25 October 2022By Steve Fuller
• In search of a nuanced understanding of Filipino philosophy of education
  Educational Philosophy and Theory21 October 2022By Genejane M. Adarlo
• Learning from exemplars in Confucius’ Analects: The centrality of reflective observation
  Educational Philosophy and Theory19 October 2022By Yu-Yi Lai
• Complexity theory and learning: Less radical than it seems?
  Educational Philosophy and Theory19 October 2022By David Guile
• Attuning to geostories: Learning encounters with urban plants
  Educational Philosophy and Theory18 October 2022By William Smolander
• Why co-present groups? Affective processing to produce meaningfulness
  Educational Philosophy and Theory14 October 2022By Jeanette Lancaster
• Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy
  Educational Philosophy and Theory14 October 2022By Jennifer Bleazby
• The risks of a recurring childhood: Deleuze and Guattari on becoming-child and infantilization
  Educational Philosophy and Theory14 October 2022By Daan Keij
• The lived experience of actor training: Perezhivanie – A literature review
  Educational Philosophy and Theory12 October 2022By Anna McNamara
• Anatomies of desire: Education and human exceptionalism after Anti-Oedipus
  Educational Philosophy and Theory12 October 2022By Helena Pedersen
• Filipinising colonial gender values: A history of gender formation in Philippine higher education
  Educational Philosophy and Theory12 October 2022By A. M. Leal R. Rodriguez
• Treat me as a place: On the (onto)ethics of place-responsive pedagogy
  Educational Philosophy and Theory10 October 2022By Anna Vladimirova
• Back to indigeneity: The philosophy of Loób and Kapwa as education’s past and future
  Educational Philosophy and Theory10 October 2022By Rhochie Avelino Ebora Matienzo
• Ecopedagogy: Freirean teaching to disrupt socio-environmental injustices, anthropocentric dominance, and unsustainability of the Anthropocene
  Educational Philosophy and Theory09 October 2022By Greg William Misiaszek
• Colonial assemblage and its rhizomatic network of education in Quito
  Educational Philosophy and Theory07 October 2022By Marco Ambrosi De la Cadena
• Reconsidering architectural education based on Freire’s ideas in Iraqi Kurdistan
  Educational Philosophy and Theory06 October 2022By Hozan L. Rauf
• Encountering education: Elements for a Marxist pedagogy, Disidentifying with capital: An interview with Derek R. Ford on Encountering Education
  Educational Philosophy and Theory03 October 2022By Ben Stahnke
• Refurbishing learning via complexity theory: Buddhist co-origination meets pragmatic transactionalism
  Educational Philosophy and Theory30 September 2022By Jim Garrison
• Open science in China: Openness, economy, freedom & innovation
  Educational Philosophy and Theory30 September 2022By Xiyuan Zhang
• Prospects of Freirean liberating pedagogy in the thoughts of Renato Constantino
  Educational Philosophy and Theory29 September 2022By Franz Giuseppe F. Cortez
• Anti-Oedipus in the Anthropocene: education and the deterritorializing machine
  Educational Philosophy and Theory29 September 2022By David R. Cole
• Guattari and Stiegler on the therapeutic object: Objet re-petit-ive a-b-c
  Educational Philosophy and Theory29 September 2022By Joff P. N. Bradley
• Semiconductors, geopolitics and technological rivalry: the US CHIPS & Science Act, 2022
  Educational Philosophy and Theory25 September 2022By Michael A. Peters
• Semiconductors, geopolitics and technological rivalry: The US CHIPS & Science Act, 2022
  Educational Philosophy and Theory25 September 2022By Michael A. PetersBeijing Normal University, P.R. China
• Humility in educational philosophy and theory
  Educational Philosophy and Theory21 September 2022By Liz Jackson
• The call to teach in contemporary educational thought and practice
  Educational Philosophy and Theory20 September 2022By Darryl M. De Marzio
• Aphorisms, waste-books and the philosophy of short forms: Wittgenstein and Lichtenberg
  Educational Philosophy and Theory13 September 2022By Michael A. Peters
• Paulo Freire: Voices and silences1
  Educational Philosophy and Theory13 September 2022By Carlos Alberto Torres
• Reimagining the call to teach: A witness to teachers and teaching
  Educational Philosophy and Theory09 September 2022By Peter Roberts
• Meta-conceptualizing the high-quality education system: Insight from China
  Educational Philosophy and Theory07 September 2022By Jian Li
• Anti-Oedipus confronts a familiar people: On the plasticity of the celibate machine
  Educational Philosophy and Theory07 September 2022By Virgilio A. Rivas
• A pedagogy of generosity: On the topicality of Deleuze and Guattari’s thought in the philosophy of education
  Educational Philosophy and Theory05 September 2022By Francisco J. Alcalá
• Understanding colonialism and fostering a decolonizing emancipatory education through Paulo Freire
  Educational Philosophy and Theory05 September 2022By Peter Mayo
• Learn to become a unique interrelated person: An alternative of social-emotional learning drawing on Confucianism and Daoism
  Educational Philosophy and Theory02 September 2022By Yun You
• Ameliorating educational concepts and the value of analytic philosophy of education
  Educational Philosophy and Theory02 September 2022By Jane Gatley
• A Filipino philosophy of higher education? Exploring the purpose of higher learning in the Philippines
  Educational Philosophy and Theory27 August 2022By Rosalyn Eder
• The assessment challenge of social and collaborative learning in higher education
  Educational Philosophy and Theory27 August 2022By David Boud
• Catastrophe memories and translation: An essay on education for endless narratives*
  Educational Philosophy and Theory27 August 2022By Mika Okabe
• What has happened to desire? The BwO of the Hikikomori
  Educational Philosophy and Theory20 August 2022By Joff P. N. Bradley
• A Confucian approach to teaching humility
  Educational Philosophy and Theory19 August 2022By Chi-Ming Lam
• The Travails of Trumpification
  Educational Philosophy and Theory19 August 2022By Nancy S. Love
• Taoism and teaching without words
  Educational Philosophy and Theory18 August 2022By Qinjing Xiong
• Contextualizing the philosophy of science education: Insight from China
  Educational Philosophy and Theory16 August 2022By Eryong Xue
• Is the path from aphorism to tweet the royal road to knowledge?
  Educational Philosophy and Theory13 August 2022By Steve Fuller
• Thinking citizenship as a cultural mythology? Contemporary good citizenship discourses at the heart of K-12 curriculum in Canada
  Educational Philosophy and Theory10 August 2022By Juhwan Kim
• Emotional labour as alienated labour versus self-actualized labour in teaching: Implications of the outbreak of the COVID-19 pandemic for the debate
  Educational Philosophy and Theory08 August 2022By Kwok Kuen Tsang
• Higher education and creative economy in East Asia: Co(labor)ation and knowledge socialism in the creative university
  Educational Philosophy and Theory08 August 2022By Xiyuan Zhang
• Toward a pedagogy of humility as experience
  Educational Philosophy and Theory05 August 2022By Jae Park
• The aesthetics of collective writing: A Chinese/Western collective essay
  Educational Philosophy and Theory05 August 2022By Michael A. Peters
• Refurbishing learning via complexity theory: Introduction
  Educational Philosophy and Theory05 August 2022By Paul Hager
• So much more than research: Learning from women leaders in philosophy of education
  Educational Philosophy and Theory05 August 2022By Liz Jackson
• Why apply yinyang philosophy in mixed methods research: Harmony perspectives from ancient Chinese culture
  Educational Philosophy and Theory04 August 2022By Lingqi Meng
• Conceptualizing “Pyramid-hierarchy” model: Theorizing educational policy discourse system in China
  Educational Philosophy and Theory01 August 2022By Jian Li
• Zhuangzi and perspectival humility
  Educational Philosophy and Theory28 July 2022By Sun Tik Wong
• The feminist research-creation pedagogies of BIPOC women’s cultural counter-mapping: Ecological learning through interrelationality, geontology, and cardinal ethics
  Educational Philosophy and Theory26 July 2022By Linda Knight
• Biodigital philosophy, supercomputing and technological convergence in the Quantum Age
  Educational Philosophy and Theory22 July 2022By Michael A. Peters
• The Uvalde, Texas school shooting massacre
  Educational Philosophy and Theory20 July 2022By Douglas Kellner
• Reconfiguring Intercultural Communication Education through the dialogical relationship of Istina (Truth) and Pravda (Truth in Justice)
  Educational Philosophy and Theory15 July 2022By Ashley Simpson
• On the education of the whole person
  Educational Philosophy and Theory14 July 2022By Naoko Saito
• The manosphere goes to school: Problematizing incel surveillance through affective boyhood
  Educational Philosophy and Theory12 July 2022By Garth Stahl
• Bernard Stiegler and the necessity of education is the hammer broken and so what?
  Educational Philosophy and Theory12 July 2022By Hugo Letiche
• Teaching during the wartime: Experience from Ukraine
  Educational Philosophy and Theory11 July 2022By Yuliana Lavrysh
• The bureaucratisation of the university: The case of Denmark
  Educational Philosophy and Theory11 July 2022By Stavros Moutsios
• Teachers as workers and the creative work ethic in education research
  Educational Philosophy and Theory10 July 2022By David Hadar
• Sense and sensibility in Japanese educational philosophy
  Educational Philosophy and Theory08 July 2022By Ruyu Hung
• Cultivating classroom democracy: Educational philosophy and classroom management for social justice
  Educational Philosophy and Theory07 July 2022By Shigeki Izawa
• Feeling lost between tradition and modernity: In pursuit of the reinvention of East-Asian subjectivities
  Educational Philosophy and Theory07 July 2022By Duck-Joo Kwak
• Epistemic exploitation in education
  Educational Philosophy and Theory01 July 2022By Gerard Dunne
• Towards a philosophy of education built on fragile parts: Technological rationality and knowledge of pathos
  Educational Philosophy and Theory01 July 2022By Fumio Ono
• Free spaces and ‘pedagogical protection’: On the asylum theory of Ortwin Henssler and its implications for education
  Educational Philosophy and Theory01 July 2022By Jun Yamana
• Philosophical reflections on modern education in Japan: Strategies and prospects
  Educational Philosophy and Theory01 July 2022By Morimichi Kato
• Philosophy of Minna and moral education: Manabi that encompasses everyone
  Educational Philosophy and Theory29 June 2022By Masamichi Ueno
• Toward an ecological view of learning: Cultivating learners in a data-driven society
  Educational Philosophy and Theory29 June 2022By Ryohei Matsushita
• Cultural Apocalypse, Western colonial domination and ‘the End of the World’
  Educational Philosophy and Theory27 June 2022By Michael A Peters
• Cultural Apocalypse, Western colonial domination and ‘the end of the world’
  Educational Philosophy and Theory27 June 2022By Michael A PetersChengbing WangCarl MikaSteve Fullera Beijing Normal University, Beijing, >PR Chinab School of Philosophy, Shanxi University, Shanxi, Chinac University of Canterbury, Christchurch, New Zealandd University of Warwick, Coventry, UK
• Replicable quantitative psychological and educational research: Possibility or pipe dream?
  Educational Philosophy and Theory25 June 2022By Ian Cantley
• Reimaging the panorama of international education development in China: A retrospective mapping perspective
  Educational Philosophy and Theory24 June 2022By Jian Li
• The educational fiction of agential control: Some preliminary notes on a pedagogy of ‘as if’
  Educational Philosophy and Theory22 June 2022By Johan Dahlbeck
• Being bird and sensory learning activities: Multimodal and arts-based pedagogies in the ‘Anthropocene’
  Educational Philosophy and Theory21 June 2022By Sally Windsor
• Exploring the education power in China: The basic connotation, key index, and strategic pathway
  Educational Philosophy and Theory21 June 2022By Eryong Xue
• Circulation-chain model with constructivism and institutionalism
  Educational Philosophy and Theory15 June 2022By Jian Li
• Philosophy of education in Taiwan: Retrospect and prospect
  Educational Philosophy and Theory15 June 2022By Ruyu Hung
• Modesty, Confucianism, and active indifference
  Educational Philosophy and Theory11 June 2022By William Sin
• Is refugee education indeed educational? The Freirean perspective to refugee education beyond humanitarian, rights, or development rationale
  Educational Philosophy and Theory08 June 2022By Subin Sarah Yeo
• Climate-change education and critical emotional awareness (CEA): Implications for teacher education
  Educational Philosophy and Theory07 June 2022By Maria Ojala
• “How dare you!” When an ecological crisis is impacted by an educational crisis: Temporal insights via Arendt
  Educational Philosophy and Theory03 June 2022By Maurizio Toscano
• Adapting Marxism to outstanding traditional Chinese culture: History, consensus and future
  Educational Philosophy and Theory02 June 2022By Ying Liu
• The Nestroy’s motto and a decolonial Wittgenstein
  Educational Philosophy and Theory02 June 2022By João José R. L. de Almeida
• Textological studies and a new understanding of Marx’s thought in contemporary China
  Educational Philosophy and Theory02 June 2022By Jinfang Nie
• The politics of humility: Humility in historical Christian thought and its educational implications
  Educational Philosophy and Theory31 May 2022By Stephen Chatelier
• International education within ASEAN and the rise of Asian century
  Educational Philosophy and Theory31 May 2022By Worapot Yodpet
• ‘After Brexit and AUKUS’: Twitter-inspired collective writing on geopolitics of an emerging multipolar world
  Educational Philosophy and Theory30 May 2022By Michael A. Peters
• The real meaning of quantum mechanics
  Educational Philosophy and Theory27 May 2022By Francois-Igor Pris
• One hundred years of Chinese dialectical logic: An academic history of logic relating to contemporary Chinese Marxism
  Educational Philosophy and Theory27 May 2022By Lei Chen
• Winning the hearts of the people with artistic masterpieces: An artistic aesthetic tradition of Chinese Marxism
  Educational Philosophy and Theory26 May 2022By Wang Yichuan
• Materialism as a fatal strategy: Jean Baudrillard’s critical path of modernity
  Educational Philosophy and Theory26 May 2022By Xiang Liu
• Russian apocalypse, Christian fascism and the dangers of a limited nuclear war
  Educational Philosophy and Theory25 May 2022By Michael A. Peters
• Dancing in the dark: A survivor’s guide to the university , edited By Anne Pirrie, Nini Fang and Elizabeth O’Brien, Tilosophy Press, 2021, 64pp., GBP7.99 (paperback), ISBN: 978-1-3999-0091-1
  Educational Philosophy and Theory25 May 2022By Anne Pirrie
• Law and reproduction: Louis Althusser’s criticism of capitalist law
  Educational Philosophy and Theory25 May 2022By Kefei Xu
• The interpretation of love and its educational realization: A comparative analysis of nel noddings’ caring and confucius’ ren
  Educational Philosophy and Theory24 May 2022By Chuanbao Tan
• The interpretation of love and its educational realization: A comparative analysis of Nel Noddings’ caring and Confucius’ ren
  Educational Philosophy and Theory24 May 2022By Chuanbao Tan
• Introduction for the special issue: Contemporary Chinese Marxism
  Educational Philosophy and Theory19 May 2022By Chengbing Wang
• The changing cityscape of Delhi: A study of the protest art and the site at Jamia Millia Islamia and Shaheen Bagh
  Educational Philosophy and Theory17 May 2022By Meghal Karki
• Conceptualizing and contextualizing three-dimensional interaction model of internationalization: Evidence from China
  Educational Philosophy and Theory16 May 2022By Jian Li
• Using Peircean abduction to understand teacher mentoring
  Educational Philosophy and Theory16 May 2022By Cathal de Paor
• Paulo Freire’s Philosophy of education in contemporary context: From Italy to the world
  Educational Philosophy and Theory14 May 2022By Peter Mayo
• Foundations of embodied learning: a paradigm for education
  Educational Philosophy and Theory14 May 2022By Jing Zhang
• Chinese and Western Marxist theories of modernity: Comparing and connecting
  Educational Philosophy and Theory14 May 2022By Yang Liyin
• Aporias of translation: Education, literature, and philosophy, Elias Schwieler, Springer, 2022, 196 pp., $139.99 (hardback), ISBN: 978-3030978945
  Educational Philosophy and Theory13 May 2022By James M. Magrini
• Contemporary Chinese axiology oriented towards the practice of reform and opening up
  Educational Philosophy and Theory12 May 2022By Wu Xiangdong
• The implications of the thinking paradigms of British neo-Marxism
  Educational Philosophy and Theory12 May 2022By Ji Xue
• Phenomenology and educational theory in conversation: Back to education itself , edited by Patrick Howard, Tone Saevi, Andrew Foran and Gert Biesta
  Educational Philosophy and Theory09 May 2022By Qiuyue Li
• Rebooting the end of the world: Teaching ecosophy through cinema
  Educational Philosophy and Theory06 May 2022By David R. Cole
• Coming full circle: A pamphlet on Ukraine, education and catastrophe
  Educational Philosophy and Theory06 May 2022By Marianna Papastephanou
• Educational philosophy and post-apocalyptic survival
  Educational Philosophy and Theory04 May 2022By Michael A. Peters
• What is critical in language studies: Disclosing social inequalities and injustice
  Educational Philosophy and Theory29 April 2022By Anny Sulistyo Rini
• Creationism is not special
  Educational Philosophy and Theory25 April 2022By Cristobal Bellolio
• Growth and degrowth: Dewey and self-limitation
  Educational Philosophy and Theory25 April 2022By Andrew James Thompson
• Feeling like a philosopher of education: A collective response to Jackson’s ‘The smiling philosopher’
  Educational Philosophy and Theory23 April 2022By Liz Jackson
• New age spiritualism, mysticism, and far-right conspiracy
  Educational Philosophy and Theory20 April 2022By Michael A. Peters
• A tribute to Kevin Harris, philosopher of education
  Educational Philosophy and Theory15 April 2022By Michael A. Peters
• Towards a theory of knowledge acquisition – re-examining the role of language and the origins and evolution of cognition
  Educational Philosophy and Theory11 April 2022By Derek Meyer
• Trust, distrust, and testimonial injustice
  Educational Philosophy and Theory08 April 2022By J. Adam Carter
• Discovering earth and the missing masses—technologically informed education for a post-sustainable future
  Educational Philosophy and Theory07 April 2022By Pasi Takkinen
• “The rising soft power”: An educational foreign exchange and cooperation policy conceptual framework in China
  Educational Philosophy and Theory07 April 2022By Jian Li
• Doctoral cultivation system and mechanism of university think tank in China
  Educational Philosophy and Theory06 April 2022By Eryong Xue
• Influence of COVID-19 pandemic on higher education in Ukraine: Crisis or renewal?
