Educational Philosophy and Theory

2,001 Published articles

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  • Algorithmic care: Bernard Stiegler and the meaning of education in the age of AI

    Published on 3 Nov 2026

    by Virgilio A. Rivas College of Arts and Letters, Polytechnic University of the Philippines, Manila, Philippines

  • A specificity of testimonial exchange in educational practice and the ‘educational norm’ in it

    Published on 2 Nov 2026

    by Makoto Itano Hiroshima University, JapanMakoto ITANO is a PhD student in the Graduate School of Humanities and Social Sciences at Hiroshima University, Japan. His research interests focus on the philosophy of education and epistemology.

  • What can asymmetrical minds do? towards a bottom-up approach to philosophy of education in East Asia

    Published on 1 Nov 2026

    by Ka Ya Lee Presidential Research Assistant Professor, Faculty of Education, the University of Hong Kong, Hong Kong

  • Affective learning and Serious Games

    Published on 29 Oct 2026

    by Ghanis Putra Widhanarto Unversitas Negeri Semarang, Indonesia

  • Reclaiming judgement. Arendt and the ethical transformation of pedagogy in AI-mediated education

    Published on 29 Oct 2026

    by Monika Popow The Polish Naval Academy

  • Making exclusion visible: A (subversive?) case for teaching the canon

    Published on 28 Oct 2026

    by Manuel Fasko Universität Basel, Basel, Switzerland

  • Cultivating emptiness: The nature of spiritual education in the daoist school

    Published on 23 Oct 2026

    by Mahdi Ganjvar Department of Islamic Philosophy and Theology, Faculty of Theology, University of Isfahan, Isfahan, IranMahdi Ganjvar is department head and associate professor of Islamic Philosophy and Theology at the University of Isfahan, Iran. His recent research has focused on spiritual ethics in relation to various religious traditions. He is the author of “Solidarity with the Marginalized: The Spiritual Implications of Liberation Theology within a Christian Context” (2025); “From concept to practice: integrating ethical spirituality in philosophical counselling training” (2025); “Pathology of life in the Coronavirus-stricken world: a re-analysis of Sadraean practical theology” (2024); “How Can Philosophical Education Contribute to the Denial of Religious Violence?”(2023); “New spiritual movements as autonomous religiosity of Iranian young adults”(2022); “Philosophy for Children (PFC) as an educational practice to promote peace and non-violent coexistence”(2022);”Does Evolution reveal a world without Intelligent design?: a philosophical reflection on the atheistic reading of Darwinism”(2022); “Faith in God, philanthropy and foundations of criticism of religious violence in Mulla Sadra’s philosophy” (); and “Islamic Model of Children’s Spiritual Education (CSE); its influence on the improvement of communicational behaviour with non-coreligionists”(2019).

  • Correction

    Published on 23 Oct 2026

  • Researching transnational mobility and education: toward learning mobility for epistemic justice

    Published on 13 Oct 2026

    by Shibao Guo University of Calgary, Calgary, Canada

  • Flowing between worlds: Water onto-epistemologies and educational plurality

    Published on 12 Oct 2026

    by Michelle Ocriciano School of Education, University of Queensland, Brisbane, Australia

  • (Re-)pedagogising medicine: Health through seeing, healing, and hoping with a pedagogical gaze

    Published on 12 Oct 2026

    by Jesse Albert Torenbosch Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands

  • How is educational fairness like sporting fairness? Re-thinking university admissions through analogous thinking

    Published on 6 Oct 2026

    by Kathryn Telling Manchester Institute of Education, University of Manchester, Manchester, UKKathryn Telling is a sociologist of education. She researches the values that students and staff bring to higher education, including in relation to disciplines and interdisciplinarity, graduate skills and intellectual elitism. Her book The Liberal Arts Paradox in Higher Education: Negotiating Inclusion and Prestige was published in 2023.

