- Is (it) time to leave eternity behind? Rethinking Bildung’s implicit temporality
- The unproductiveness of political conflict in education: A Nussbaumian alternative to agonistic citizenship education
- The Kantian origins of Sergei Rubinstein’s theory of moral improvement
- Kant on education and improvement: Themes and problems
- Towards a Kantian theory of philosophical education and wisdom: With the help of Hannah Arendt
- Die Überkinder: Nietzsche and Greta Thunberg, children and philosophy
- Shadow students in Georgia: A Kantian condemnation
- Reconsidering time in schools: an everyday aesthetics perspective
- Kant, casuistry and casuistical questions
- Response to commentators on Wim Wenders’s Road Movie Philosophy: Education Without Learning
- Science denial, post‐truth and our new dark age: Lee McIntyre interviewed by Richard Marshall
- Kantian moral education for the future of humanity: The climate change challenge
- On trying too hard: A Kantian interpretation of misguided moral striving
- Kant on thinking for oneself and with others—the ethical a priori, openness and diversity
- Sociability and education in Kant and Hessen
- The hermeneutic straightaway
- Something sacred to our culture: René Arcilla’s liberal education
- Kant’s doctrine of education and the problem of artificial intelligence
- Batteux, Kant and Schiller on fine art and moral education
- Kant on wonder as the motive to learn
- Après le déluge: Teaching and learning in the age of COVID
- Getting the grain: The teaching of two poems reconsidered
- Seeing the appearing world: René Arcilla’s pedagogy of availability
- ‘Somewhere without language’: Reflections on a road movie education
- Liberal‐arts learning between school and the road
- Liberal education, beautiful knowledge and René V. Arcilla’s Wim Wenders’s Road Movie Philosophy
- Schools as social spaces: Towards an Arendtian consideration of multicultural education
- A kind of road: The eye and the gaze in Wim Wenders’s Paris, Texas
- Human nature, reason and morality
- Discipline and the cultivation of autonomy in Immanuel Kant and Maria Montessori
- Kant on revolution as a sign of moral progress
- A Kantian approach to education for moral sensitivity
- Iconoclasm, monuments, art: Stacy Boldrick interviewed by Lily Jean
- In memoriam: The who, how, where and when of statues
- Ways of seeing: Materiality and grace in Wim Wenders’s Road Movie Philosophy by René Arcilla
- Literature unbound: William Desmond’s metaxu and the opening of literary hermeneutics
- Voices of the establishment or of cultural subversion? The Western canon in the curriculum
- ‘Look on my works ye mighty…’: Iconoclasm, education and the fate of statues
- Curating the forensic gaze in traumatic memorial sites: Recalibrating the sense of materiality in Santiago’s Londres‐38
- Monuments and monsters: Education, cultural heritage and sites of conscience
- ‘Please don’t destroy until it’s completely destroyed’: Arts of education towards democracy
- Thinking and learning in the philosophy of Gilles Deleuze
- Conflict and moral change: LGBTQ+ rights education, religion and renegotiation
- Colonial monuments as slurring speech acts
- Human kinds in education: An outline of a two‐pronged research project
- Learned ignorance: Opposing the scientificising hegemony through Santos, Pope and Hamilton
- Personalised education as a school community of friendship
- Why adequacy isn’t enough: Educational justice, positional goods and class power
- The class as a creation machine: Teaching for, with and within transversality
- The prominent role of education in the Platonic account of imperfect political systems
- Between vulnerability and resilience: A contextualist picture of protective epistemic character traits
- Exploring mindfulness in/as education from a Heideggerian perspective
- For an education with no hope
- Cardinal virtue habituation as liberal citizenship education
- Explicating and framing Dewantara’s conduct pragmatism as a pragmatist philosophy of education
- Monumental changes: The civic harm argument for the removal of confederate monuments
- Education as a common good from the capability approach
- On facing one’s students: The relevance of Emmanuel Levinas on teaching in times of Covid‐19
- Enacting small justices: Education, place and subjectivity in the Anthropocene
- Unprepared humanities: A pedagogy (forced) online
- Intrinsic value and educational value
- Embedded rationality and the contextualisation of critical thinking
- Trust Between Teacher and Student in Academic Education at School
- The flourishing child
- The Fantastic school: Catherine Malabou and an Ontological Basis in Defence of the School
- What is an appropriate educational response to controversial historical monuments?