  Educational Philosophy and Theory04 April 2022By Yuliana Lavrysh
• Wittgenstein, mysticism and the ‘religious point of view’: ‘Whereof one cannot speak, thereof one must be silent’
  Educational Philosophy and Theory31 March 2022By Michael A. Peters
• Some thoughts on Canada’s ‘Freedom Convoy’ and the settler colonial state
  Educational Philosophy and Theory26 March 2022By Peter McLaren
• Eurasianism as the deep history of Russia’s discontent
  Educational Philosophy and Theory23 March 2022By Steve Fuller
• ‘No single way takes us to our different futures’: An interview with Liz Jackson
  Educational Philosophy and Theory14 March 2022By Amy N. Sojot
• Introduction to the special issue on dissent
  Educational Philosophy and Theory11 March 2022By Joff P. N. Bradley
• Problem-Based Service Learning (PB-SL): Constructing a pedagogy of poverty based on Ignacio Ellacuría
  Educational Philosophy and Theory04 March 2022By Zaida Espinosa Zárate
• Nāgārjuna – ‘Wittgenstein, Nāgārjuna and relational quantum mechanics’
  Educational Philosophy and Theory02 March 2022By Michael A. Peters
• Wittgenstein, Nāgārjuna and relational quantum mechanics
  Educational Philosophy and Theory02 March 2022By Michael A. Peters
• Global citizenship education and peace education: toward a postcritical praxis
  Educational Philosophy and Theory28 February 2022By Kevin Kester
• Digital trade, digital economy and the digital economy partnership agreement (DEPA)
  Educational Philosophy and Theory23 February 2022By Michael A. Peters
• Engaging and developing community in digital spaces: Approaches from the Editorial Development Group
  Educational Philosophy and Theory23 February 2022By Onur Karamercan
• An ‘accidental or unintentional academic’ on becoming a leading philosopher of education: An interview with Tina Besley
  Educational Philosophy and Theory23 February 2022By Liz Jackson
• Colonization of all forms
  Educational Philosophy and Theory21 February 2022By Georgina Tuari Stewart
• Power to the people: Education for social change in the philosophies of Paulo Freire and Mozi
  Educational Philosophy and Theory21 February 2022By Yann-Ru Ho
• Problematizing truth-telling in a post-truth world: Foucault, parrhesia, and the psycho-social subject
  Educational Philosophy and Theory21 February 2022By John Ambrosio
• What is the value essence of “double reduction” (Shuang Jian) policy in China? A policy narrative perspective
  Educational Philosophy and Theory18 February 2022By Eryong
• Philosophy, education and visceral politics of the now
  Educational Philosophy and Theory09 February 2022By Swatee Sinha
• Learning in nature: an amplified human rights-based framework
  Educational Philosophy and Theory04 February 2022By Elena Tuparevska
• The cybernetics of learning
  Educational Philosophy and Theory04 February 2022By Bill Cope
• Philosophy of education in a new key: A collective writing project on the state of Filipino philosophy of education
  Educational Philosophy and Theory03 February 2022By Gina A. Opiniano
• Surveying educational terrain with Wittgenstein and Foucault
  Educational Philosophy and Theory02 February 2022By Jeff Stickney
• Educating for intellectual pride and ameliorating servility in contexts of epistemic injustice
  Educational Philosophy and Theory02 February 2022By Heather Battaly
• China’s rise, the Asian century and the clash of meta-civilizations
  Educational Philosophy and Theory02 February 2022By Michael A. Peters
• Time we do not have: The challenges of silence in an emancipatory, conversation-oriented curriculum
  Educational Philosophy and Theory01 February 2022By Soon Ye Hwang
• Humanising pedagogy: A politico-economic perspective
  Educational Philosophy and Theory01 February 2022By Ewa Latecka
• The religious left: How the left lost its argument and fell into a moral abyss
  Educational Philosophy and Theory27 January 2022By Brad Evans
• Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An EPAT collective writing project
  Educational Philosophy and Theory20 January 2022By Tina Besley
• Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An EPAT collective writing project
  Educational Philosophy and Theory20 January 2022By Tina Besley
• On the Public Pedagogy of Conspiracy: An EPAT Collective Project
  Educational Philosophy and Theory11 January 2022By Michael A. Peters
• The mind and teachers in the classroom: Exploring definitions of mindfulness, by Remy Y. S. Low, 2021
  Educational Philosophy and Theory06 January 2022By Anna Rumjahn
• Exploring the epistemology of internationalization at home: A scoping review approach
  Educational Philosophy and Theory05 January 2022By Jian Li
• International education in the Asian Century: Decline of Anglophone dominance?
  Educational Philosophy and Theory30 December 2021By Rulin Xu
• Philosophical reflections on modern education in Japan: strategies and prospects
  Educational Philosophy and Theory28 December 2021By Morimichi Kato
• Critical reflections on the language of neoliberalism in education: Dangerous words and discourses of possibility
  Educational Philosophy and Theory24 December 2021By Dian Setiawati
• Nearly two decades as Managing Editor of Educational Philosophy and Theory: A changing role with a changing journal in a changing world
  Educational Philosophy and Theory24 December 2021By Susanne Brighouse
• Experiments in negentropic knowledge: Bernard Stiegler and the philosophy of education II
  Educational Philosophy and Theory24 December 2021By Joff P. N. Bradley
• Teaching human rights in primary schools: Overcoming the barriers to effective practice, by Alison E. C. Struthers
  Educational Philosophy and Theory22 December 2021By Sapikzal Pratama
• A Foucauldian ethics of positivity in initial teacher education
  Educational Philosophy and Theory22 December 2021By S. Karnovsky
• The epistemology of deceit in a postdigital era: Dupery by design
  Educational Philosophy and Theory20 December 2021By Amy Hanna
• Surviving academic Whiteness: Perspectives from the Pacific
  Educational Philosophy and Theory20 December 2021By Georgina Tuari Stewart
• Corrupted temporalities, ‘cultures of speed’, and the possibility of collegiality
  Educational Philosophy and Theory20 December 2021By Ian James Kidd
• Avant-garde against institutionalization: “China’s university revolution” during Great Cultural Revolution (1966–1976) from the perspective of Tel Quel intellectuals
  Educational Philosophy and Theory17 December 2021By Kefei Xu
• Dunhuang grottoes and global education: Philosophical, spiritual, aesthetic and scientific insights
  Educational Philosophy and Theory15 December 2021By Ruyu Hung
• Infantographies
  Educational Philosophy and Theory15 December 2021By Marek Tesar
• Comparative philosophy of education: Reading Zehou Li (李泽厚)’s philosophy in a postcolonial time
  Educational Philosophy and Theory12 December 2021By Flora Liuying Wei
• The impacts of neoliberal discourse and language in education: Critical perspectives on a rhetoric of equality, well-being, and justice, edited by Mitja Sardoc, Routledge, 2021, USD44.05 (e-book), ISBN 9780367815172
  Educational Philosophy and Theory11 December 2021By Aji Budi Rinekso
• Infantmethodologies
  Educational Philosophy and Theory11 December 2021By Marek Tesar
• Postdigital positionality: Developing powerful inclusive narratives for learning, teaching, research and policy in higher education, by Sarah Hayes, Leiden: Brill, 2021, 318 pp., USD52.00 (paperback), ISBN 13: 978-90-04-43025-9
  Educational Philosophy and Theory10 December 2021By Petar Jandrić
• Salutations: An epilogue in letters
  Educational Philosophy and Theory10 December 2021By Lauren Ila Misiaszek
• Post-truth, education and dissent
  Educational Philosophy and Theory07 December 2021By David Nally
• Public intellectuals in the age of viral modernity: An EPAT collective writing project
  Educational Philosophy and Theory07 December 2021By Michael A. Peters
• Locating the philosophy of higher education – and the conditions of a philosophy of higher education
  Educational Philosophy and Theory05 December 2021By Ronald Barnett
• Freire 2.0: Pedagogy of the digitally oppressed
  Educational Philosophy and Theory02 December 2021By Antony Farag
• An ecopedagogical, ecolinguistical reading of the Sustainable Development Goals (SDGs): what we have learned from Paulo Freire
  Educational Philosophy and Theory02 December 2021By Greg William Misiaszek
• Mapping historical trends of sustainable rural education policy development in China
  Educational Philosophy and Theory30 November 2021By Eryong Xue
• From learning loss to learning opportunity
  Educational Philosophy and Theory28 November 2021By Petar Jandrić
• Provoking thought: A predictive processing account of critical thinking and the effects of education
  Educational Philosophy and Theory24 November 2021By Christopher J. May
• The role of dissent, conflict, and open dialogue in learning to live together harmoniously
  Educational Philosophy and Theory23 November 2021By Jwalin Patel
• Rethinking political socialization in schools: The role of ‘affective indoctrination’
  Educational Philosophy and Theory21 November 2021By Michalinos Zembylas
• Misunderstanding vaccine hesitancy: A case study in epistemic injustice
  Educational Philosophy and Theory18 November 2021By Quassim Cassam
• The Routledge international handbook of Froebel and early childhood practice: Rearticulating research and policy
  Educational Philosophy and Theory14 November 2021By Helen May
• The Routledge Handbook of Froebel and Early Childhood Practice: Rearticulating Research and Policy
  Educational Philosophy and Theory14 November 2021By Helen May
• Statement of retraction: The opening up of education in the new era communist part of China CCP and the Central Committee
  Educational Philosophy and Theory10 November 2021
• Teaching dissent: Epistemic resources from Indian philosophical systems
  Educational Philosophy and Theory04 November 2021By Meera Baindur
• From the ‘Yellow Peril’ to the ‘Asian Century’
  Educational Philosophy and Theory03 November 2021By Michael A. Peters
• The geopolitical rebirth of the Anglosphere as a world actor after Brexit
  Educational Philosophy and Theory03 November 2021By Michael A. Peters
• New pedagogical trends in China’s teacher education: A holistic policy text analysis
  Educational Philosophy and Theory03 November 2021By Jian Li
• Civilizational collapse, eschatological narratives and apocalyptic philosophy
  Educational Philosophy and Theory31 October 2021By Michael A. Peters
• Review of Michael Bonnett: Environmental consciousness, nature and the philosophy of education
  Educational Philosophy and Theory25 October 2021By James M. Magrini
• Review of Michael Bonnett: Environmental consciousness, nature and the philosophy of education
  Educational Philosophy and Theory25 October 2021By James M. Magrini
• Women, biomedical research and art: A relationality in tension by ninette rothmüller
  Educational Philosophy and Theory25 October 2021By Barbara Katz Rothman
• Children and the ethics of creativity: Rhythmic affectensities in early childhood education
  Educational Philosophy and Theory24 October 2021By Linda Henderson
• Contemporary Chinese Marxism: Social visions and philosophy of education – An EPAT collective project
  Educational Philosophy and Theory24 October 2021By Michael A. Peters
• Repurposing field analysis for a relational and reflexive sociology of Chinese diasporas
  Educational Philosophy and Theory21 October 2021By Guanglun Michael Mu
• Neoliberalism and early childhood education: markets, imaginaries and governance
  Educational Philosophy and Theory19 October 2021By Maya Lestari
• Education for sustainable development in the ‘Capitalocene’
  Educational Philosophy and Theory15 October 2021By Helena Pedersen
• Unpacking policy evaluation and measurement of creating world-class universities in China: an integrated policy analysis
  Educational Philosophy and Theory13 October 2021By Jian Li
• Standardization of compulsory schooling in China: Politics, practices, challenges and suggestions
  Educational Philosophy and Theory08 October 2021By Eryong Xue
• ‘If someone discovers these gentle pot-stirrings…’: An interview with Nesta Devine
  Educational Philosophy and Theory06 October 2021By Liz Jackson
• Contemporary Chinese Marxism: Basic research orientations
  Educational Philosophy and Theory04 October 2021By Chengbing Wang
• Seduction and scissiparity: The American crisis of adolescent identity
  Educational Philosophy and Theory30 September 2021By Brad M. Petitfils
• ‘Declinism’ and discourses of decline -the end of the war in Afghanistan and the limits of American power
  Educational Philosophy and Theory30 September 2021By Michael A. Peters
• ‘Declinism’ and discourses of decline – the end of the war in Afghanistan and the limits of American power
  Educational Philosophy and Theory30 September 2021By Michael A. Peters
• How should liberal arts education evolve in the twenty first century? An exploration of universities in China and beyond1
  Educational Philosophy and Theory28 September 2021By Qiang Zha
• We made the road for walking and now we must run: Paulo Freire, the Black Radical Tradition, and the inroads to make beyond racial capitalism
  Educational Philosophy and Theory26 September 2021By Michael Joseph Viola
• From the Carracci to Joseph Beuys — on the principles of dissent in art education
  Educational Philosophy and Theory21 September 2021By Wioletta Kazimierska-Jerzyk
• Untangling pedagogical eros: Toward an erotic model of education
  Educational Philosophy and Theory16 September 2021By Noor E Jannat
• Hannah Arendt on anti-Black racism, the public realm, and higher education
  Educational Philosophy and Theory16 September 2021By Brian Smith
• Negentropy for the anthropocene; Stiegler, Maori and exosomatic memory
  Educational Philosophy and Theory14 September 2021By Ruth Irwin
• Self-cultivation through art: Chinese calligraphy and the body
  Educational Philosophy and Theory14 September 2021By Ruyu Hung
• The death of the educative subject? The limits of criticality under datafication
  Educational Philosophy and Theory14 September 2021By Julian Sefton-Green
• Future possible educational selves and the many worlds interpretation of quantum mechanics
  Educational Philosophy and Theory09 September 2021By James Reveley
• Western civilization 101
  Educational Philosophy and Theory09 September 2021By Michael A. Peters
• Freireian and Ubuntu philosophies of education: Onto-epistemological characteristics and pedagogical intersections
  Educational Philosophy and Theory08 September 2021By Ali A. Abdi
• Reinventing Paulo Freire’s pedagogy in Finnish non-formal education: The case of life skills for all model
  Educational Philosophy and Theory06 September 2021By Juha Suoranta
• From play to self-cultivation: Contesting the opposition between Bildung and Ausbildung in language education
  Educational Philosophy and Theory02 September 2021By Ashok Collins
• Coexistence between attention and distraction: An attempt to bridge the gap between Bernard Stiegler and Walter Benjamin
  Educational Philosophy and Theory31 August 2021By Sunji Lee
• Teaching curriculum theory as a Baradian apparatus
  Educational Philosophy and Theory31 August 2021By Alexander B. Pratt
• Deleuze and Rorty on hope: Educating hope against neoliberalism
  Educational Philosophy and Theory29 August 2021By Ting Pei
• Revisiting the place of philosophy with Heidegger: Being-in-academia
  Educational Philosophy and Theory29 August 2021By Onur Karamercan
• How talent cultivation contributes to creating world-class universities in China: A policy discourse analysis
  Educational Philosophy and Theory17 August 2021By Jian Li
• East-West relational imaginaries: Classical Chinese gardens & self cultivation
  Educational Philosophy and Theory17 August 2021By Judy Bullington
• Marx’s inquiry and presentation: The pedagogical constellations of the Grundrisse and Capital
  Educational Philosophy and Theory17 August 2021By Derek R. Ford
• Burning beds and political stasis: Bernard Stiegler and the entropic nature of Australian anti-reflexivity
  Educational Philosophy and Theory15 August 2021By Kristy Forrest
• Study on the education governance system to deal with major public crisis in China
  Educational Philosophy and Theory12 August 2021By Eryong Xue
• A song of teaching with free software in the Anthropocene
  Educational Philosophy and Theory11 August 2021By Greta Goetz
• Making democracy safe for the world? Philosophy of war, peace and democracy
  Educational Philosophy and Theory11 August 2021By Michael A. Peters
• Defending science from what?
