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Education and symbolic misery: Rethinking digital pedagogy through Stiegler’s pharmakon
Published on 25 May 2026
by Soumya Sankar Ghosh School of Advanced Sciences and Languages (SASL), VIT Bhopal University, Bhopal, IndiaSoumya Sankar Ghosh is Senior Assistant Professor of Language and Linguistics at VIT Bhopal University. He holds a Ph.D. in Linguistics from Jadavpur University, Kolkata, and has academic and professional experience across language education, discourse analysis and educational policy. His research explores the intersections of language, education, technology, and society, with particular attention to multilingual pedagogy, foundational literacy, indigenous and low-resourced languages, discourse-pragmatics, and digital learning environments. He currently leads an ICSSR project on home language and foundational literacy among Koda/Kora-speaking communities.
Socially sustainable teaching and learning: Foregrounding the relational turn in transformative education
Published on 22 May 2026
by Louise Campbell Pete Wright Division of Education and Society, School of Humanities, Social Sciences and Law, University of Dundee, Dundee, ScotlandDr Louise Campbell is Academic Lead for Initial Teacher Education programmes at the University of Dundee. She has worked extensively across the education sector in Scotland, including as a secondary school teacher of English. Her research interests include a focus on educators’ professional identities and influences on their practice.Dr Pete Wright is a Senior Lecturer at the University of Dundee. He taught Mathematics in secondary schools for more than 15 years, before becoming a teacher educator in 2011. His research involves collaborating with teachers in exploring how theories of equity and social justice can be translated into classroom practice.
Philosophers of education versus tradition?
Published on 22 May 2026
by Liz Jackson University of Hong Kong Faculty of Education, Hong Kong
The weak power of Rosa Parks: Caputo and Biesta with(out) Benjamin
Published on 22 May 2026
by Joris Verheijen Erasmus School of Philosophy, Erasmus Universiteit Rotterdam, Rotterdam, NetherlandsJoris Verheijen is a Dutch historian and philosopher who teaches in secondary education and at the Utrecht Institute for Applied Philosophy. He obtained his PhD cum laude in 2024 with a dissertation on radical romantic Bildung in and outside education.
Elitist social studies: Rethinking social studies from Freire’s perspective
Published on 22 May 2026
by Arda Eren Ercenk Hamarat a Faculty of Education, Kilis 7 Aralık University, Kilis, Turkeyb Faculty of Education, Gazi University, Ankara, TurkeyArda Eren received my graduate education in the field of Social Studies Education and am currently pursuing my doctoral studies in the same field. I research Social Studies Education and philosophy of education, and work as a research assistant at Kilis 7 December University.Ercenk Hamarat received my graduate education in the field of Social Studies Education. I conduct research on Social Studies Education and the philosophy of education, and I serve as a Professor at Gazi University.
Usefulness happens while we do other things
Published on 18 May 2026
by Jakob Egholm Feldt Department of Communication and Arts, Roskilde University, DenmarkJakob Egholm Feldt is a history professor at Roskilde University. His primary research interest is modern Jewish history and disputes in the public or civil sphere related to historical and social justice. He also writes about the philosophy and theory of higher education. From 2018 to 2025, he was co-director of Roskilde University’s research center for problem-oriented project learning.
Never again in the age of historical amnesia
Published on 15 May 2026
by Henry A. Giroux Professor, English and Cultural Studies Department, McMaster University, Hamilton, Canada
Invisible chains: On the philosophical and historical origins of epistemic carcerality
Published on 12 May 2026
by Joseph O. Oteng Winston C. Thompson Department of Educational Studies, Ohio State University, Columbus, OH, USAWinston C. Thompson holds the William H. and Laceryjette V. Casto Professorship in Interprofessional Education at The Ohio State University, where he is a Professor in the Department of Educational Studies and Professor in the Department of Philosophy (by courtesy). He is also the Director of OSU’s Center for Ethics and Human Values. He received his PhD (with distinction) in Philosophy and Education from Teachers College, Columbia University. Thompson’s scholarship explores ethical/political dimensions of educational policy and practice. His work on justice and the role of education in a pluralistic, democratic society has appeared in Educational Theory, Philosophy of Education, Teachers College Record, The Journal of Philosophy of Education, Educational Philosophy and Theory, and Studies in Philosophy and Education. Building upon a project he initiated as a Fellow-in- Residence at the Edmond J. Safra Center for Ethics at Harvard University; Thompson is currently working on two monographs, one on the ethics of teaching race and racial Identities.Joseph O. Oteng is a professorial lecturer at The Ohio State University Moritz College of Law where he teaches courses on education and law, professional identity and law, and legal writing and analysis, in addition to teaching in the College of Undergraduate Education Bookends program for general and liberal education. He is a PhD Candidate in Educational Studies with scholarship focused on civic legal education and the epistemic dimensions of law learning for informed democratic citizenship. Oteng is also an attorney who practices law in the public interest space in youth diversion and anti-eviction.