- Introduction to the Suite: Political Education for Human Transformation
- Film as Moral Education
- The Gender Wars, Academic Freedom and Education
- On the Role of Knowledge in Critical Thinking – Using Student Essay Responses to Bring Empirical Fuel to the Debate between ‘Generalists’ and ‘Specifists’
- Undoing Whiteness: A Political Education of One’s Experience
- Cardinal Virtue Habituation as Liberal Citizenship Education
- Why Adequacy Isn’t Enough: Educational Justice, Positional Goods and Class Power
- Mori Akira’s Education for Self‐Awareness: Lessons from the Kyoto School for Mindful Education
- Mori Akira’s Education for Self‐Awareness: Lessons from the Kyoto School for Mindful Education
- Author’s Preface and Acknowledgements
- Chapter 9 On Concepts: The General and the Particular
- Chapter 8 The ‘Layer‐Cake’ versus ‘Transformative’ Conceptions of Human Mindedness
- Chapter 6 Mind‐Dependent Views of Knowledge
- Chapter 7 A Disappearing World
- Chapter 10 Situated and Sensitive Agents
- Chapter 5 Methodologies and Standpoints
- Chapter 11 Contrasting Readings of Kant
- Chapter 10: Situated and Sensitive Agents
- Chapter 5: Methodologies and Standpoints
- Chapter 11: Contrasting Readings of Kant
- Chapter 9: On Concepts: The General and the Particular
- Chapter 8: The ‘Layer‐Cake’ versus ‘Transformative’ Conceptions of Human Mindedness
- Chapter 7: A Disappearing World
- Chapter 6: Mind‐Dependent Views of Knowledge
- Chapter 4 Naturalisms, Materialisms and the Ideal World
- Chapter 2 Dualisms, Distinctions and Unity
- Chapter 3 Kant as a Revolutionary
- The Promise of Bildung—or ‘a World of One’s Own’
- The Promise of Bildung—or ‘a World of One’s Own’
- The Promise of Bildung—or ‘a World of One’s Own’
- Chapter 1 Empiricism and Dualisms
- Interpreting Kant in Education: Dissolving Dualisms and Embodying Mind – Introduction
- Hegel and Niethammer on the Educational Practice in Civil Society
- Rethinking Nature and Nurture in Education
- Schools as Factories: The Limits of a Metaphor
- The Research Community Philosophy and History of the Discipline of Education: A Retrospect of Collaborative Research over Two Decades. Continued—Part Two
- Considering Epistemic Violence, Scarcity and Student Voice in Relation to Educational Goods
- Curiosity and Acquaintance: Ways of Knowing
- Out of Love for Any Thing? A Response to Vlieghe and Zamojski on Some Pedagogical Problems with an Object‐Oriented ‘Educational Love’
- Learning from MacIntyre about Learning: Finding Room for a Second‐Person Perspective?