  • From iconoclasm to visual literacy in social media. A pharmacological approach to gaze education

    Published on 4 Oct 2026

    by Mateo Belgrano Pontificia Universidad Católica Argentina, Buenos Aires, ArgentinaMateo Belgrano is Assistant Professor in Aesthetics at the Pontificia Universidad Católica Argentina (UCA), a CONICET fellow and Associated Member of the Cluster Matters of Activity Humboldt-Universität zu Berlin. He holds a PhD in Philosophy from the FernUniversität in Hagen (Germany) and a Master’s degree in History of Argentine and Latin American Art from the Universidad Nacional de San Martín. He is also director of the academic journal Tábano. He has carried out several research stays in Germany and Italy. He has published the book El gesto criptográfico (Miño Dávila, 2022), El oasis del arte en la filosofía de Martin Heidegger (SB, 2023) and numerous articles on Heidegger’s philosophy and aesthetic issues in academic journals.

  • Is education possible without belief in social progress?

    Published on 2 Oct 2026

    by Alex Standish Institute of Education, University College London

  • Mundus miserabilis? On progress, regression and the representation of the world in education for sustainable development

    Published on 2 Oct 2026

    by Johannes Drerup TU Dortmund/VU Amsterdam

  • Progress and progressive education: A plea for domain specificity

    Published on 2 Oct 2026

    by Tyson Retz Department of Cultural Studies and Languages, University of Stavanger, Stavanger, Norway

  • Ideas of progress in the geography curriculum

    Published on 2 Oct 2026

    by David Alcock Institute of Education, University College London, London, UK

  • Never forget? Global reflections on global education and society 25 years after 9/11

    Published on 28 Sep 2026

    by Liz Jackson Henry Giroux Michael A. Peters Marianna Papastephanou Nuraan Davids Janet Orchard George Yancy Zahi Zalloua David T. Hansen Shabana Mir a Faculty of Education, University of Hong Kong, Hong Kongb School of Education, Tsinghua University, Chinac Department of Educational Sciences, University of Cyprus, Nicosia, Cyprusd Department of Education Policy Studies, Stellenbosch University, Stellenbosch, South Africae School of Education, University of Bristol, Bristol, United Kingdom of Great Britain and Northern Irelandf Department of Philosophy, Emory University, United Statesg Whitman College, Indigeneity, Race, and Ethnicity Studies, United Statesh Columbia University Teachers College, New York, United Statesi Department of Anthropology, American Islamic College, United States

  • Never forget? Global reflections on global education and society 25 years after 9/11

    Published on 28 Sep 2026

    by Liz Jackson Henry Giroux Michael A. Peters Marianna Papastephanou Nuraan Davids Janet Orchard George Yancy Zahi Zalloua David T. Hansen Shabana Mir a Faculty of Education, University of Hong Kong, Hong Kongb School of Education, Tsinghua University, Chinac Department of Educational Sciences, University of Cyprus, Nicosia, Cyprusd Department of Education Policy Studies, Stellenbosch University, Stellenbosch, South Africae School of Education, University of Bristol, Bristol, United Kingdom of Great Britain and Northern Irelandf Department of Philosophy, Emory University, United Statesg Whitman College, Indigeneity, Race, and Ethnicity Studies, United Statesh Columbia University Teachers College, New York, United Statesi Department of Anthropology, American Islamic College, United States

  • Reimagining the past: Historical imagination in theory and practice

    Published on 26 Sep 2026

    by Ruei-Hong Tang Pei-Fen Sung a Department of Philosophy and History, Chinese Culture University, Taipei, Taiwanb Centre for Teacher Education, National Taipei University, New Taipei City, TaiwanRuei-Hong Tang is Associate Professor in the Department of History at Chinese Culture University, Taiwan. His research specialises in Western historiography, historiographical theory and methodology, and the philosophy of history. He is the author of History in Globalization (Nova Science Publishers, 2012), R. G. Collingwood’s Hermeneutics of History (Nova Science Publishers, 2013), and Thinking History (Xlibris, 2017).Pei-Fen Sung is Professor in the Centre for Teacher Education at National Taipei University, Taiwan. Her research specialises in history didactics and teacher education, with a particular focus on historical consciousness, national identity, and history curriculum in Taiwan. Her work has appeared in the Journal of Curriculum Studies, the Journal of Educational Research, and the Asia-Pacific Journal of Education. Correspondence concerning this article should be addressed to Pei-Fen Sung, Centre for Teacher Education, National Taipei University, No. 151, University Rd., Sanxia Dist., New Taipei City 237303, Taiwan.