  Educational Philosophy and Theory11 August 2021By Georgina Tuari Stewart
• Characterizing graduate education development for creating world-class universities: Evidence from doctoral education in China
  Educational Philosophy and Theory04 August 2021By Jian Li
• Bolsonaro and pandemic denial: some considerations on the leader, anti-intellectualism, and nationalism
  Educational Philosophy and Theory04 August 2021By Anonymous
• Named or nameless: University ethics, confidentiality and sexual harassment
  Educational Philosophy and Theory03 August 2021By Tina Besley
• Plasticity and education
  Educational Philosophy and Theory30 July 2021By Kjetil Horn Hogstad
• Notes on note-making: Introduction
  Educational Philosophy and Theory29 July 2021By Lavinia Marin
• Philosophy of education in a new key: Future of philosophy of education
  Educational Philosophy and Theory26 July 2021By Marek Tesar
• The early origins of neoliberalism: Colloque Walter Lippman (1938) and the Mt Perelin Society (1947)
  Educational Philosophy and Theory26 July 2021By Michael A. Peters
• Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation
  Educational Philosophy and Theory21 July 2021By Gert Biesta
• Cultural Marxism, British cultural studies, and the reconstruction of education
  Educational Philosophy and Theory21 July 2021By Doug Kellner
• Knowledge socialism in the COVID-19 era: a collective exploration of needs, forms, and possibilities
  Educational Philosophy and Theory21 July 2021By Daniel E. Crain
• Collective obituary for James D. Marshall (1937–2021)
  Educational Philosophy and Theory16 July 2021By Michael A. Peters
• The Cultural Politics of Education Policy in India Today: Sean Sturm interviews Shivali Tukdeo on her book India Goes to School: Education Policy and Cultural Politics; India goes to school: Education policy and cultural politics
  Educational Philosophy and Theory16 July 2021By Sean Sturm
• ‘Global Britain’: the China challenge and Post-Brexit Britain as a ‘science superpower’
  Educational Philosophy and Theory16 July 2021By Michael A Peters
• Ethical leadership means sharing power: an interview with Felicity Haynes
  Educational Philosophy and Theory10 July 2021By Emily Keddell
• New directions towards internationalization of higher education in China during post-COVID 19: A systematic literature review
  Educational Philosophy and Theory09 July 2021By Jian Li
• African higher education and decolonizing the teaching of philosophy
  Educational Philosophy and Theory05 July 2021By Luís Cordeiro-Rodrigues
• Education as subversive practice: Takarazuka Revue’s performative re-enactments of the Cold War
  Educational Philosophy and Theory30 June 2021By Maria Mihaela Grajdian
• Infantilisations
  Educational Philosophy and Theory29 June 2021By Marek Tesar
• Dissenting non-dissenting: ‘resistance through culture’
  Educational Philosophy and Theory27 June 2021By Jonathan Lahey Dronsfield
• The status quo of online and offline moral education classroom barriers and connecting paths
  Educational Philosophy and Theory27 June 2021By Huiwen Gao
• US-China relations: Towards strategic partnerships
  Educational Philosophy and Theory22 June 2021By Michael A. Peters
• Configurations of progress and the historical trajectory of the future in African higher education
  Educational Philosophy and Theory21 June 2021By Emnet Tadesse Woldegiorgis
• Education and the dislike society: The impossibility of learning in filter bubbles
  Educational Philosophy and Theory20 June 2021By Benjamin Herm-Morris
• Plasticity and education – an interview with Catherine Malabou
  Educational Philosophy and Theory16 June 2021By Kjetil Horn Hogstad
• Stiegler’s automaton and artisanal mode of learning
  Educational Philosophy and Theory16 June 2021By Santosh Jaising Thorat
• Toward a historical ontology of the infopolitics of data-driven decision-making (DDDM) in education
  Educational Philosophy and Theory09 June 2021By Austin Pickup
• Critical theory in a decolonial age
  Educational Philosophy and Theory08 June 2021By Jan McArthur
• Between the folds: Reconceptualizing the current state of early childhood technology development in China
  Educational Philosophy and Theory06 June 2021By Wenwei Luo
• Exploring the type-based vocational education system: Insights from China
  Educational Philosophy and Theory03 June 2021By Eryong Xue
• Mykola Shlemkevych (1894–1966): anthropological principles of human research
  Educational Philosophy and Theory02 June 2021By Marija Czepil
• Rethinking the theory of communities of practice in education: Critical reflection and ethical imagination
  Educational Philosophy and Theory02 June 2021By Ariel Sarid
• Contemporary Chinese Marxism: disciplines, teaching platforms and status quo of basic academic research
  Educational Philosophy and Theory31 May 2021By Chengbing Wang
• Surreal economics, fiscal stimulus, and the financialization of public health: Politics of the covid-19 narrative
  Educational Philosophy and Theory28 May 2021By Michael A. Peters
• Escape education
  Educational Philosophy and Theory25 May 2021By P. Taylor Webb
• Ambiguous authority: reflections on Hannah Arendt’s concept of authority in education
  Educational Philosophy and Theory25 May 2021By Julien Kloeg
• Ambiguous authority: Reflections on Hannah Arendt’s concept of authority in education
  Educational Philosophy and Theory25 May 2021By Julien Kloeg
• Claudia Rozas Gómez, Paul Gibbs and Petra Mikulan on Peter Roberts and Herner Saeverot’s Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov, with a response from the authors, Roberts, P., & Saeverot, H. (2018)
  Educational Philosophy and Theory25 May 2021By Paul Gibbs
• The teacher as persuader: On the application of Wittgenstein’s notion of ‘persuasion’ in educational practice
  Educational Philosophy and Theory24 May 2021By José María Ariso
• Postdigital Marxism and education
  Educational Philosophy and Theory20 May 2021By Derek R. Ford
• Optimizing and improving the strategical development of urban schools in China: A policy analysis
  Educational Philosophy and Theory20 May 2021By Eryong
• Agency, identity, power: An agentive triad model for teacher action
  Educational Philosophy and Theory20 May 2021By Brandon Sherman
• Catastrophe or apocalypse? The anthropocenologist as pedagogue
  Educational Philosophy and Theory17 May 2021By Chris Peers
• Research on the teaching innovation model of undergraduate musical ecology course under computer network environment
  Educational Philosophy and Theory16 May 2021By Bo Wang
• Educational resistance
  Educational Philosophy and Theory16 May 2021By Emile Bojesen
• Book review: Jeremy Knox on Posthumanism and the digital university: Texts, bodies and materialities, by Lesley Gourlay, 2020
  Educational Philosophy and Theory11 May 2021By Jeremy Knox
• In the domain of the image
  Educational Philosophy and Theory07 May 2021By Michael A. Peters
• Lessons from history: Agnotology and the crown
  Educational Philosophy and Theory05 May 2021By Nesta Devine
• ‘In numbers we trust’: Statistical data as governing technologies in the era of student achievement and school accountability
  Educational Philosophy and Theory05 May 2021By Jonghun Kim
• Tara Page’s Placemaking: A New Materialist Theory of Pedagogy: A Becoming Book-Review
  Educational Philosophy and Theory02 May 2021By Victoria O'Sullivan
• Philosophy of Education in a New Key: exploring new ways of teaching and doing ethics in education in the 21st century
  Educational Philosophy and Theory02 May 2021By Rachel Anne Buchanan
• Infantologies II: Songs of the cradle
  Educational Philosophy and Theory02 May 2021By Andrew Gibbons
• Hybridity and national identity in post-colonial schools
  Educational Philosophy and Theory02 May 2021By Rowena A. Azada-Palacios
• Michel Serres: Divergences
  Educational Philosophy and Theory02 May 2021By Marla Beth Morris
• Michel Serres: a pedagogical life
  Educational Philosophy and Theory27 April 2021By John A. Weaver
• Cultivating high-level innovative talents by integration of science and education in China: a strategic policy perspective
  Educational Philosophy and Theory27 April 2021By Eryong Xue
• Distance matters: a hermeneutical approach to Japanese humanistic traditions
  Educational Philosophy and Theory27 April 2021By Morimichi Kato
• On significative exergy: toward a logomachics of education
  Educational Philosophy and Theory27 April 2021By Joel White
• Reef pedagogy: A narrative of vitality, intra-dependence, and haunting
  Educational Philosophy and Theory27 April 2021By Robin A. Bellingham
• Conspiracy theory as heresy
  Educational Philosophy and Theory27 April 2021By David Coady
• Rethinking future uncertainty in the shadow of COVID 19: Education, change, complexity and adaptability
  Educational Philosophy and Theory27 April 2021By Tal Gilead
• Material basis of learning: From a debate on teaching the area of a parallelogram in 1980s Japan
  Educational Philosophy and Theory25 April 2021By Yasuo Imai
• Academic freedom and the fallacy of a post-truth era
  Educational Philosophy and Theory25 April 2021By Nuraan Davids
• Serres’ science
  Educational Philosophy and Theory25 April 2021By John Weaver
• Serres and the university
  Educational Philosophy and Theory25 April 2021By John Weaver
• Towards an understanding of metacognition(ing) through an agential realism framework
  Educational Philosophy and Theory23 April 2021By Anat Wilson
• Neither Occidentalism nor Orientalism in Al Hajari’s Nasir al- Din ala al-Qawm al-Kafirin 1611–1613
  Educational Philosophy and Theory22 April 2021By Omar Moumni
• The Americanisation of human rights
  Educational Philosophy and Theory22 April 2021By Michael A. Peters
• Unlearning as (Japanese) learning
  Educational Philosophy and Theory21 April 2021By Tadashi Nishihira
• Trumpism and the challenge of critical education
  Educational Philosophy and Theory19 April 2021By Henry A. Giroux
• The tendency of educational thought of “the ancient studies” in the Edo Confucianism: A focus on the thought differences between Ito Jinsai and Ogyu Sorai
  Educational Philosophy and Theory19 April 2021By Masami Yamamoto
• Education, sustainable or otherwise, as simulacra: A symphony of Baudrillard
  Educational Philosophy and Theory19 April 2021By Chloe Humphreys
• Is historical thinking unnatural?