- Monuments after Empire? The Educational Value of Imperial Statues
- Educational Goods Reconsidered: A Response
- Deciding for Others
- Intellectual Doping and Pharmaceutical Cognitive Enhancement in Education: Some Ethical Questions
- Educational Goods and the Ethical Dimensions of Educational Policy and Practice
- On Extending the Educational Goods Framework
- Two Worries about Educational Goods
- Section 2 Self‐directed Multidisciplinary Learning and Anti‐Consumerism Education
- Section 5 Indigenous Land‐based, Forest School and Place‐based Education
- Section 3 Philosophical Registers for Addressing Environmental Crises
- Section 4 Rethinking Environmental Education: Emancipation, Subjectification and Civic Education
- Section 6 Aesthetic Reflections on Environmental Devastation: Seeing Things Clearly During the Climate Crisis
- Discerning Hope: Intra‐Actions of a Philosophy for Children Workshop and the Eco‐Socially Just Potential of Practising Hope
- Section 1 Environmental Sustainability Education in Teacher Education and Policy
- Educational Goods: Values, Evidence, and Decision‐Making—A Summary
- The Unproductiveness of Political Conflict in Education: A Nussbaumian Alternative to Agonistic Citizenship Education
- Considering Epistemic Violence, Scarcity and Student Voice in Relation to ‘Educational Goods’
- What Might Sustain the Activism of This Moment? Dismantling White Supremacy, One Monument at a Time
- Environmental Education and Children’s Agency at the Time of the Anthropocene
- Philosophical Walks as Place‐Based Environmental Education
- Finding Soil in an Age of Climate Trouble: Designing a New Compass for Education with Arendt and Latour
- Education for Self‐Forgiveness as a Part of Education for Forgiveness
- Rethinking Environmental Education with the Help of Indigenous Ways of Knowing and Traditional Ecological Knowledge
- The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach
- Are Students Becoming Consumerist Learners?
- Land, Language and Listening: The Transformations That Can Flow from Acknowledging Indigenous Land
- Regulating Academic Pressure: From Fast to Slow
- School Outdoors: The Pursuit of Happiness as an Educational Goal
- Slowness as a Virtue
- A Pedagogy of Things
- Feats of Strength for Weak Utopianism: Giorgio Agamben, Educational Potentiality and the Studious Spatiality of the Active Learning Classroom
- An Aristotelian Defence of Affirmative Action: Alasdair MacIntyre, Sandra Day O’Connor and Grutter v. Bollinger
- Problematising ‘Transformative’ Environmental Education in a Climate Crisis
- Response and Responsibility: Rethinking Accountability in Education
- What is an Educational Good? Theorising Education as Degrowth
- Kant’s Moral Catechism Revisited
- Researching Environmental and Sustainability Education Policy: Slumbers and Awakenings
- Is (It) Time to Leave Eternity Behind? Rethinking Bildung’s Implicit Temporality
- On the (Re)presentation of Educational Research Through the Medium of the Creative Arts
- Seeing Trees: Investigating Poetics of Place‐Based, Aesthetic Environmental Education with Heidegger and Wittgenstein
- American Philosophy, Translation and the Time of the Pandemic: A Rejoinder to Ruth Heilbronn and Adrian Skilbeck
- Sustaining What is Valuable: Contours of an Educational Language About Values
- Exhausted: Education and the Response to the Planetary Crisis
- Non‐Human Animals and Educational Policy: Philosophical Post‐humanism, Critical Pedagogy, and Ecopedagogy1
- The Cruel Optimism of Transformative Environmental Education
- Creating Aesthetic Encounters of the World, or Teaching in the Presence of Climate Sorrow
- Transactive Teaching in a Time of Climate Crisis
- A Discussion of Critical Issues in Environmental Education: An Interview with Dianne Saxe
- The Class as a Creation Machine: Teaching for, with and within Transversality
- ‘Emplaced Transcendence’ as Ecologising Education in Michael Bonnett’s Environmental Philosophy
- ‘Emplaced Transcendence’ as Ecologising Education in Michael Bonnett’s Environmental Philosophy
- ‘A thin net over an abyss’: Greta Thunberg and the Importance of Words in Addressing the Climate Crisis
- ‘Mother‐trees’ and Teachers: Connecting My Daughter’s Environmental Education with Diana Beresford‐Kroeger’s Enduring Wisdom
- ‘Mother‐trees’ and Teachers: Connecting My Daughter’s Environmental Education with Diana Beresford‐Kroeger’s Enduring Wisdom
- Beauty in the Darkness: Aesthetic Education in the Ecological Crisis
- Nietzsche, Eternal Recurrence and Education: The Role of the Great Cultivating Thought in the Art of Self‐Cultivation (Bildung)
- What Ought to Be Done to Promote Education for Sustainability in Teacher Education?
