- 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