  Educational Philosophy and Theory15 April 2021By Jong-pil Yoon
• Philosophy of education in a new key: Reflection on higher education in Iran
  Educational Philosophy and Theory13 April 2021By Bakhtiar Shabani Varaki
• The case for academic plagiarism education: A PESA Executive collective writing project
  Educational Philosophy and Theory12 April 2021By Michael A. Peters
• Enacting affirmative ethics in education: a materialist/posthumanist framing
  Educational Philosophy and Theory11 April 2021By Dianne Mulcahy
• Heidegger’s critique of the technology and the educational ecological imperative
  Educational Philosophy and Theory05 April 2021By Rauno Huttunen
• Reading Marx again
  Educational Philosophy and Theory05 April 2021By David Neilson
• ‘Did COVID-19 exist before the scientists?’ Towards curriculum theory now
  Educational Philosophy and Theory28 March 2021By João M. Paraskeva
• On the curation of negentropic forms of knowledge
  Educational Philosophy and Theory27 March 2021By Joff P. N. Bradley
• The China-threat: discourse, trade, and the future of Asia. A Symposium
  Educational Philosophy and Theory25 March 2021By Michael A. Peters
• The China-threat discourse, trade, and the future of Asia. A Symposium
  Educational Philosophy and Theory25 March 2021By Michael A. Peters
• The educational function of Japanese arts: An approach to environmental philosophy
  Educational Philosophy and Theory24 March 2021By Morimichi Kato
• Spiritual education for a post-capitalist society
  Educational Philosophy and Theory24 March 2021By R. Scott Webster
• The limits of motivation theory in education and the dynamics of value-embedded learning (VEL)
  Educational Philosophy and Theory22 March 2021By Christopher Edwin Duncan
• Ilyenkov’s ideal: Can we bank on it?
  Educational Philosophy and Theory22 March 2021By Mike Ward
• An Irish perspective on initial teacher education: How teacher educators can respond to an awareness of the ‘absurd’
  Educational Philosophy and Theory16 March 2021By Ciarán Ó Gallchóir
• Global citizens, cosmopolitanism, and radical relationality: Towards dialogue with the Kyoto School?
  Educational Philosophy and Theory14 March 2021By Satoji Yano
• Neo-Kantianism as philosophy of culture: Cassirer, Simmel, and the Bildung tradition in contemporary German intellectual thought
  Educational Philosophy and Theory14 March 2021By Dustin Garlitz
• Stiegler and the task of tertiary retention: on the amateur as an educational subject
  Educational Philosophy and Theory14 March 2021By Virgilio A. Rivas
• Literacy and tactility: An experience of writing in Kuzuhara Kôtô Nikki (Kuzuhara Kôtô’s diary)
  Educational Philosophy and Theory14 March 2021By Reiko Muroi
• The dichotomy in India’s education system – A macro level analysis
  Educational Philosophy and Theory10 March 2021By Trinadh Nookathoti
• Re-envisioning personhood from the perspective of Japanese philosophy: Watsuji Tetsuro’s Aidagara-based ethics
  Educational Philosophy and Theory09 March 2021By Hirotaka Sugita
• Critical theory as Post-Marxism: The Frankfurt School and beyond
  Educational Philosophy and Theory09 March 2021By Dustin Garlitz
• Diasporicity and intercultural dialectics in Muslim education: Conceptualizing a minorities curriculum (Minhaj Al-Aqalliyyat)
  Educational Philosophy and Theory01 March 2021By Wisam Kh. Abdul-Jabbar
• The ethical academy? The university as an ethical system
  Educational Philosophy and Theory26 February 2021By Marek Tesar
• Academic-Māori-Woman: The impossible may take a little longer
  Educational Philosophy and Theory26 February 2021By Georgina Tuari Stewart
• Can I take a look at your notes?: A phenomenological exploration of how university students experience note-taking using paper-based and paperless resources
  Educational Philosophy and Theory22 February 2021By Emmi Bravo Palacios
• Democracy under threat after 2020 national elections in the USA: ‘stop the steal’ or ‘give more to the grifter-in-chief?’
  Educational Philosophy and Theory21 February 2021By Timothy W. Luke
• James (J.C.) Walker: Philosopher of Education – The celebration of a life
  Educational Philosophy and Theory18 February 2021By Michael A. Peters
• Making marks while reading, with some remarks on the challenges posed by the digital world
  Educational Philosophy and Theory17 February 2021By Marcus A. Lessa
• A Heideggerian pedagogy of disruption
  Educational Philosophy and Theory17 February 2021By Sacha Golob
• From the realm where parallel lines meet – Jim Walker: A reminiscence
  Educational Philosophy and Theory16 February 2021By Kevin Harris
• James Walker, Philosopher of Education – Five tributes from colleagues
  Educational Philosophy and Theory16 February 2021By Michael Matthews
• Exclusionary practices of English language teaching departments in Turkey: radical pedagogy, British colonialism and neoliberalism
  Educational Philosophy and Theory15 February 2021By Eser Ordem
• Visual borderlands: Visuality, performance, fluidity and art-science learning
  Educational Philosophy and Theory11 February 2021By Kathryn Grushka
• Earth unbound: Climate change, activism and justice
  Educational Philosophy and Theory10 February 2021By Michele Lobo
• Education after the end of the world. How can education be viewed as a hyperobject?
  Educational Philosophy and Theory08 February 2021By Nick Peim
• Speculative steps with story shoes: Object itineraries as sensual a-r-tography
  Educational Philosophy and Theory08 February 2021By Anita Sinner
• Strikingly educational: A childist perspective on children’s civil disobedience for climate justice
  Educational Philosophy and Theory04 February 2021By Tanu Biswas
• Regarding the question of presence in online education: A performative pedagogical perspective
  Educational Philosophy and Theory04 February 2021By Ozum Ucok-Sayrak
• Infanticides: The unspoken side of infantologies
  Educational Philosophy and Theory03 February 2021By Marek Tesar
• Competitive accountability and the dispossession of academic identity: Haunted by an impact phantom
  Educational Philosophy and Theory03 February 2021By Richard Watermeyer
• Transformations: Art and the city
  Educational Philosophy and Theory03 February 2021By Hongyan Chen
• Paul Heywood Hirst (1927-2020) obituary
  Educational Philosophy and Theory02 February 2021By Jānis T. Ozoliņš
• Foucault, biopolitics, and the critique of state reason
  Educational Philosophy and Theory02 February 2021By Alexander J. Means
• Rethinking how to create world-class universities in China: A policy mapping perspective
  Educational Philosophy and Theory22 January 2021By Jian Li
• Waiting before hoping: An educational approach to the experience of waiting
  Educational Philosophy and Theory22 January 2021By Alberto Sánchez-Rojo
• Philosophy of education in a new key: On radicalization and violent extremism
  Educational Philosophy and Theory21 January 2021By Mitja Sardoč
• Postdigital-biodigital: An emerging configuration
  Educational Philosophy and Theory15 January 2021By Michael A. Peters
• Philosophical roots of argumentative writing in higher education
  Educational Philosophy and Theory15 January 2021By Erhan Şimşek
• Seeing through a glass, darkly? Towards an educational iconomy of the digital screen
  Educational Philosophy and Theory12 January 2021By Wiebe Koopal
• Infantasies: An EPAT collective project
  Educational Philosophy and Theory12 January 2021By Andrew Gibbons
• The legacy of the suprematist square for a sensing pedagogy: A non-objective creative contemplation for education
  Educational Philosophy and Theory11 January 2021By E. Jayne White
• Biodigital technologies and the bioeconomy: The Global New Green Deal?
  Educational Philosophy and Theory11 January 2021By Michael A. Peters
• Muslim schooling in South Africa and the need for an educational crisis?
  Educational Philosophy and Theory08 January 2021By Nuraan Davids
• Georgina Tuari Stewart on Decolonizing and Indigenizing Education in Canada
  Educational Philosophy and Theory08 January 2021By Georgina Tuari Stewart
• Covid-19 and the decolonisation of education in Palestinian universities
  Educational Philosophy and Theory08 January 2021By Bilal Hamamra
• Authority, autonomy and selfhood in Islamic education – Theorising Shakhsiyah Islamiyah as a dialogical Muslim-self
  Educational Philosophy and Theory07 January 2021By Farah Ahmed
• Confusions that make us think? An invitation for public attention to conceptual confusion on the neuroscience-education bridge
  Educational Philosophy and Theory07 January 2021By Joyce Leysen
• Caught between the air and earth: a schizoanalytic critique of the role of the education in the development of a new airport
  Educational Philosophy and Theory06 January 2021By David R. Cole
• Mapping the education policy of foreign faculty for creating world-class universities in China: Advantage, conflict, and ambiguity
  Educational Philosophy and Theory06 January 2021By Jian Li
• Exploring the philosophy and practice of collective writing
  Educational Philosophy and Theory06 January 2021By Michael A. Peters
• The open peer review experiment in Educational Philosophy and Theory (EPAT)
  Educational Philosophy and Theory08 December 2020By Michael A Peters
• Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity
  Educational Philosophy and Theory29 November 2020By Klas Roth
• The subject in posthumanist theory: Retained rather than dethroned
  Educational Philosophy and Theory24 November 2020By Ingrid Andersson
• A theory of hope in critical pedagogy: An interpretation of Henry Giroux
  Educational Philosophy and Theory22 November 2020By Hideyuki Ichikawa
• Teaching and learning moments as subjectively problematic: Foundational assumptions and methodological entailments
  Educational Philosophy and Theory20 November 2020By Andrew P. Carlin
• Sinophobia in Hong Kong News Media
  Educational Philosophy and Theory18 November 2020By Cong Lin
• Nietzsche: Looking right, reading left
  Educational Philosophy and Theory17 November 2020By Babette Babich
• Reclaiming Postmodern Confucianism through Narrative and Edification
  Educational Philosophy and Theory13 November 2020By Wang Chengbing
• Philosophy of education in a new key: A ‘Covid Collective’ of the Philosophy of Education Society of Great Britain (PESGB)
  Educational Philosophy and Theory04 November 2020By Janet Orchard
• Theorising immaterial labor: Toward creativity, co(labor)ation and collective intelligence
  Educational Philosophy and Theory01 November 2020By Michael A. Peters
• Mediating process for human agency in science education: For man’s new relation to nature in latour’s ontology of politics
  Educational Philosophy and Theory01 November 2020By Duck-Joo Kwak
• “Teach to adapt or adapt to teach”: qualitative study on the new “special-post teachers” in China’s rural schools
  Educational Philosophy and Theory29 October 2020By Jian Li
• The Holocene Simulacrum
  Educational Philosophy and Theory28 October 2020By Jason James Wallin
• Infantologies. An EPAT collective writing project
  Educational Philosophy and Theory27 October 2020By Michael A. Peters
• The coming pandemic era
  Educational Philosophy and Theory23 October 2020By Michael A. Peters
• Alas America! Lament for a shattered dream on the eve of political breakdown
  Educational Philosophy and Theory23 October 2020By Michael A. Peters
• Learning in the presence of others: Using the body as a resource for teaching
  Educational Philosophy and Theory23 October 2020By Neil Harrison
• Iranian philosophy of education
  Educational Philosophy and Theory23 October 2020By Bakhtiar Shabani Varaki
• Decolonising a higher education system which has never been colonised’
  Educational Philosophy and Theory23 October 2020By Emnet Tadesse Woldegiorgis
• Missing in action: Exposing the moral failures of universities that desert researchers facing court-ordered disclosure of confidential information
  Educational Philosophy and Theory21 October 2020By Joseph Ulatowski
• From “education for sustainable development” to “education for the end of the world as we know it”
  Educational Philosophy and Theory18 October 2020By Sharon Stein
• State Typohumanism and its role in the rise of völkisch-racism: Paideía and humanitas at issue in Jaeger’s and Krieck’s ‘political Plato’
  Educational Philosophy and Theory16 October 2020By Facundo Norberto Bey
• The long read: On the global relevance of the US elections
  Educational Philosophy and Theory12 October 2020By Paul Tarc
• Black disciplinary zones and the exposure of whiteness
  Educational Philosophy and Theory08 October 2020By George Yancy
• Strange loops, oedipal logic, and an apophatic ecology: Reimagining critique in environmental education
  Educational Philosophy and Theory07 October 2020By Antti Saari
• Ascetic self-cultivation, Foucault and the hermeneutics of the self
  Educational Philosophy and Theory07 October 2020By Michael A. Peters
• Post-marxism, humanism and (post)structuralism: Educational philosophy and theory
  Educational Philosophy and Theory01 October 2020By Michael A. Peters
• Collective writing: Introspective reflections on current experience
  Educational Philosophy and Theory01 October 2020By Sonja Arndt
• The rebranding of neoliberalism
  Educational Philosophy and Theory29 September 2020By Mitja Sardoč
• Gadfly or praying mantis? Three philosophical perspectives on the Delhi student protests
  Educational Philosophy and Theory25 September 2020By N. Y. Manoj
• Futures for research in education
  Educational Philosophy and Theory22 September 2020By Bill Cope
• Language-games philosophy: Language-games as rationality and method
  Educational Philosophy and Theory22 September 2020By Michael A. Peters
• Philosophy of education in a New Key: Snapshot 2020 from the United States and Canada
  Educational Philosophy and Theory21 September 2020By Liz Jackson
• Philosophy of education in a new key: Who remembers Greta Thunberg? Education and environment after the coronavirus
  Educational Philosophy and Theory15 September 2020By Petar Jandrić
• Online education action for defeating COVID-19 in China: An analysis of the system, mechanism and mode
  Educational Philosophy and Theory15 September 2020By Eryong Xue
• Does this editorial have an ending?