- A Critical Reflection on Environmental Education During the COVID‐19 Pandemic
- Emerging Praxis of Environmental and Sustainability Education in Teacher Education in Canada
- The Climate Emergency and the Transformed School
- Environmental Ethics and Ontologies: Humanist or Posthumanist? The Case for Constrained Pluralism
- Agency and Sovereignty: Georges Bataille’s Anti‐Humanist Conception of Child
- Agency and Sovereignty: Georges Bataille’s Anti‐Humanist Conception of Child
- For an Education with No Hope
- The Care of Our Hybrid Selves: Towards a Concept of Bildung For Digital Times
- Dōgen’s Time and the Flow of Otiosity—Exiting the Educational Rat Race
- Heidegger’s Theory of Truth and its Importance for the Quality of Qualitative Research
- The Research Community Philosophy and History of the Discipline of Education: A Retrospect of Collaborative Research over Two Decades
- Philosophic Method and Educational Issues: The Legacy of Richard Peters
- The Path Not Taken
- Peters Redux: The Motivational Power of Inherently Valuable Learning
- Rush Rhees on Education
- Recollecting R.S. Peters: Four Essays and a Supplement
- Unsettling Knowledge: Irony and Education
- Writing Up and Down: The Language of Educational Research
- The Research Community Philosophy and History of the Discipline of Education. A Retrospect of Collaborative Research over Two Decades
- Anxieties of Democracy and Education: Naoko Saito’s American Philosophy in Translation
- Why Publish?
- Good Faith and Trustworthiness in University Governance
- Turtles All the Way Down: Academic Writing as Formalism
- An Information Reformation? Research Expertise in a Populist Context
- Is Inquiry Learning Unjust? Cognitive Load Theory and the Democratic Ends of Education
- Private Schools and Queue‐jumping: A reply to White
- Heidegger, Technology and Education
- Teaching and Learning: Epistemic, Metaphysical and Ethical Dimensions—Introduction
- How Young Children Learn from Others
- Honing Practical Judgement
- Educating for Intellectual Humility and Conviction
- Practical Knowledge and Habits of Mind
- Human Life, Rationality and Education
- Show and Tell: Demonstration as Practical Testimony
- Teaching, Telling and Technology
- Lines of Testimony
- The Case of M and D in Context: Iris Murdoch, Stanley Cavell and Moral Teaching and Learning
- Teaching, Freedom and the Human Individual
- Cognitive Goods, Open Futures and the Epistemology of Education
- What is an Academic Judgement?
- Poetics of the Encyclopaedia: Knowledge, Pedagogy and Research Today
- Heidegger’s Theory of Truth and its Importance for Quality of Qualitative Research
- Paternalism, Authority and Compulsory Schooling in Social Anarchist Educational Thought
- Whose Ethics? Toward Clarifying Ethics in Mathematics Education Research
- A Problem for Cognitive Load Theory—the Distinctively Human Life‐form
- Dōgen’s Time and the Flow of Otiosity—Exiting the Educational Rat Race
- Teaching Rationality—Sustained Shared Thinking as a Means for Learning to Navigate the Space of Reasons
- Non‐violencing: Imagining Non‐violence Pedagogy with Laozi and Deleuze
- Authentic Encountering of Others and Learning through Media‐Based Public Discussion: A Phenomenological Analysis
- Goldman and Siegel on the Epistemic Aims of Education
- Close Engagements of a Collegial Kind: An Introduction
- On Not Sparing Others the Trouble of Thinking: Wittgenstein and Education
- The Moral Contract, Sympathy and Becoming Human: A Response to Michael Hand’s A Theory of Moral Education
- Teaching and Learning with Wittgenstein and Turing: Sailing the Seas of Social Media
- Semiotics and Transitionalist Pragmatism
- Does a Theory of Moral Education Need the Input of Empirical Research?