  • Reimagining the past: Historical imagination in theory and practice

    Published on 26 Sep 2026

    by Ruei-Hong Tang Pei-Fen Sung a Department of Philosophy and History, Chinese Culture University, Taipei, Taiwanb Centre for Teacher Education, National Taipei University, New Taipei City, TaiwanRuei-Hong Tang is Associate Professor in the Department of History at Chinese Culture University, Taiwan. His research specialises in Western historiography, historiographical theory and methodology, and the philosophy of history. He is the author of History in Globalization (Nova Science Publishers, 2012), R. G. Collingwood’s Hermeneutics of History (Nova Science Publishers, 2013), and Thinking History (Xlibris, 2017).Pei-Fen Sung is Professor in the Centre for Teacher Education at National Taipei University, Taiwan. Her research specialises in history didactics and teacher education, with a particular focus on historical consciousness, national identity, and history curriculum in Taiwan. Her work has appeared in the Journal of Curriculum Studies, the Journal of Educational Research, and the Asia-Pacific Journal of Education. Correspondence concerning this article should be addressed to Pei-Fen Sung, Centre for Teacher Education, National Taipei University, No. 151, University Rd., Sanxia Dist., New Taipei City 237303, Taiwan.

  • Can situatedness bridge critical pedagogy and cultural-historical activity theory to advance contextually grounded school improvement plans?

    Published on 26 Sep 2026

    by Noluvo Rangana Primary School Department, Nelson Mandela University Faculty of Education, South Africa

  • Can situatedness bridge critical pedagogy and cultural-historical activity theory to advance contextually grounded school improvement plans?

    Published on 26 Sep 2026

    by Noluvo Rangana Primary School Department, Nelson Mandela University Faculty of Education, South Africa

  • Edutropia in the postdigital condition: A normative reconfiguration of digital didactics beyond neoliberal rationalities

    Published on 24 Sep 2026

    by Gustavo Herrera-Urízar Department of Didactics and Educational Organization, University of Barcelona, Barcelona, Spain

  • Edutropia in the postdigital condition: A normative reconfiguration of digital didactics beyond neoliberal rationalities

    Published on 24 Sep 2026

    by Gustavo Herrera-Urízar Department of Didactics and Educational Organization, University of Barcelona, Barcelona, Spain

  • Reconstructing the public praxis of University Social responsibility from the perspective of ‘Education as life itself’: A Deweyan educational-philosophical reinterpretation

    Published on 23 Sep 2026

    by Yuan-Lung Tsai Ann Tzu-Yu Yeh a Teachers College, National Chiayi University, Chiayi, Taiwanb Department of Education, National Chiayi University, Chiayi, Taiwanc Bei-Huei Elementary School, Chiayi, TaiwanMy name is Aaron Yuan Lung Tsai, and I am currently a postdoctoral research fellow at the college of education, National Chiayi University, Taiwan. I am primarily responsible for implementing a University Social Responsibility (USR) project supported by the National science and technology council (NSTC), while also teaching general education courses on local revitalization and the United Nations Sustainable Development Goals (SDGs). My academic expertise lies in the history of education in Taiwan, local revitalization, USR, and the application and practice of SDG-related issues. In my role as a postdoctoral researcher, I am dedicated to advancing USR and sustainable development through community-based action, seeking to establish meaningful connections and reflections between academic theory and social practice. At the same time, I integrate my research and teaching into local contexts, working to promote the transmission and innovation of cultural resources. Through these efforts, I aim to contribute to the preservation and sustainable development of Taiwan’s rich cultural heritage.My name is Ann Tzu Yu Yeh, and I am currently an English teacher at Bei-Huei Elementary School in Chiayi County, Taiwan. I work with students ranging from first to sixth grade (ages 7 to 12). In my teaching practice, I value building strong, respectful relationships with students. I believe in supporting their emotional and behavioral development by listening attentively and striving to understand their individual needs. Creating a positive and caring classroom environment is central to my educational philosophy. For the past three years, I have served as a co-teacher alongside native English-speaking educators. This collaborative teaching model has required effective communication, shared planning, and continual dialogue about curriculum content. While cultural differences occasionally present challenges, they also offer rich opportunities for growth. These experiences have allowed us to bring a wider global perspective into our lessons, providing students with meaningful cultural exposure and a more dynamic English learning environment. Outside the classroom, I enjoy watching films and listening to music—interests that I often incorporate into my teaching. By sharing short video clips or engaging students in songs, I create interactive lessons that connect language learning with culture and creativity. These activities help spark discussion, build language confidence, and make learning both enjoyable and relevant for young learners.