  Educational Philosophy and Theory14 September 2020By Lynda Stone
• The Shanghai model: An innovative approach to promote teacher professional development through teaching-research system
  Educational Philosophy and Theory14 September 2020By Xiaowei Yang
• Educational philosophies of self-cultivation: Chinese humanism
  Educational Philosophy and Theory08 September 2020By Michael A. Peters
• Queer Black adolescence, the impasse, and the pedagogy of cinema
  Educational Philosophy and Theory02 September 2020By Asilia Franklin-Phipps
• Reading in the wing chair: the shaping of teaching and reading bodies in the transactional performativity of materialities
  Educational Philosophy and Theory02 September 2020By Elin Sundström Sjödin
• Talents and distributive justice
  Educational Philosophy and Theory02 September 2020By Mitja Sardoč
• A discourse theoretical model for determining the limits of free speech on campus
  Educational Philosophy and Theory02 September 2020By Anniina Leiviskä
• Confucius and Langerian mindfulness
  Educational Philosophy and Theory31 August 2020By Charlene Tan
• Rationality, bias, and prejudice: developing citizens’ ability to engage in inquiry
  Educational Philosophy and Theory31 August 2020By Luke Zaphir
• Teaching as a way of bonding: a contribution to the relational theory of teaching
  Educational Philosophy and Theory26 August 2020By Jonas Aspelin
• Questioning allegiance: Resituating civic education
  Educational Philosophy and Theory25 August 2020By Stephen Chatelier
• The WHO, the global governance of health and pandemic politics
  Educational Philosophy and Theory24 August 2020By Michael A. Peters
• Narcosis: Addictions of the planetary human
  Educational Philosophy and Theory24 August 2020By Mark Jackson
• Bernard Stiegler, philosopher of reorientation
  Educational Philosophy and Theory24 August 2020By Joff Bradley
• Ethics, archives and data sharing in qualitative research
  Educational Philosophy and Theory20 August 2020By Julie McLeod
• Technologizing the human condition: hyperconnectivity and control
  Educational Philosophy and Theory18 August 2020By Trevor Thwaites
• The narrative of the Junzi as an exemplar in classical confucianism and its implications for moral and character education
  Educational Philosophy and Theory16 August 2020By Yen-Yi Lee
• Make China great again: The blood-based view of Chineseness in Hong Kong
  Educational Philosophy and Theory16 August 2020By Cong Lin
• Philosophy of Education in a New Key: Voices from Japan
  Educational Philosophy and Theory16 August 2020By Morimichi Kato
• Towards initial teacher education quality: Epistemological considerations
  Educational Philosophy and Theory16 August 2020By Paul Adams
• Australian universities in the age of Covid
  Educational Philosophy and Theory14 August 2020By Scott Doidge
• Education after empire: A biopolitical analytics of capital, nation, and identity
  Educational Philosophy and Theory12 August 2020By Alexander J. Means
• Persuasion as tool of education: The Wittgensteinian case
  Educational Philosophy and Theory12 August 2020By Alessio Persichetti
• Literacy in the post-truth era: The significance of affect and the ethical encounter
  Educational Philosophy and Theory11 August 2020By Lana Parker
• The biopolitical turn in educational theory: Autonomist Marxism and revolutionary subjectivity in Empire
  Educational Philosophy and Theory11 August 2020By Gregory N. Bourassa
• Emotional fundamentalism and education of the body
  Educational Philosophy and Theory11 August 2020By Amy N. Sojot
• Enriching the narratives we tell about ourselves and our identities: an educational response to populism and extremism
  Educational Philosophy and Theory11 August 2020By Laurance J. Splitter
• Examining and problematizing the journalistic discourses of radical rightism
  Educational Philosophy and Theory11 August 2020By Steven Zhao
• A limited defense of talent as a criterion for access to educational opportunities
  Educational Philosophy and Theory11 August 2020By Winston C. Thompson
• US–China Rivalry and ‘Thucydides’ Trap’: Why this is a misleading account
  Educational Philosophy and Theory11 August 2020By Michael A. Peters
• Catastrophes and primary school drawing course design for moral education in China
  Educational Philosophy and Theory11 August 2020By Xuan Dong
• Forgive, forget or regret? The Dao of education in times of catastrophe
  Educational Philosophy and Theory11 August 2020By Ruyu Hung
• A dialogue with Michael Hardt on revolution, joy, and learning to let go
  Educational Philosophy and Theory10 August 2020By Alexander J. Means
• Solidarity with nonhumans as an ontological struggle
  Educational Philosophy and Theory10 August 2020By Jesse Bazzul
• Empire and education
  Educational Philosophy and Theory10 August 2020By Alexander Means
• Iconicity and appropriation: images as living things
  Educational Philosophy and Theory09 August 2020By A.-Chr. Engels-Schwarzpaul
• Rethinking educational theory and practice in times of visual media: Learning as image-concept integration
  Educational Philosophy and Theory09 August 2020By Nataša Lacković
• Educational realism: Defining exopedagogy as the choreography of swarm intelligence
  Educational Philosophy and Theory09 August 2020By Tyson E. Lewis
• Limiting the capacity for hate: Hate speech, hate groups and the philosophy of hate
  Educational Philosophy and Theory08 August 2020By Michael A. Peters
• Critical pedagogy beyond the multitude: Decolonizing Hardt and Negri
  Educational Philosophy and Theory07 August 2020By Noah De Lissovoy
• Cryptocurrencies, China’s sovereign digital currency (DCEP) and the US dollar system
  Educational Philosophy and Theory05 August 2020By Michael A. Peters
• Žižek on China and COVID-19: Wuhan, authoritarian capitalism, and empathetic socialism in NZ
  Educational Philosophy and Theory05 August 2020By Michael A. Peters
• Postscript on the empire of control
  Educational Philosophy and Theory05 August 2020By Greg Thompson
• Logics of rule and the politics of exodus: Twenty years of Empire
  Educational Philosophy and Theory05 August 2020By Joseph Tanke
• The multitude beyond measure: Building a common stupor
  Educational Philosophy and Theory04 August 2020By Derek R. Ford
• Philosophy of education in a new key: Education for justice now
  Educational Philosophy and Theory03 August 2020By Marianna Papastephanou
• Subjecting ourselves to madness: A Maori approach to unseen instruction
  Educational Philosophy and Theory29 July 2020By Carl Mika
• The concept of dialogue in Chinese philosophy
  Educational Philosophy and Theory29 July 2020By Ronnie Littlejohn
• I, robot teacher
  Educational Philosophy and Theory28 July 2020By David W. Kupferman
• The belief in innate talent and its implications for distributive justice
  Educational Philosophy and Theory27 July 2020By Mark C. Vopat
• Discontinuous learning through destructive experiences: A ‘change’ approach to catastrophe education in eco-pedagogy
  Educational Philosophy and Theory27 July 2020By Hongyan Chen
• 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
  Educational Philosophy and Theory25 July 2020By Wang Hubin
• 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
  Educational Philosophy and Theory25 July 2020By Wang Hubin
• Space to breathe: George Floyd, BLM plaza and the monumentalization of divided American Urban landscapes
  Educational Philosophy and Theory23 July 2020By Nubras Samayeen
• Big ideas in education: Quantum mechanics and education paradigms
  Educational Philosophy and Theory23 July 2020By Kristina Turner
• Engaging Bourdieu’s habitus with Chinese understandings of embodiment: Knowledge flows in Health and Physical Education in higher education in Hong Kong
  Educational Philosophy and Theory22 July 2020By Bonnie Pang
• The historical experience of educators running schools: A case study of Chen Heqin’s exploration of ‘living education’
  Educational Philosophy and Theory22 July 2020By Huang ShuGuang
• An intuition of innovative new institutions
  Educational Philosophy and Theory21 July 2020By Le Thi Mai
• Ethics and education as practices of freedom
  Educational Philosophy and Theory21 July 2020By Pedro Tabensky
• Mechanisms of the tailoring workshops for teacher sustainable development: A case study of a middle school in Shanghai1
  Educational Philosophy and Theory20 July 2020By Yucui Ju
• Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African Universities
  Educational Philosophy and Theory20 July 2020By Yusef Waghid
• Introduction to ‘the Shanghai Model’
  Educational Philosophy and Theory15 July 2020By Zhongjing Huang
• Introduction to ‘The Shanghai Model’
  Educational Philosophy and Theory15 July 2020By Zhongjing Huang
• How China’s education responses to COVID-19: A perspective of policy analysis
  Educational Philosophy and Theory14 July 2020By Eryong Xue
• Knowledge and power: curricular policy’s evolution and paradoxical relationship with practice in Shanghai
  Educational Philosophy and Theory14 July 2020By Zhongjing Huang
• Knowledge and power: Curricular policy’s evolution and paradoxical relationship with practice in Shanghai
  Educational Philosophy and Theory14 July 2020By Zhongjing Huang
• Whose scientific work is it anyway? Knowledge production in the socially constructed fuzzy authorship
  Educational Philosophy and Theory13 July 2020By George Lăzăroiu
• Have we been paying attention? Educational anaesthetics in a time of crises
  Educational Philosophy and Theory13 July 2020By Gert Biesta
• Educating students to improve the world, by Fernando Reimers, Singapore, Springer, 2020, 200 pp., $37.99, ISBN: 9811538867
  Educational Philosophy and Theory13 July 2020By Gang Zhu
• Exploring selves and worlds through affective and imaginative engagements with literature
  Educational Philosophy and Theory13 July 2020By William McGinley
• Freedom to innovate
  Educational Philosophy and Theory13 July 2020By Christopher C. Deneen
• The right to teach at university: a Humboldtian perspective
  Educational Philosophy and Theory13 July 2020By Bruce Macfarlane
• Pandemic abandonment, panoramic displays and fascist propaganda: The month the earth stood still
  Educational Philosophy and Theory07 July 2020By Peter McLaren
• Criticality in world-class universities research: a critical discourse analysis of international education publications
  Educational Philosophy and Theory03 July 2020By Jian Li
• At home and not at home in the national museum: on nostalgia and education
  Educational Philosophy and Theory01 July 2020By SunInn Yun
• Institutional competition through performance funding: A catalyst or hindrance to teaching and learning?
  Educational Philosophy and Theory28 June 2020By Michael Lanford
• Race, education and social mobility: We all need to dream the same dream and want the same thing
  Educational Philosophy and Theory25 June 2020By Jason Arday
• Chinese education and Pierre Bourdieu: Power of reproduction and potential for change
  Educational Philosophy and Theory25 June 2020By Guanglun Michael Mu
• Fighting the tide: Understanding the difficulties facing Black, Asian and Minority Ethnic (BAME) Doctoral Students’ pursuing a career in Academia
  Educational Philosophy and Theory25 June 2020By Jason Arday
• It’s the end of the World as we know it: Racism as a global killer of Black people and their emancipatory freedoms
  Educational Philosophy and Theory25 June 2020By Jason Arday
• Reimagining the new pedagogical possibilities for universities post-Covid-19
  Educational Philosophy and Theory25 June 2020By Michael A. Peters
• Neuroscience and educational practice – A critical assessment from the perspective of philosophy of science
  Educational Philosophy and Theory23 June 2020By Corrado Matta
• Essentialist beliefs and school governance
  Educational Philosophy and Theory22 June 2020By Nicolas Cuneen
• “I can’t breathe”: Praxis, parrhesia and the current historical moment
  Educational Philosophy and Theory15 June 2020By Adam Davidson-Harden
• Trauma as the turning point in opening up self-education: Embracing sorrow and this world through no-self realisation
  Educational Philosophy and Theory12 June 2020By Chia-Ling Wang
• The role of philosophical analysis in contemporary educational research
  Educational Philosophy and Theory12 June 2020By Tomasz Leś
• Catastrophe, commemoration and education: On the concept of memory pedagogy
  Educational Philosophy and Theory12 June 2020By Jun Yamana
• Related but distinct: An investigative path amongst the entwined relationships of ideology, imaginary, and myth
  Educational Philosophy and Theory12 June 2020By Juhwan Kim
• Is academic freedom feasible in the post-Soviet space of higher education?
  Educational Philosophy and Theory05 June 2020By Anatoly V. Oleksiyenko
• Freedom of speech, freedom to teach, freedom to learn: The crisis of higher education in the post-truth era
  Educational Philosophy and Theory05 June 2020By Anatoly V. Oleksiyenko
• Debating academic freedom. Educational-philosophical premises and problems
  Educational Philosophy and Theory05 June 2020By Christiane Thompson
• Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy
  Educational Philosophy and Theory05 June 2020By Jason Arday
• Teaching whiteness: A dialogue on embodied and affective approaches
  Educational Philosophy and Theory05 June 2020By Jane Chi Hyun Park
• Accumulating academic freedom for intellectual leadership: Women professors’ experiences in Hong Kong
  Educational Philosophy and Theory05 June 2020By Nian Ruan
• Speech and inquiry in public institutions of higher education: Navigating ethical and epistemological challenges
  Educational Philosophy and Theory01 June 2020By Benjamin Bindewald
• Academic freedom of students
  Educational Philosophy and Theory01 June 2020By Liz Jackson
• Philosophy of Education in a New Key: East Asia
  Educational Philosophy and Theory29 May 2020By Ruyu Hung
• Regional aspirations with a global perspective: Developments in East Asian labour studies
  Educational Philosophy and Theory28 May 2020By Kim Scipes
• Meritocracy in Singapore
  Educational Philosophy and Theory28 May 2020By Stefano Harney
• Lewis Stockwell interviews Emile Bojesen on Forms of Education: Rethinking Educational Experience Against and Outside the Humanist Legacy
  Educational Philosophy and Theory28 May 2020By Lewis Stockwell
• Biopolitics, conspiracy and the immuno-state: an evolving global politico-genetic complex
  Educational Philosophy and Theory28 May 2020By Michael A. Peters
• My journey into the ‘heart of whiteness’ whilst remaining my authentic (Black) self
  Educational Philosophy and Theory27 May 2020By April-Louise M. O. O. Pennant
• Innovations of education socialisation in Vietnam: From participation towards privatisation
  Educational Philosophy and Theory27 May 2020By Thi Kim Phung Dang
• Ways of life: Knowledge transfer and Aboriginal heritage trails
  Educational Philosophy and Theory25 May 2020By Stephen Muecke
• The university in the global age: reconceptualising the humanities and social sciences for the twenty-first century.
  Educational Philosophy and Theory25 May 2020By Scott Doidge
• Navigating the unequal education space in post-9/11 England: British Muslim girls talk about their educational aspirations and future expectations
  Educational Philosophy and Theory25 May 2020By Farzana Shain
• 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
  Educational Philosophy and Theory25 May 2020By Nadena Doharty
• Minakata Kumagusu: The first Japanese environmentalist
  Educational Philosophy and Theory24 May 2020By Morimichi Kato
• Thinking educational controversies through evil and prophetic indictment: Conversation versus conversion
  Educational Philosophy and Theory24 May 2020By Kevin J Burke
• “I felt like I was being watched”: The hypervisibility of Muslim students in higher education
  Educational Philosophy and Theory20 May 2020By Izram Chaudry
• Capital, habitus, and education in contemporary China: Understanding motivations of middle-class families in pursuing studying abroad in the United States
  Educational Philosophy and Theory20 May 2020By Xin Wang
• Aquinas, education and the theory of illumination
  Educational Philosophy and Theory20 May 2020By Jānis T. Ozoliņš
• Analogue ontology and digital disruption
  Educational Philosophy and Theory18 May 2020By Robert Hassan
• Two conceptions of talent
  Educational Philosophy and Theory18 May 2020By Jaime Ahlberg
• Alienated learning in Hong Kong: A marxist perspective
  Educational Philosophy and Theory18 May 2020By Kwok Kuen Tsang
• ‘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!
  Educational Philosophy and Theory15 May 2020By Michael A. Peters
• Education at the end of history: A response to Francis Fukuyama
  Educational Philosophy and Theory14 May 2020By Sophie Ward
• The opening-up of education in the new era: Communist Party of China (CCP) and the Central Committee
  Educational Philosophy and Theory13 May 2020By Moses Ogunniran
• RETRACTED ARTICLE: The opening-up of education in the new era: Communist Party of China (CCP) and the Central Committee
  Educational Philosophy and Theory13 May 2020
• The semiotics of visual perception and the autonomy of pictorial text: Toward a semiotic pedagogy of the image
  Educational Philosophy and Theory08 May 2020By Peter Pericles Trifonas
• On the prospects of Virilio’s pedagogy of the image
  Educational Philosophy and Theory08 May 2020By Joff P. N. Bradley
• ‘Ethics review, neoliberal governmentality and the activation of moral subjects’
  Educational Philosophy and Theory08 May 2020By Fiona James
• The disorder of things: Quarantine unemployment, the decline of neoliberalism, and the Covid-19 lockdown crash
  Educational Philosophy and Theory08 May 2020By Michael A. Peters
• To the burrow and back again. A review of Towards an ontology of teaching. Thing-centred pedagogy, affirmation and love for the World.