- Sympathy, Social Stability and Those Left Out: Querying A Theory of Moral Education
- In Defence of Rational Moral Education: Replies to Aldridge, de Ruyter and Tillson
- Language Games in the Ivory Tower: Comparing the Philosophical Investigations with Hermann Hesse’s The Glass Bead Game
- Dewey in Transition: Towards a Pragmatist Ethics of Recognition in Schools
- Losing Our Way: Pragmatism, Perfectionism and Education as Anxiety
- Schematic Enough to be Safe from Kidnappers: The Semiotics of Charles Peirce as Transitionalist Pragmatism
- Wittgenstein: Spiritual Practices
- A Pedagogic Reading of Wittgenstein’s Life and Later Works
- Transition, Action and Education: Redirecting Pragmatist Philosophy of Education
- Growing Roots and Becoming Interested: Teaching about the World through Exemplarity
- Education, Illusions and Valuable Fictions
- Introduction: Love and Desire in Education
- ‘How Well He’s Read, To Reason Against Reading’: Language, Eros and Education in Shakespeare’s Love’s Labour’s Lost
- The Virtues of Unfulfilment: Rethinking Eros and Education in Plato’s Symposium
- Education’s Love Triangle
- Languages of Love: The Formative Power of Religious Language
- Out of Love for Some‐Thing: An Ontological Exploration of the Roots of Teaching with Arendt, Badiou and Scheler
- Pragmatic Standards versus Saturated Phenomenon: Cultivating a Love of Learning
- J.M. Coetzee, Eros and Education
- ‘How Can We Know the Dancer from the Dance?’ Personal Concern and Sexual Desire in the Educational Relationship
- Children, Self‐knowledge and Cultural Reproduction
- Bildung: Liberal Education and its Devout Origins
- Paideia and the Search for Freedom in the Educational Formation of the Public of Today
- The Struggle to Love. Pedagogical Eros and the Gift of Transformation
- Polanyian Educational Dimensions of Mill’s Mental Crisis
- Kindred Spirits—Learning to Love Nature the Posthuman Way
- Educational Justice and the Value of Knowledge
- Struggling Teachers and the Recognition of Effective Practice
- Caught in the Middle: Arendt, Childhood and Responsibility
- Education as Transformation: Formalism, Moralism and the Substantivist Alternative
- Gentle Riffs and Noises Off: Research Supervision Under the Spotlight
- Solitude and Self‐Realisation in Education
- Wisdom and Care as the Two Faces of Educational Action
- Sustaining Hegemony: Educational Use of Photographs Representing Human Distress
- Disaggregating the Creationist Challenge to Liberal Neutrality
- The Affective Base of Judgement in Creativity and Innovation and its Implications for Education
- Teaching Controversial Issues: A Pragmatic View of the Criterion Debate
- Levinas, Ethics and the People: A reply to Soyoung Lee and Paul Standish
- Learning to Rest: A Pieperian Approach to Leisure in Education
- Positing Alterity, Positing Metaphysics: A Short Note on Alistair Miller on Levinas
- Is Freire Incoherent? Reconciling Directiveness and Dialogue in Freirean Pedagogy
- In the Absence of Adults: Generations and Formation in Hunt for the Wilderpeople
- Socrates’ Erotic Educational Methods
- ‘Neath the Moth‐Eaten Rag: Do Artefacts Play a Special Role for Historical Knowledge?
