- Theories of justice underpinning equity in education for refugee and asylum-seeking youth in the U.S.: considering Rawls, Sandel, and Sen
- Why is ethics important in history education? A dialogue between the various ways of understanding the relationship between ethics and historical consciousness
- Anthropocentric tendencies in environmental education: a critical discourse analysis of nature-based learning
- The future of ethics and education: philosophy in a time of existential crises
- What lies within Gert Biesta’s going beyond learning?
- On the idea of intrinsic human worth
- Visiting exemplars. An Arendtian exploration of educational judgement
- Spinoza’s Ethics of ratio: discovering and applying a spinozan model of human nature
- Politics as a model of pedagogy in Spinoza
- Singularity, similarity, and exemplarity in Spinoza’s philosophy
- Moral exemplars in education: a liberal account
- Arendt’s Krisis
- The moral fallibility of Spinoza’s exemplars: exploring the educational value of imperfect models of human behavior
- Introduction: the role of the exemplar in Arendt and Spinoza: insights for moral exemplarism and moral education
- Between horror and boredom: fairy tales and moral education
- Paths to flourishing: ancient models of the exemplary life
- New Public Management (NPM) in the Iranian higher education; a moral analysis
- Meeting with the ‘Unfamiliar Other’ in multimodal education
- Ethics education in teacher preparation: a case for stakeholder responsibility
- Childhood, education and distribuendum gaps
- Towards an immanent ontology of teaching Leonard Bernstein as a case-study
- Against technology-mediated personalized learning: resources from John William Miller and Henry Bugbee to support parental resistance
- (Un)happiness and social justice education: ethical, political and pedagogic lessons
- Post-critical pedagogy as poetic practice: combining affirmative and critical vocabularies
- Intercultural education and everyday life: suggestions from Michel de Certeau
- An edifying philosophy of education? Starting a conversation between Rorty and post-critical pedagogy
- Symposium introduction vocabularies of hope in place of vocabularies of critique: can rorty help us to redescribe (philosophy of) education?
- Understanding cheating behaviours: proactive and reactive intentions
- Hope and education beyond critique. Towards pedagogy with a lower case ‘p’
- Rorty, post-critical pedagogy and hope: a response
- Does Turnitin support the development of international students’ academic integrity?
- Does neo-Aristotelian character education maintain the educational status quo? Lessons from the 19th-Century Bildung tradition
- Academic friendship in dark times