  Educational Philosophy and Theory08 May 2020By Morten Korsgaard
• PAR is a way of life: Participatory action research as core re-training for fugitive research praxis
  Educational Philosophy and Theory07 May 2020By Patricia Krueger-Henney
• Philosophy of education in a new key
  Educational Philosophy and Theory05 May 2020By Michael A. Peters
• From “opposition” to “fellowship”: Analysis on the US-China Relationship according to the dialectics of I Ching
  Educational Philosophy and Theory05 May 2020By Kefei Xu
• Future is always contingent
  Educational Philosophy and Theory03 May 2020By Sarah Kehde
• Ethics of memory: Forgetfulness and forgiveness in the traumatic place
  Educational Philosophy and Theory03 May 2020By Ruyu Hung
• 3 Books Reviewed
  Educational Philosophy and Theory30 April 2020By Peter Roberts
• Co-research in Vietnam for the anthropology classroom
  Educational Philosophy and Theory28 April 2020By Do Thi Xuan Huong
• Beyond the ‘two cultures’ in the teaching of disaster: or how disaster education and science education could benefit each other
  Educational Philosophy and Theory26 April 2020By Wonyong Park
• COVID – 19: A Critical Ontology of the present1
  Educational Philosophy and Theory26 April 2020By Moulay Driss El Maarouf
• Love and social distancing in the time of Covid-19: The philosophy and literature of pandemics
  Educational Philosophy and Theory20 April 2020By Michael A. Peters
• Scholars of color turn to womanism: Countering dehumanization in the academy
  Educational Philosophy and Theory17 April 2020By Sheron Andrea Fraser-Burgess
• Beyond borders: trans-local critical pedagogy for inter-asian cultural studies
  Educational Philosophy and Theory15 April 2020By Joyce C. H Liu
• Zhuangzi’s discourse on ‘contented acceptance of fate’ and its relation to catastrophe
  Educational Philosophy and Theory15 April 2020By Katia Lenehan
• What is the ultimate education task in China? Exploring “strengthen moral education for cultivating people” (“Li De Shu Ren”)
  Educational Philosophy and Theory15 April 2020By Xue Eryong
• Possible approaches to the comparative study of William James and traditional Chinese philosophy
  Educational Philosophy and Theory13 April 2020By Wang Chengbing
• A viral theory of post-truth
  Educational Philosophy and Theory13 April 2020By Michael A. Peters
• Beyond curriculum: Groundwork for a non-instrumental theory of education
  Educational Philosophy and Theory13 April 2020By Deborah Osberg
• 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’
  Educational Philosophy and Theory10 April 2020By David Neilson
• Notes on notes on notes
  Educational Philosophy and Theory10 April 2020By Tyson E. Lewis
• ‘Why aren’t you taking any notes?’ On note-taking as a collective gesture
  Educational Philosophy and Theory10 April 2020By Lavinia Marin
• Innovations in creative education for tertiary sector in Australia: Present and future challenge
  Educational Philosophy and Theory10 April 2020By Hiep Duc Nguyen
• Wittgenstein/Foucault/anti-philosophy: Contingency, community, and the ethics of self-cultivation
  Educational Philosophy and Theory10 April 2020By Michael A. Peters
• The meaning of life: the ontological question concerning education through the lens of Catherine Malabou’s contribution to thinking
  Educational Philosophy and Theory07 April 2020By Nick Peim
• Darkness and light. The archetypal metaphor for education
  Educational Philosophy and Theory07 April 2020By Nicholas Stock
• Against selection: Educational justice and the ascription of talent
  Educational Philosophy and Theory05 April 2020By Johannes Giesinger
• Bourdieu and Chinese education: Inequality, competition, and change, by
  Educational Philosophy and Theory03 April 2020By AnneLi Jiang
• The Plague: Human resilience and the collective response to catastrophe
  Educational Philosophy and Theory02 April 2020By Michael A. Peters
• Viral modernity? epidemics, infodemics, and the ‘bioinformational’ paradigm
  Educational Philosophy and Theory31 March 2020By Michael A. Peters
• Earning rent with your talent: Modern-day inequality rests on the power to define, transfer and institutionalize talent
  Educational Philosophy and Theory26 March 2020By Jonathan J. B. Mijs
• Changing status, entrenched inequality: How English language becomes a Chinese form of culture capital
  Educational Philosophy and Theory25 March 2020By He Li
• Is the 2019 Water Revolution a lesson of emancipatory education? A Rancièrean invitation
  Educational Philosophy and Theory25 March 2020By Henry Kwok
• Emancipation, revolutionary nationalism, and “everything under the sun”: Chinese internationalism, higher education and the search for alternative modernity
  Educational Philosophy and Theory25 March 2020By Green Benjamin
• Pearl diving and the exemplary way educational note taking and taking note in education
  Educational Philosophy and Theory22 March 2020By Morten Timmermann Korsgaard
• On the epistemology of conspiracy
  Educational Philosophy and Theory22 March 2020By Michael A. Peters
• The PISA calendar: Temporal governance and international large-scale assessments
  Educational Philosophy and Theory21 March 2020By Joakim Landahl
• Traces of the intersubject? Note-taking within the community of philosophical inquiry
  Educational Philosophy and Theory21 March 2020By Stefano Oliverio
• Entering the world with notes: Reclaiming the practices of lecturing and note making
  Educational Philosophy and Theory21 March 2020By Joris Vlieghe
• Talents, abilities and educational justice
  Educational Philosophy and Theory21 March 2020By Kirsten Meyer
• Questions concerning attention and Stiegler’s therapeutics
  Educational Philosophy and Theory20 March 2020By Noel Fitzpatrick
• Ethicalisation of higher education reform: The strategic integration of academic discourse on scholarly ethos
  Educational Philosophy and Theory17 March 2020By Tomasz Falkowski
• Gert Biesta – Education between Bildung and post-structuralism
  Educational Philosophy and Theory17 March 2020By Thomas Aastrup Rømer
• Foucauldian parrhesia and Avicennean contingency in Muslim education: The curriculum of metaphysics
  Educational Philosophy and Theory17 March 2020By Wisam Kh Abdul-Jabbar
• Punx up, bros down: Defending free speech through punk rock pedagogy
  Educational Philosophy and Theory17 March 2020By Noah Romero
• The deconstructed ethics of Martin Heidegger, or, the university sous rature
  Educational Philosophy and Theory16 March 2020By Chris Peers
• The critical gift: Revaluing book reviews in educational philosophy and theory
  Educational Philosophy and Theory15 March 2020By Sean Sturm
• Recognising localised pedagogical capital: a reflexive revisit of an alternative teacher preparation programme in China
  Educational Philosophy and Theory12 March 2020By Melody Yue Yin
• A Bourdieusian rebuttal to Bourdieu’s rebuttal: social network analysis, regression, and methodological breakthroughs
  Educational Philosophy and Theory12 March 2020By Guanglun Michael Mu
• Understanding consciousness for optimal human wellbeing & growth holistically
  Educational Philosophy and Theory11 March 2020By Xu Di
• The digital age and its discontents
  Educational Philosophy and Theory11 March 2020By Matteo Stocchetti
• The pecuniary animus of the university
  Educational Philosophy and Theory03 March 2020By John Hutnyk
• A response to the royal commission into institutional responses to child sexual abuse in Australia
  Educational Philosophy and Theory03 March 2020By John D. Whelen
• Foucault’s ethical self-formation and David’s articulation of a creative self
  Educational Philosophy and Theory03 March 2020By Kevin Gormley
• Bill Andersen: Unacknowledged kingmaker
  Educational Philosophy and Theory01 March 2020By Kevin Harris
• Problematizing global educational governance of OECD PISA: Student achievement, categorization, and social inclusion and exclusion
  Educational Philosophy and Theory27 February 2020By Jonghun Kim
• Education in and for the Belt and Road Initiative:
  Educational Philosophy and Theory26 February 2020By Michael A. Peters
• Postdigital cross border reflections on critical utopia
  Educational Philosophy and Theory25 February 2020By Petar Jandrić
• ‘The fascism in our heads’: Reich, Fromm, Foucault, Deleuze and Guattari – the social pathology of fascism in the 21st century
  Educational Philosophy and Theory23 February 2020By Michael A. Peters
• Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies
  Educational Philosophy and Theory18 February 2020By Bill Cope
• Unveiling the ‘logic’ of modern university in China: Historical, social and value perspectives
  Educational Philosophy and Theory12 February 2020By Jian Li
• The existential meaning of death and reconsidering death education through the perspectives of Kierkegaard and Heidegger
  Educational Philosophy and Theory12 February 2020By Seung-hwan Shim
• Proposal for a new talent concept based on socioformation
  Educational Philosophy and Theory12 February 2020By Sergio Tobon
• Resisting fascist mobilization: Some reflections on critical pedagogy, liberation theology and the need for revolutionary socialist change
  Educational Philosophy and Theory11 February 2020By Peter McLaren
• The end of the decade: Reflecting on 2019 and looking forward to the next decade
  Educational Philosophy and Theory11 February 2020By Michael A. Peters
• Detouring school to family: A reading of Antigone
  Educational Philosophy and Theory09 February 2020By Dongfang Hao
• What constitutes the good of education? Reflections on the possibility of educational critique
  Educational Philosophy and Theory05 February 2020By Gert Biesta
• Phenomenology and phenomenography in educational research: A critique
  Educational Philosophy and Theory04 February 2020By Steven A. Stolz
• The pedagogical limitations of inclusive education
  Educational Philosophy and Theory04 February 2020By Araceli del Pozo-Armentia
• Ecologies of fire
  Educational Philosophy and Theory04 February 2020By Michael A. Peters
• Yin/yang crossing east/west
  Educational Philosophy and Theory31 January 2020By Ruyu Hung
• Video ethics in educational research involving children: Literature review and critical discussion
  Educational Philosophy and Theory30 January 2020By Michael A. Peters
• Virtues of the educator
  Educational Philosophy and Theory29 January 2020By Peter Walton
• Living the dystopian-utopian tension as praxis: Transformative dreaming with/in/for education and educational research
  Educational Philosophy and Theory27 January 2020By Tricia M. Kress
• Pasts and futures that keep the possible alive: Reflections on time, space, education and governing
  Educational Philosophy and Theory24 January 2020By Mathias Decuypere
• Which threats to humanity should we teach about? Decision theoretic guides
  Educational Philosophy and Theory24 January 2020By Darrell P. Rowbottom
• Returning to the end times? Towards an apocalyptic education?
  Educational Philosophy and Theory24 January 2020By Samuel D. Rocha
• Time and educational (re-)forms—Inquiring the temporal dimension of education
  Educational Philosophy and Theory24 January 2020By Mathias Decuypere
• The agencement of taskification: On new forms of reading and writing in BYOD schools
  Educational Philosophy and Theory24 January 2020By Samira Alirezabeigi
• Philosophy of change in Catherine Malabou and in Martin Heidegger: The fantastic of childhood or the childhood of the fantastic
  Educational Philosophy and Theory24 January 2020By Anna Kouppanou
• Why I am not a Deweyean
  Educational Philosophy and Theory22 January 2020By Michael A. Peters
• Paulo Freire’s critical and dialogic pedagogy and its implications for the Bahraini educational context
  Educational Philosophy and Theory22 January 2020By Nina Abdul Razzak
• The amoral academy? A critical discussion of research ethics in the neo-liberal university
  Educational Philosophy and Theory15 January 2020By Hugh Busher
• On historical thinking and the history educational challenge
  Educational Philosophy and Theory14 January 2020By Robert Thorp
• The Chinese dream and its future: Review essay on Michael Peters book The Chinese dream: Educating the future
  Educational Philosophy and Theory13 January 2020By Mitja Sardoc
• Relearning to think: Toward a biological conception of rationality
  Educational Philosophy and Theory08 January 2020By Kaja Jenssen Rathe
• Living in a qualitative world: response to Michael Slote’s “Integrating Chinese with Western Philosophy”
  Educational Philosophy and Theory08 January 2020By Huajun Zhang
• The history of the future and the shifting forms of education
  Educational Philosophy and Theory08 January 2020By Eric Mangez
• Network time for the European Higher Education Area
  Educational Philosophy and Theory08 January 2020By Rosaria Lumino
• Non-word (buyan) and non-self (wuji): Resistance to duality, standardisation and comparison in regime of school accountability
  Educational Philosophy and Theory07 January 2020By Yuting Lan
• The ancient Silk Road and the birth of merchant capitalism
  Educational Philosophy and Theory07 January 2020By Michael A. Peters
• The problem of the present: On simultaneity, synchronisation and transnational education projects
  Educational Philosophy and Theory07 January 2020By Pieter Vanden Broeck
• An educational theory of innovation: What constitutes the educational good?
  Educational Philosophy and Theory07 January 2020By Michael A. Peters
• The emotional labor of doing ‘boy work’: Considering affective economies of boyhood in schooling
  Educational Philosophy and Theory07 January 2020By Garth Stahl
• Non-word (buyan) and non-self (wuji): Resistance for schooling in regime of accountability
  Educational Philosophy and Theory02 January 2020By Yuting Lan
• ‘Education has no end’: Reconciling past and future through reforms in the education system
  Educational Philosophy and Theory02 January 2020By Giancarlo Corsi
• Can we kill the Bildung king? – The quest for a non-sovereign concept of Bildung
  Educational Philosophy and Theory02 January 2020By Kjetil Horn Hogstad
• What does it mean to be a ‘subject’? Malabou’s plasticity and going beyond the question of the inhuman, posthuman, and nonhuman
  Educational Philosophy and Theory02 January 2020By Sevket Benhur Oral
• Inheriting or re-structuring habitus/capital? Chinese migrant children in the urban field of cultural reproduction
  Educational Philosophy and Theory12 December 2019By Hui Yu
• Interview with Kevin Harris
  Educational Philosophy and Theory12 December 2019By Kevin Harrisa
• Chinese and Western philosophy in dialogue
  Educational Philosophy and Theory11 December 2019By Ronnie Littlejohn
• Shadow education in Singapore: A Deweyan perspective
  Educational Philosophy and Theory11 December 2019By Peter Teo
• Confucius and Aristotle on the educational role of community
  Educational Philosophy and Theory10 December 2019By Morimichi Kato
• Hayek as classical liberal public intellectual: Neoliberalism, the privatization of public discourse and the future of democracy
  Educational Philosophy and Theory09 December 2019By Michael A. Peters
• The Chinese Dream, Belt and Road Initiative and the future of education: A philosophical postscript
  Educational Philosophy and Theory09 December 2019By Michael A. Peters
• Heralding ideas of well-being: A philosophical perspective
  Educational Philosophy and Theory27 November 2019By Marek Tesar
• Integrating Chinese with western philosophy
  Educational Philosophy and Theory27 November 2019By Michael Slote
• This is not a checklist: Higher education and student affairs competencies, neoliberal protocol, and poetics
  Educational Philosophy and Theory25 November 2019By Paul William Eaton
• Trust in education
  Educational Philosophy and Theory21 November 2019By Andrew Fisher
• Reification and recognition in teenage years in the contemporary world: An interpretation based on a critical look at Axel Honneth’s theses
  Educational Philosophy and Theory20 November 2019By Mônica Guimarães Teixeira do Amaral
• Lotus heaven
  Educational Philosophy and Theory19 November 2019By Michael A. Peters
• The ancient silk road and the birth of merchant capitalism
  Educational Philosophy and Theory17 November 2019By Michael A. Peters
• Satire, Swift and the deconstruction of the public intellectual
  Educational Philosophy and Theory17 November 2019By Michael A. Peters
• Models of dialogue
  Educational Philosophy and Theory13 November 2019By Michael A. Peters
• Mobile Chinese students navigating between fields: (Trans)forming habitus in transnational articulation programmes?