- Mindfulness In, As and Of Education: Three Roles of Mindfulness in Education
- Positive Ignorance: Unknowing as a Tool for Education and Educational Research
- Rethinking the Concept of Mindfulness: A Neo‐Confucian Approach
- Ghosts in the Curriculum—Reframing Concepts as Multiplicities
- The Issue of ‘Radical Otherness’ in Contemporary Theories of Democracy and Citizenship Education
- Educational Equality: A Politico‐Temporal Approach
- Education for Democratic Tolerance, Respect and the Limits of Political Liberalism
- Elizabeth Anderson interviewed by John White
- Pedagogical Reform in Indian School Education: Examining the Child‐centred Approach
- The Teaching Excellence Framework, Epistemic Insensibility and the Question of Purpose
- Thinking in Nearness: Seven Steps on the Way to a Heideggerian Approach to Education
- Overcoming Transhumanism: Education or Enhancement Towards the Overhuman?
- Diving for Pearls. Thoughts on Pedagogical Practice and Theory
- You Are Not Like Us: On Teacher Exclusion, Imagination and Disrupting Perception
- ‘Ethics is an Optics’: Ethical Practicality and the Exposure of Teaching
- The Significance of Myth for Environmental Education
- Kant versus the Managers: Historical Reconstruction and the Modern University
- On Peer Review as the ‘Gold Standard’ in Measuring Research Excellence: From Secrecy to Openness?
- The Very Idea of an Educated Public: On Philosophical Education and MacIntyre’s Project
- The Art of Writing in the Republic of Philosophy
- The Ethics of Belief in Student Ability
- Citizenship Education through the Pragmatist Lens of Habit
- The Formative Value of a Room of One’s Own and its Use in a Hyperconnected World
- Curiosity, Wonder and Museum Education
- What’s Lacking in Online Learning? Dreyfus, Merleau‐Ponty and Bodily Affective Understanding
- Potentially Argumentative Teaching Strategies—And How To Empower Them
- What’s Lacking in Online Learning? Dreyfus, Merleau‐Ponty and Bodily Affective Understanding
- Teaching as an Immortality Project: Positing Weakness in Response to Terror
- The Temptation of Pedagogy: Levinas’s Educational Thought from His Philosophical and Confessional Writings
- Peirce and Aesthetic Education
- Devil, Deceiver, Dupe: Constructing John Dewey from the Right
- Iris Murdoch’s Critique of Three Dualisms in Moral Education
- John Dewey’s Democracy and Education 100 Years On
- Experience is Not The Whole Story: The Integral Role of the Situation in Dewey’s Democracy and Education
- ‘To Be Is To Respond’: Realising a Dialogic Ontology For Deweyan Pragmatism
- Dewey as Virtue Epistemologist: Open‐Mindedness and the Training of Thought in Democracy and Education
- Growth and Growing in Education: Dewey’s Relevance to Current Malaise
- Courage, Uncertainty and Imagination in Deweyan Work: Challenging the Neo‐Liberal Educational Agenda
- Inferentialism at Work: The Significance of Social Epistemology in Theorising Education
- Working through Resistance to Resistance in Anti‐racist Teacher Education
- Philosophy, Translation and the Anxieties of Inclusion
- Play’s the Thing: Wherein We Find How Learning Can Begin
- The Value of Inclusion
- Thinking Controversially: The Psychological Condition for Teaching Controversial Issues
- Ironies, Virtues and Educational Hopes: Richard J. Bernstein in Conversation with Pádraig Hogan
- ‘To Catch at and Let Go’: David Bakhurst, Phenomenology and Post-phenomenology
- ‘To Catch at and Let Go’: David Bakhurst, Phenomenology and Post‐phenomenology
- The New School
- What’s Wrong with Private Schools
- Antecedent Recognition: Some Problematic Educational Implications of the Very Notion
- A Moment of Letting Go: Iris Murdoch and the Morally Transformative Process of Unselfing
- Does Action Research Have a Future? A Reply to Higgins
- A Genealogical Analysis of the Concept of ‘Good’ Teaching: A Polemic
- Re-envisioning Human Rights in the Light of Arendt and Rancière: Towards an Agonistic Account of Human Rights Education
- Education and the Free Will Problem: A Spinozist Contribution
- Humans, Animals and the World We Inhabit—On and Beyond the Symposium ‘Second Nature, Bildung and McDowell: David Bakhurst’s The Formation of Reason’
- The Ethics of Research Excellence
- Indoctrination and Systems: A Reply to Rebecca Taylor
- Mastering as an Inferentialist Alternative to the Acquisition and Participation Metaphors for Learning
- Virtue through Challenge: Moral Development and Self-transformation
- Assessing Concept Possession as an Explicit and Social Practice
- Philosophy across the Curriculum and the Question of Teacher Capacity; Or, What Is Philosophy and Who Can Teach It?