  • Reconstructing the public praxis of University Social responsibility from the perspective of ‘Education as life itself’: A Deweyan educational-philosophical reinterpretation

    Published on 23 Sep 2026

    by Yuan-Lung Tsai Ann Tzu-Yu Yeh a Teachers College, National Chiayi University, Chiayi, Taiwanb Department of Education, National Chiayi University, Chiayi, Taiwanc Bei-Huei Elementary School, Chiayi, TaiwanMy name is Aaron Yuan Lung Tsai, and I am currently a postdoctoral research fellow at the college of education, National Chiayi University, Taiwan. I am primarily responsible for implementing a University Social Responsibility (USR) project supported by the National science and technology council (NSTC), while also teaching general education courses on local revitalization and the United Nations Sustainable Development Goals (SDGs). My academic expertise lies in the history of education in Taiwan, local revitalization, USR, and the application and practice of SDG-related issues. In my role as a postdoctoral researcher, I am dedicated to advancing USR and sustainable development through community-based action, seeking to establish meaningful connections and reflections between academic theory and social practice. At the same time, I integrate my research and teaching into local contexts, working to promote the transmission and innovation of cultural resources. Through these efforts, I aim to contribute to the preservation and sustainable development of Taiwan’s rich cultural heritage.My name is Ann Tzu Yu Yeh, and I am currently an English teacher at Bei-Huei Elementary School in Chiayi County, Taiwan. I work with students ranging from first to sixth grade (ages 7 to 12). In my teaching practice, I value building strong, respectful relationships with students. I believe in supporting their emotional and behavioral development by listening attentively and striving to understand their individual needs. Creating a positive and caring classroom environment is central to my educational philosophy. For the past three years, I have served as a co-teacher alongside native English-speaking educators. This collaborative teaching model has required effective communication, shared planning, and continual dialogue about curriculum content. While cultural differences occasionally present challenges, they also offer rich opportunities for growth. These experiences have allowed us to bring a wider global perspective into our lessons, providing students with meaningful cultural exposure and a more dynamic English learning environment. Outside the classroom, I enjoy watching films and listening to music—interests that I often incorporate into my teaching. By sharing short video clips or engaging students in songs, I create interactive lessons that connect language learning with culture and creativity. These activities help spark discussion, build language confidence, and make learning both enjoyable and relevant for young learners.

  • The university as an institution of public reason: A republican reconstruction from Antoni Domènech

    Published on 23 Sep 2026

    by Mauricio Rifo Beatriz Silva a Universidad Arturo Prat, Iquique, Chileb Universidad Arturo Prat, Santiago, ChileMauricio Rifo is academic researcher at the Universidad Arturo Prat (Chile). His research focuses on political philosophy, higher education governance, and republican theories of institutional autonomy. He has published on university regulation, the political economy of higher education, and the institutional conditions of public reason in Latin America.Beatriz Silva is academic researcher at Universidad Arturo Prat (Chile). Her work examines political theory, democratisation, and the ways in which educational institutions both reproduce and contest power. She teaches and writes on political theory, public policy, and democratic agency in contemporary society.

  • The university as an institution of public reason: A republican reconstruction from Antoni Domènech

    Published on 23 Sep 2026

    by Mauricio Rifo Beatriz Silva a Universidad Arturo Prat, Iquique, Chileb Universidad Arturo Prat, Santiago, ChileMauricio Rifo is academic researcher at the Universidad Arturo Prat (Chile). His research focuses on political philosophy, higher education governance, and republican theories of institutional autonomy. He has published on university regulation, the political economy of higher education, and the institutional conditions of public reason in Latin America.Beatriz Silva is academic researcher at Universidad Arturo Prat (Chile). Her work examines political theory, democratisation, and the ways in which educational institutions both reproduce and contest power. She teaches and writes on political theory, public policy, and democratic agency in contemporary society.

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