  Educational Philosophy and Theory13 November 2019By Kun Dai
• Toward a Philosophy of STEAM in the Anthropocene
  Educational Philosophy and Theory12 November 2019By Kelly W. Guyotte
• In community of inquiry with Ann Margaret Sharp: Childhood, philosophy and education
  Educational Philosophy and Theory12 November 2019By Chi-Ming Lam
• The future of critical pedagogy
  Educational Philosophy and Theory11 November 2019By Peter Mclaren
• Postmodernism in the afterlife
  Educational Philosophy and Theory11 November 2019By Michael A. Peters
• 5G transformational advanced wireless futures
  Educational Philosophy and Theory10 November 2019By Michael A. Peters
• Teaching beyond words: ‘silence’ and its pedagogical implications discoursed in the early classical texts of Confucianism, Daoism and Zen Buddhism
  Educational Philosophy and Theory07 November 2019By Lin Li
• Life and death in the Anthropocene: Educating for survival amid climate and ecosystem changes and potential civilisation collapse
  Educational Philosophy and Theory05 November 2019By Tina Besley
• The neoliberal academic: Illustrating shifting academic norms in an age of hyper-performativity
  Educational Philosophy and Theory05 November 2019By Bruce Macfarlane
• A Maori il-logical ethics of the dark: An example with ‘trauma’
  Educational Philosophy and Theory05 November 2019By Carl Mika
• Truth and self-knowledge
  Educational Philosophy and Theory05 November 2019By Michael A. Peters
• Towards a higher education: Contemplation, compassion, and the ethics of slowing down
  Educational Philosophy and Theory05 November 2019By Áine Mahon
• Against death. Longevity forever!
  Educational Philosophy and Theory05 November 2019By Michael A. Peters
• Response to Michael Peters
  Educational Philosophy and Theory05 November 2019By Jian Li
• Peter McLaren’s response to Michael Peters
  Educational Philosophy and Theory05 November 2019By Peter McLaren
• Gnosticism, progressivism and the (im)possibility of the ethical academy
  Educational Philosophy and Theory30 October 2019By Matthew Carlin
• Transgressing the hidden curriculum of unsustainability: towards a relational pedagogy of hope
  Educational Philosophy and Theory30 October 2019By Arjen EJ Wals
• Stiegler as a philosopher of education
  Educational Philosophy and Theory24 October 2019By Daniel Ross
• From ‘Dare to Think!’ to ‘How Dare You!’ and back again
  Educational Philosophy and Theory24 October 2019By Daniel Ross
• Countering post-truths through ecopedagogical literacies: Teaching to critically read ‘development’ and ‘sustainable development’
  Educational Philosophy and Theory23 October 2019By Greg William Misiaszek
• Climate change and education
  Educational Philosophy and Theory22 October 2019By Ruth Irwin
• Armageddon versus conservation—An East Asian response
  Educational Philosophy and Theory22 October 2019By Ruyu Hung
• Armageddon and pedagogy of terror
  Educational Philosophy and Theory22 October 2019By Morimichi Kato
• Critical consciousness against Armageddon: The end of capitalism vs. the end of time
  Educational Philosophy and Theory22 October 2019By Petar Jandrić
• The snake oil charms of positive psychology
  Educational Philosophy and Theory22 October 2019By Michael A. Peters
• Trump’s nationalism, ‘the end of globalism’, and ‘the age of patriotism’: ‘the future does not belong to globalists. The future belongs to patriots.’
  Educational Philosophy and Theory22 October 2019By Michael A. Peters
• Economics, ecology, and a new eco-social settlement informing education
  Educational Philosophy and Theory22 October 2019By Ruth Irwin
• The party is over?
  Educational Philosophy and Theory21 October 2019By Susanne Brighouse
• The last large blue butterfly (and individual flourishing)
  Educational Philosophy and Theory17 October 2019By Michael A. Peters
• Hell as education: From place to state of being? Hell, Hades, Tartarus, Gehinnom
  Educational Philosophy and Theory16 October 2019By Michael A. Peters
• The failure of liberalism and liberal education
  Educational Philosophy and Theory16 October 2019By Michael A. Peters
• Response from Aotearoa –
  Educational Philosophy and Theory16 October 2019By Gabriella Coxon-Brayne
• ‘It’s Complicated’: Neoliberal Schools versus Humanity
  Educational Philosophy and Theory15 October 2019By Liz Jackson
• Exploring the macro education policy design on vocational education system for new generation of migrant workers in China
  Educational Philosophy and Theory10 October 2019By Eryong Xue
• Work, Play and Language Learning: Some Implications for Curriculum Policy of Michael Oakeshott’s Philosophy of Education
  Educational Philosophy and Theory10 October 2019By Kevin Williams
• Stiegler as philosopher of education
  Educational Philosophy and Theory10 October 2019By Joff P. N. Bradley
• Are those whiffs of fascism that I smell? Living behind the orange curtain
  Educational Philosophy and Theory10 October 2019
• Go home, team America: The new paradox of western ‘democracy’ around the world
  Educational Philosophy and Theory29 September 2019By Liz Jackson
• How the media creates fear, from the USA and UK to Hong Kong
  Educational Philosophy and Theory24 September 2019
• A ratchetdemic reality pedagogy and/as cultural freedom in urban education
  Educational Philosophy and Theory24 September 2019By Christopher Emdin
• Virtue and the quiet art of scholarship: Reclaiming the university
  Educational Philosophy and Theory23 September 2019By Sophie Ward
• Michel Serres: Knowledge production and education
  Educational Philosophy and Theory23 September 2019By Marla Morris
• Critical philosophy of sport
  Educational Philosophy and Theory18 September 2019By Michael Peters
• Dreaming of ‘nowhere’: A co-autoethnographic exploration of Utopia-dystopia in the academy
  Educational Philosophy and Theory18 September 2019By Tricia M. Kress
• The crisis of international education
  Educational Philosophy and Theory18 September 2019By Michael A. Peters
• A critical philosophy of sport: Some applications
  Educational Philosophy and Theory17 September 2019By Andrew Gibbons
• Stiegler’s ecological thought: The politics of knowledge in the anthropocene
  Educational Philosophy and Theory15 September 2019By Mark Featherstone
• The problem of now: Bernard Stiegler and the student as consumer
  Educational Philosophy and Theory09 September 2019By Kristy Forrest
• Heidegger and Stiegler on failure and technology
  Educational Philosophy and Theory06 September 2019By Ruth Irwin
• Knowledge socialism: the rise of peer production – collegiality, collaboration, and collective intelligence
  Educational Philosophy and Theory28 August 2019By Michael A. Peters
• Alain Badiou’s Wittgenstein’s Antiphilosophy
  Educational Philosophy and Theory27 August 2019By Michael A. Peters
• The neoliberal toxic university: Beyond no is not enough and daring to dream a socially just alternative into existence
  Educational Philosophy and Theory26 August 2019By John Smyth
• Between hope and despair: Teacher education in the age of Trump
  Educational Philosophy and Theory23 August 2019By Carolyne Ali-Khan
• Anti-scientism, technoscience and philosophy of technology: Wittgenstein and Lyotard
  Educational Philosophy and Theory21 August 2019By Michael A. Peters
• Hope, political imagination, and agency in Marxism and beyond: Explicating the transformative worldview and ethico-ontoepistemology
  Educational Philosophy and Theory19 August 2019By Anna Stetsenko
• Revisiting Peirce’s account of scientific creativity to inform classroom practice
  Educational Philosophy and Theory19 August 2019By Joseph Paul Ferguson
• Evaluation systems and the pace of change – The example of Swedish higher education1
  Educational Philosophy and Theory19 August 2019By Christina Segerholm
• Situating decolonization: An Indigenous dilemma
  Educational Philosophy and Theory18 August 2019By Brian Martin
• The Armageddon Club: education for the future of humanity
  Educational Philosophy and Theory18 August 2019By Michael A Peters
• China’s making and governing of educational subjects as ‘talent’: A dialogue with Michel Foucault
  Educational Philosophy and Theory29 July 2019By Weili Zhao
• Anti-art, anti-philosophy, anti-psychiatry, anti-education
  Educational Philosophy and Theory29 July 2019By Michael A. Peters
• Investigating ‘collective individualism model of learning’: From Chinese context of classroom culture
  Educational Philosophy and Theory24 July 2019By Zhu Xudong
• Periodic table of human civilization process
  Educational Philosophy and Theory23 July 2019By Chuanqi He
• Protesting the identity of Hong Kong: The burdened virtues of contemporary ‘pretty’ nationalism
  Educational Philosophy and Theory07 July 2019
• A picture speaks a thousand words? Vision, visuality and authorization
  Educational Philosophy and Theory03 July 2019By Bernadette Baker
• Existential perspectives on education
  Educational Philosophy and Theory02 July 2019By Agnieszka Rumianowska
• The Kantian idea of hope – Bridging the gap between our imperfection and our duty to perfect ourselves
  Educational Philosophy and Theory25 June 2019By Katy Dineen
• What can we learn from Plato about intellectual character education?
  Educational Philosophy and Theory24 June 2019By Alkis Kotsonis
• Reading Derrida close reading Lemov close reading close reading
  Educational Philosophy and Theory23 June 2019By Jordan Corson
• Top-down education policy on the inclusion of ethnic minority population in China: A perspective of policy analysis
  Educational Philosophy and Theory20 June 2019By Eryong Xue
• Wiring the Global Brain
  Educational Philosophy and Theory16 June 2019By Michael A. Peters
• Rhythmic nootechnics: Stiegler, Whitehead, and noetic life
  Educational Philosophy and Theory12 June 2019By Conor Heaney
• Ecojustice education and communitarianism: Exploring the possibility for African eco-communitarianism
  Educational Philosophy and Theory12 June 2019By Frans Kruger
• ‘Questions concerning attention and Stiegler’s therapeutics’
  Educational Philosophy and Theory12 June 2019By Noel Fitzpatrick
• A Theory of Moral Education
  Educational Philosophy and Theory12 June 2019By Keira Hambrick
• The University Is the People
  Educational Philosophy and Theory05 June 2019
• Negen-u-topic becoming: On the reinvention of youth
  Educational Philosophy and Theory03 June 2019By Joff P. N. Bradley
• Participation, not paternalism: Moral education, normative competence and the child’s entry into the moral community
  Educational Philosophy and Theory29 May 2019By Christopher Joseph An
• Platform ontologies, the AI crisis and the ability to hack humans ‘An algorithm knows me better than I know myself’
  Educational Philosophy and Theory27 May 2019By Michael A. Peters
• Merleau-Ponty’s ‘wild Being’: Tangling with the entanglements of research with the very young
  Educational Philosophy and Theory27 May 2019By Sheena Elwick
• On the unrepresentability of affect in Lyotard’s work: Towards pedagogies of ineffability
  Educational Philosophy and Theory21 May 2019By Michalinos Zembylas
• Values in the mathematics classroom
  Educational Philosophy and Theory21 May 2019By Wajeeh Daher
• China’s belt and road initiative: Reshaping global higher education
  Educational Philosophy and Theory19 May 2019By Michael A. Peters
• Posthumanism, platform ontologies and the ‘wounds of modern subjectivity’
  Educational Philosophy and Theory13 May 2019By Michael A. Peters
• Educational methods and cognitive modes: Focusing on the difference between Bernard Stiegler and N. Katherine Hayles
  Educational Philosophy and Theory07 May 2019By Sunji Lee
• Beyond technological unemployment: the future of work
  Educational Philosophy and Theory07 May 2019By Michael A. Peters
• Locally grounded, universally binding: The benefit of incorporating traditional care ethics, East and West, into current moral education
  Educational Philosophy and Theory05 May 2019By Nimrod Aloni
• Faculty ethics in China: From a historical perspective
  Educational Philosophy and Theory02 May 2019By Jian Li
• Chinese Philosophy on Teaching and Learning: Xueji (學記) in the Twenty-First Century
  Educational Philosophy and Theory30 April 2019By Haifeng Zhu
• The university of the future: Stiegler after Derrida
  Educational Philosophy and Theory29 April 2019By Constance L. Mui
• Active learning as destituent potential: Agambenian philosophy of education and moderate steps towards the coming politics
  Educational Philosophy and Theory28 April 2019By Michael P. A. Murphy
• Childhood and education in Jean-François Lyotard’s philosophy
  Educational Philosophy and Theory28 April 2019By Emine Sarikartal
• Must children sit still? The dark biopolitics of mindfulness and yoga in education
  Educational Philosophy and Theory28 April 2019By Liz Jackson
• Two plus four dimensions of critical literacy
  Educational Philosophy and Theory25 April 2019By Cheu-jey George Lee
• In community with Ann Margaret Sharp: Childhood, philosophy and education
  Educational Philosophy and Theory25 April 2019By Jennifer Bleazby
• On the organology of utopia: Stiegler’s contribution to the philosophy of education
  Educational Philosophy and Theory25 April 2019By Joff P. N. Bradley
• Beyond high-stakes exam: A neo-Confucian educational programme and its contemporary implications
  Educational Philosophy and Theory25 April 2019By Charlene Tan
• Terrorism, trauma, tolerance: Bearing witness to white supremacist attack on Muslims in Christchurch, New Zealand
  Educational Philosophy and Theory22 April 2019By Tina Besley
• Politics of digital learning—Thinking education with Bernard Stiegler
  Educational Philosophy and Theory16 April 2019By Susanna Lindberg
• Roboethics in education and society
  Educational Philosophy and Theory14 April 2019
• Capitalism’s slavery
  Educational Philosophy and Theory14 April 2019By David Neilson
• Anarchist education and the paradox of pedagogical authority
  Educational Philosophy and Theory10 April 2019By Nathan Fretwell
• Digital socialism or knowledge capitalism?
  Educational Philosophy and Theory05 April 2019By Michael A. Peters
• Can creativity be taught?