- Two Social Dimensions of Expertise
- Making Sense of Knowing-How and Knowing-That
- The Role of ‘Autonomy’ in Teaching Expertise
- Professional Knowledge, Expertise and Perceptual Ability
- Three Views on Expertise: Philosophical Implications for Rationality, Knowledge, Intuition and Education
- Activity Concepts and Expertise
- Drawing on a Sculpted Space of Actions: Educating for Expertise while Avoiding a Cognitive Monster
- Jean-Jacques Rousseau, the Mechanised Clock and Children’s Time
- ‘Where are You?’ Giving Voice to the Teacher by Reclaiming the Private/Public Distinction
- Knowing ‘Wh’ and Knowing How: Constructing Professional Curricula and Integrating Epistemic Fields
- Political and Aesthetic Equality in the Work of Jacques Rancière: Applying his Writing to Debates in Education and the Arts
- The Exilic Classroom: Spaces of Subversion
- The Archaeology of Heroes: Carlyle, Foucault and the Pedagogy of Interdisciplinary Narrative Discourse
- Minima Pedagogica: Education, Thinking and Experience in Adorno
- On the Meeting of the Moral and the Aesthetic in Literary Education
- Editorial
- Philosophy of Education Book Series
- The Educational Importance of Deep Wonder
- For Example? A Philosophical Case Study of Some Problems When Abstract Educational Theory Ignores Concrete Practice
- Levelling and Misarchism: A Nietzschean Perspective on the Future of Democratic Educational Institutions
- Education, Learning and Freedom
- Can ‘Philosophy for Children’ Improve Primary School Attainment?
- A Confucian Conception of Critical Thinking
- Epistemology in Excess? A Response to Williams
- Military Education Reconsidered: A Postmodern Update
- Towards a Transformative Epistemology of Technology Education
- Levinas: Ethics or Mystification?
- Education, Despair and Morality: A Reply to Roberts
- Dewey and Culture: Responding to ‘Extreme Views’
- Pedagogical Pleasures: Augustine in the Feminist Classroom
- ‘What Makes My Image of Him into an Image of Him?’: Philosophers on Film and the Question of Educational Meaning
- A Janus-faced Approach to Learning. A Critical Discussion of Habermas’ Pragmatic Approach
- The Process Matters: Moral Constraints on Cosmopolitan Education
- Study Time: Heidegger and the Temporality of Education
- Environmental Education as a Lived-Body Practice? A Contemplative Pedagogy Perspective
- Transhuman Education? Sloterdijk’s Reading of Heidegger’s Letter on Humanism
- After Friendship
- Does Critical Thinking and Logic Education Have a Western Bias? The Case of the Nyāya School of Classical Indian Philosophy
- Confronting the Dark Side of Higher Education
- Moral Education and Literature: On Cora Diamond and Eimear McBride
- The Essential Uncertainty of Thinking: Education and Subject in John Dewey
- Aims of Education: How to Resist the Temptation of Technocratic Models
- Indoctrination and Social Context: A System-based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators
- Retraction: ‘Role of Methodology in Action Research’ by Kubilay Kaptan
- INTRODUCTION
- AN OVERVIEW