Taking the angle of the student: Exploring the educational significance of student resistance
Published on 11 May 2026
by Haoyu Jin Moray House School of Education and Sport, University of Edinburgh, UK
‘Oral essay’. Reflections on the relevance and possibilities of spontaneous oral academic monologue as a higher education study practice
Published on 3 May 2026
by Katia Dowdle Institute of Education, University College London, London, UK
Philosophy of education
Published on 28 Apr 2026
by Laura D’Olimpio Jane Gatley Ruth Wareham a University of Birminghamb Swansea University
Antifoundationalism and antiracism: Pluralist resistance and agential racism;
Published on 25 Apr 2026
by Alexander B. Pratt Counseling Educational Psychology and Research, University of Memphis, USADr. Pratt received his PhD from the Critical and Socio-Cultural Studies in Education program at the University of Oregon. He is currently an assistant professor of qualitative research theory and methods at the University of Memphis. His research centers on teacher experience and knowledge, particularly relating to enacting antiracist curricula.
Self-negation and absolute affirmation: The modern translation of Buddhist themes in the Kyoto School
Published on 24 Apr 2026
by Shoko Takaya Graduate School of Education, Kyoto University, Kyoto, JapanShoko Takaya holds a PhD in Education from Kyoto University and currently serves as a lecturer at the Graduate School of Education, Kyoto University. Her research focuses on the philosophy and anthropology of education, specializing in the Kyoto School.
The Confucian virtue of harmony in education: A conversation between Duck-Joo Kwak and Daniel A. Bell
Published on 24 Apr 2026
by Duck-Joo Kwak Daniel A. Bell a Department of Education, Seoul National University, Koreab Faculty of Laws, University of Hong Kong, Hong Kong
Tsunami shock and philosophical dialogue: Philosophy for/with children (p4c) in Hawaiʻi & Miyagi, Japan
Published on 16 Apr 2026
by Taketo Tabata Research Division of Advanced Teacher Training, Miyagi University of Education, Sendai, Japan
The possibility of a healthy life through education in Athenaeus of Attalia
Published on 16 Apr 2026
by Çetin Türkyılmaz Hacettepe University, Ankara, Turkey
Knowledge and the pursuit of method: Peter Ramus and the birth of modern pedagogy
Published on 13 Apr 2026
by Johan Muller Education, University of Cape Town, Rondebosch, South Africa
Never forget? World relations 25 years after 9/11
Published on 13 Apr 2026
by Liz Jackson Faculty of Education, University of Hong Kong, Hong Kong
Teaching without guarantees: Epistemic hope and the curriculum after progress
Published on 11 Apr 2026
by Bianca Thoilliez Department of Pedagogy, Universidad Autónoma de Madrid, Madrid, SpainBianca Thoilliez, Associate Professor of Educational Theory at the Department of Pedagogy of Universidad Autónoma de Madrid (Spain).