  Educational Philosophy and Theory03 April 2019By Bruce Haynes
• What is in a child’s hand? Prosthesis in Bernard Stiegler: Some implications for a future philosophy of childhood
  Educational Philosophy and Theory03 April 2019By Anna Kouppanou
• New histories of capitalism: from delineation to critique
  Educational Philosophy and Theory03 April 2019By Michael A. Peters
• Ruyu Hung. Education between speech and writing: Crossing the boundaries of Dao and deconstruction (London: Routledge, 2018)
  Educational Philosophy and Theory01 April 2019By Ruyu Hung
• ‘But is it really research?’ mentoring students as theorists in the era of cybernetic capitalism
  Educational Philosophy and Theory25 March 2019By Liz Jackson
• Book review of Levinas and the philosophy of education [EPAT-Jan-2019-0021]
  Educational Philosophy and Theory25 March 2019By Leslie Smith Duss
• 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
  Educational Philosophy and Theory21 March 2019By George Lăzăroiu
• The council of Europe’s competences for democratic culture: Employing Badiou and Plato to move beyond tensions in the values it promotes
  Educational Philosophy and Theory20 March 2019By Michelle Tourbier
• Citizen science and ecological democracy in the global science regime: The need for openness and participation
  Educational Philosophy and Theory20 March 2019By Michael A. Peters
• Book Review of Andrew Culp. Dark Deleuze
  Educational Philosophy and Theory19 March 2019By Moneerah Alayar
• Education as a mode of existence: A Latourian inquiry into assessment validity in higher education
  Educational Philosophy and Theory06 March 2019By Jonathan Tummons
• Levinas, bureaucracy, and the ethics of school leadership
  Educational Philosophy and Theory04 March 2019By Andrew Pendola
• Aristotle’s conception of practical wisdom and what it means for moral education in schools
  Educational Philosophy and Theory04 March 2019By Atli Harðarson
• A reply to Peter Boghsonnian and James Lindsay’s, ‘What comes after postmodernism?’
  Educational Philosophy and Theory01 March 2019By Russell Webster
• A reply to Peter Boghsonnian and James Lindsay’s, ‘What comes after postmodernism?’
  Educational Philosophy and Theory01 March 2019By Russell Webster
• The ‘crooked timber’ of humanitarianism
  Educational Philosophy and Theory21 February 2019By Michael A. Peters
• Citizen science and post-normal science in a post-truth era: Democratising knowledge; socialising responsibility
  Educational Philosophy and Theory18 February 2019By Michael A. Peters
• Chinese ecological pedagogy: humanity, nature, and education in the modern world
  Educational Philosophy and Theory03 February 2019By Ruyu Hung
• Back from the Brink, a new humanities? An interview with Brian Opie
  Educational Philosophy and Theory31 January 2019By Michael A. Peters
• Diffracting diffractive readings of texts as methodology: Some propositions
  Educational Philosophy and Theory31 January 2019By Karin Murris
• Talents and distributive justice: An interview with Hillel Steiner
  Educational Philosophy and Theory30 January 2019By Mitja Sardoc
• Book Review: Becoming-Teacher
  Educational Philosophy and Theory20 January 2019By Jennifer Charteris
• Re-imagining active learning: Delving into darkness
  Educational Philosophy and Theory17 January 2019By Gloria Dall’Alba
• Tertiary institutions and human rights obligations
  Educational Philosophy and Theory16 January 2019By Kris Gledhill
• From intimidation to love: Taoist philosophy and love-based environmental education
  Educational Philosophy and Theory15 January 2019By Fan Yang
• Cheng (誠) as ecological self-understanding: Realistic or impossible?
  Educational Philosophy and Theory15 January 2019By Bin Wu
• Transition as a displacement from more fundamental system concerns: Distinguishing four different meanings of transition in education
  Educational Philosophy and Theory13 January 2019By Paul Downes
• Anthropocosmic vision, time, and nature: Reconnecting humanity and nature
  Educational Philosophy and Theory11 January 2019By Hongyan Chen
• Wuwei, self-organization, and classroom dynamics
  Educational Philosophy and Theory11 January 2019By Hongyu Wang
• Two conflicting visions of education and their consilience
  Educational Philosophy and Theory09 January 2019By Chris Duncan
• Diversifying philosophy: The art of non-domination
  Educational Philosophy and Theory08 January 2019By Monika Kirloskar-Steinbach
• Why is a live chicken banned from the kindergarten? Two lessons learned from teaching posthuman pedagogy to university students
  Educational Philosophy and Theory06 January 2019By Marleena Mustola
• Deleuze’s rhizomatic analysis of Foucault: Resources for a new sociology?
  Educational Philosophy and Theory06 January 2019By Michael A. Peters
• Wittgenstein and the ethics of suicide. Homosexuality and Jewish self-hatred in fin de siècle Vienna
  Educational Philosophy and Theory01 January 2019By Michael Peters
• Ancient centers of higher learning: A bias in the comparative history of the university?
  Educational Philosophy and Theory01 January 2019By Michael A. Peters
• Posthumanism, open ontologies and bio-digital becoming: Response to Luciano Floridi’s Onlife Manifesto
  Educational Philosophy and Theory01 January 2019By Michael A. Peters
• School bullying and bare life: Challenging the state of exception
  Educational Philosophy and Theory23 December 2018By Paul Horton
• Educational ills and the (im)possibility of Utopia
  Educational Philosophy and Theory23 December 2018By Joff P. N. Bradley
• Smart screens and transformative ways of looking: Towards a therapeutics of desire
  Educational Philosophy and Theory27 November 2018By Anna Kouppanou
• Trade wars, technology transfer, and the future Chinese techno-state
  Educational Philosophy and Theory25 November 2018By Michael A. Peters
• Nietzsche (as) educator
  Educational Philosophy and Theory25 November 2018By Babette Babich
• What new sensibility, configuration or ‘dominant’ logic now for educational theory?
  Educational Philosophy and Theory25 November 2018By Patti Lather
• Multidimensional thinking in a digimodernist world
  Educational Philosophy and Theory25 November 2018By Chi-Ming Lam
• After postmodernism: A dialogical paradigm
  Educational Philosophy and Theory25 November 2018By Cheu-jey Lee
• The spectral educationist
  Educational Philosophy and Theory25 November 2018By Chris Peers
• The age of the educational philosophy of shared doctrine
  Educational Philosophy and Theory25 November 2018By Chi-Ying Chien
• After postmodernism: Working woke in the neoliberal era
  Educational Philosophy and Theory25 November 2018By D. Edward Boucher
• Education towards a new modernity
  Educational Philosophy and Theory25 November 2018By Christoph Teschers
• The Postmodern Baby? Language-Historical Realism
  Educational Philosophy and Theory25 November 2018By Russell Hvolbek
• Nietzsche and Heidegger: PoPoMo philosophers avant la lettre
  Educational Philosophy and Theory25 November 2018By Charles C. Verharen
• Wild and small
  Educational Philosophy and Theory25 November 2018By Charles Tocci
• A transcending a single reality
  Educational Philosophy and Theory25 November 2018By Paul Gibbs
• Albert Camus and the lifecycle of postmodernism
  Educational Philosophy and Theory25 November 2018By Aidan Hobson
• Dialogue in critical times
  Educational Philosophy and Theory25 November 2018By Alan Cottey
• Playing with come: a perverse response
  Educational Philosophy and Theory25 November 2018By Adam J. Greteman
• The University after postmodernism: An ecological approach
  Educational Philosophy and Theory25 November 2018By Ronald Barnett
• After postmodernism in educational theory? A collective writing experiment and thought survey
  Educational Philosophy and Theory25 November 2018By Michael A. Peters
• Education in virtual age
  Educational Philosophy and Theory25 November 2018By Asiye Toker Gokce
• Thoughts about becoming a desired memory
  Educational Philosophy and Theory25 November 2018By P. Taylor Webb
• Are we asking the right question? The problem with ‘afters’
  Educational Philosophy and Theory25 November 2018By Richard Edwards
• Subject and justice: Žižek and Tiantai Buddhism
  Educational Philosophy and Theory25 November 2018By Sevket Benhur Oral
• Studying postmodernism
  Educational Philosophy and Theory25 November 2018By Tyson E. Lewis
• Disruption of the individual’s relationship with the state as a problem of collective intelligence
  Educational Philosophy and Theory25 November 2018By Richard Heraud
• Postmodernism in education: Blessing or curse?
  Educational Philosophy and Theory25 November 2018By Terence Lovat
• Back to praxis—On reviving the commitment to the transformation of educational reality in practice
  Educational Philosophy and Theory25 November 2018By Boaz Tsabar
• What comes after postmodernism? Going fishing
  Educational Philosophy and Theory25 November 2018By Barbara J. Thayer-Bacon
• Earth comes after postmodernism
  Educational Philosophy and Theory25 November 2018By Clarence W. Joldersma
• Modern, postmodern, amodern
  Educational Philosophy and Theory25 November 2018By William P. Fisher
• The ascendance of postmodernism in the educational sphere
  Educational Philosophy and Theory25 November 2018By Ramona Mihăilă
• Fiction and learning realities after postmodernism
  Educational Philosophy and Theory25 November 2018By Viktor Johansson
• Beyond Mo and PoMo: trans-education for living well in a sustainable world
  Educational Philosophy and Theory25 November 2018By Marina García-Carmona
• Realism after postmodernism
  Educational Philosophy and Theory25 November 2018By Brian D. Haig
• The return of the untimely: Renaming strange time
  Educational Philosophy and Theory25 November 2018By Zofia Zaliwska
• Postmodernism, science education and the slippery slope to the epistemic crisis
  Educational Philosophy and Theory25 November 2018By Renia Gasparatou
• The philosophical consciousness of the interconnected universe
  Educational Philosophy and Theory25 November 2018By Xu Di
• If pragmatism ever arrives
  Educational Philosophy and Theory25 November 2018By Jim Garrison
• Before, now and after
  Educational Philosophy and Theory25 November 2018By Marianna Papastephanou
• Nostalgia and shrinkage: Philosophy and culture under post-postmodern conditions
  Educational Philosophy and Theory25 November 2018By Peter Strandbrink
• What comes after postmodernism?
  Educational Philosophy and Theory25 November 2018By Peter Pericles Trifonas
• The need for Po-Mo in educational theory is greater than ever
  Educational Philosophy and Theory25 November 2018By Marilyn Fleer
• Tolls
  Educational Philosophy and Theory25 November 2018By Maria O’Connor
• The waning of postmodernism and the return of (a materialist) History
  Educational Philosophy and Theory25 November 2018By Jesse Bazzul
• After postmodernism, technologism
  Educational Philosophy and Theory25 November 2018By Raya A. Jones
• Living and thinking the event
  Educational Philosophy and Theory25 November 2018By Maria Tamboukou
• Peter Boghossian—What comes after postmodernism?
  Educational Philosophy and Theory25 November 2018By Peter Boghossian
• Identity performativity and precarity
  Educational Philosophy and Theory25 November 2018By Jenna Nelson
• The nuances of posthumanism
  Educational Philosophy and Theory25 November 2018By Jennifer Charteris
• After postmodernism in educational theory?
  Educational Philosophy and Theory25 November 2018By Jan Jagodzinski
• A philosophy not of paper (y Buen Vivir)
  Educational Philosophy and Theory25 November 2018By Jasmine Brooke Ulmer
• What comes after postmodernism?—Material making, creative production and artistic figuration as ways to re-organize pedagogical culture
  Educational Philosophy and Theory25 November 2018By Rikke Platz Cortsen
• Had enough of experts?
  Educational Philosophy and Theory25 November 2018By Michael Gallagher
• Interpretative judgements and educational assessment
  Educational Philosophy and Theory25 November 2018By Patrick Aidan Williams
• Elephants and riders in the postmodern era
  Educational Philosophy and Theory25 November 2018By Stephanie Chitpin
• Educational theory the day after postmodernism
  Educational Philosophy and Theory25 November 2018By Anna Kouppanou
• ‘Neo’ is not enough: Theorizing and educating in a time of total renegotiation
  Educational Philosophy and Theory25 November 2018By Sean Blenkinsop
• The potential of Spinoza’s not-yet for educational theory
  Educational Philosophy and Theory25 November 2018By Margaret Walshaw
• On the problematique of decolonisation as a post-colonial endeavour
  Educational Philosophy and Theory25 November 2018By Nuraan Davids
• Bringing space to the fore: Beyond postmodernism to interrogating fundamental malleable spatial preconditions for language and experience
  Educational Philosophy and Theory25 November 2018By Paul Downes
• Modernity, postmodernity, hypermodernity and the ever uncertain (educational) future
  Educational Philosophy and Theory25 November 2018By Manuel Ferraz-Lorenzo
• Poststructuralism, postmodernism or deconstruction? The future of metaphysics, philosophy and thinking in the field of education
  Educational Philosophy and Theory25 November 2018By Nick Peim
• Practical reason and a dialogical attitude after postmodernity
  Educational Philosophy and Theory25 November 2018By Ignacio Serrano del Pozo
• Anthropocene’s time
  Educational Philosophy and Theory25 November 2018By Margaret Somerville
• Postmodernism—know thyself
  Educational Philosophy and Theory25 November 2018By Nigel Tubbs
• Isn’t it ironic? No, it’s not: Postmodernism’s coincidental skepticism
  Educational Philosophy and Theory25 November 2018By Dustin Hellberg
• Mourning postmodernism in educational theory
  Educational Philosophy and Theory25 November 2018By Michalinos Zembylas
• The ‘post-post-modern’ era
  Educational Philosophy and Theory25 November 2018By Luke Strongman
• Spectral post(s)
  Educational Philosophy and Theory25 November 2018By Nesta Devine
• At the wake, or the return of metaphysics
  Educational Philosophy and Theory25 November 2018By Johan Dahlbeck
• Comparativism
  Educational Philosophy and Theory25 November 2018By Jean Pierre Elonga Mboyo
• Postmodern as secularization in philosophy of education
  Educational Philosophy and Theory25 November 2018By Leena Kakkori
• Beauty’s radical
  Educational Philosophy and Theory25 November 2018By Maya Pindyck
• Education [After Ēdūcō]
  Educational Philosophy and Theory25 November 2018By Mark Jackson
• After postmodernism: retuning to the real
  Educational Philosophy and Theory25 November 2018By Michael Bonnett
• A (re)turn to realism(s)
  Educational Philosophy and Theory25 November 2018By Lesley Le Grange
• We have never been postmodern
  Educational Philosophy and Theory25 November 2018By Iain Thomson
• Toward high entropy
  Educational Philosophy and Theory25 November 2018By Leander Penaso Marquez
• Modernity is back
  Educational Philosophy and Theory25 November 2018By Kristof K. P. Vanhoutte
• After postmodernism: meaning of life and education
  Educational Philosophy and Theory25 November 2018By Iddo Landau
• The legacy of postmodernism in educational theory
  Educational Philosophy and Theory25 November 2018By Mark Murphy
• Out with the old, in with the digital
  Educational Philosophy and Theory25 November 2018By Matthew Metzgar
• Post-postmodernism: a call to optimism
  Educational Philosophy and Theory25 November 2018By Laura D’Olimpio
• The era after postmodernism – time to retrospect humanism
  Educational Philosophy and Theory25 November 2018By Hongyun Wu

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