Breaking Bloom’s: A diffractive iconoclastic bricolage of the cognitive taxonomy of educational objectives using complexity theory
Published on 11 Apr 2026
by Brandon Sherman Applied Linguistics, The Pennsylvania State University, University Park, PA, USA
Towards a philosophy of ensemble cognition: Reconceptualising agency and mind in AI-mediated educational environments
Published on 10 Apr 2026
by Hunkoog Jho Chulkyu Park Dahwi Ahn a Department of Science Education, Dankook University, Republic of Koreab Department of Chemistry Education, Sunchon National University, Republic of Koreac Affiliation: Institute of Knowledge Integration & Design, Department of Science, Yongin-si, Republic of KoreaDr. Hunkoog Jho is an Associate Professor of Science Education and a Director of Institute of Knowledge and Design at Dankook University. He completed his PhD in Physics Education at Seoul National University in 2012 and held a visiting research fellowship at UCL Institute of Education (2010–2011). Dr. Jho’s research focuses on integrating artificial intelligence with science education, examining the aesthetic dimensions of science, and developing innovative pedagogical approaches. His current work explores the evolving relationship between human and artificial intelligence in learning contexts through interdisciplinary approaches incorporating neuroscience and cognitive science perspectives. He is actively developing LLM models grounded in human behavioural understanding and investigating new paradigms of learning cognition that emerge from human-AI interactions. He has published extensively with over 100 research publications, including work in international journals on AI applications in education, science-art connections, and educational technology. His recent research emphasises generative AI’s role in automated feedback systems and personalised learning environments. He is actively involved in national science education policy development and has received multiple awards for his contributions to physics education and interdisciplinary research bridging science and the arts.Dr. Chulkyu Park is an Assistant Professor in the Department of Chemistry Education at Sunchon National University, Korea. He completed his doctoral studies at Seoul National University, where he was affiliated with the Learning Sciences Research Institute. Dr. Park’s research focuses on chemistry education, particularly investigating students’ alternative conceptions and conceptual change processes in chemistry learning. His scholarly work employs sophisticated theoretical frameworks, including Lakatosian perspectives, to understand how students construct and evolve their understanding of fundamental chemical concepts. His recent publications include groundbreaking research on high school students’ alternative conceptions related to gas volume published in the Journal of Research in Science Teaching, and studies on surface tension anomalies and undergraduate conceptual accommodation published in the Journal of Chemical Education. Dr. Park’s research contributes significantly to understanding the cognitive processes underlying chemistry learning and has implications for improving chemistry pedagogy. His work bridges theoretical frameworks from philosophy of science with practical chemistry education research, offering valuable insights for educators and curriculum developers.Dr Dahwi Ahn is a Postdoctoral Research Fellow at the Institute for Knowledge and Innovation Development (IKID), Dankook University, South Korea. She completed her PhD in Cognitive Psychology at Iowa State University in 2024, specialising in the application of cognitive principles to educational contexts, particularly examining how strategies such as retrieval practice and summary writing can enhance learning in online environments. Dr Ahn’s research bridges cognitive science and instructional practice, with particular interests in artificial intelligence in education and learning assessment. She has published extensively on topics including testing effects, online learning, and student engagement, with her work appearing in leading journals such as Applied Cognitive Psychology, Journal of Experimental Psychology: Learning, Memory, and Cognition, and Proceedings of the National Academy of Sciences. Dr Ahn has received numerous awards for research excellence and undergraduate mentoring. Her research has garnered significant media attention and offers practical implications for improving educational outcomes in digital learning environments.
Lir Ilir and the decolonial pedagogy of Sunan Kalijaga: Reclaiming Javanese epistemology in Islamic philosophy of education
Published on 10 Apr 2026
by Suroyo Bima Maulana Putra Novena Ade Fredyarini Soedjiwo a Faculty of Teacher Training and Education, Universitas Riau, Pekanbaru, Indonesiab Research Center in Psychology and Human Well-Being, National University of Malaysia, Selangor, Malaysiac Islamic Education, STAI Denpasar, Denpasar, IndonesiaDr. Suroyo is a lecturer in History Education at the University of Riau and holds a Doctoral Program in Cultural Studies from Udayana University. His academic interests center on cultural, sociological, and anthropological research. In this study, Dr. Suroyo contributes his expertise in cultural interpretation and historical contextualization, bridging Javanese epistemological traditions with decolonial educational frameworks.Dr. Novena Ade Fredyarini Soedjiwo is a lecturer at the Denpasar Islamic Higher Education School in Bali, Indonesia. She earned her Doctoral degree in Cultural Studies from Udayana University, with a focus on cultural and religious studies. Her role in this research integrates insights from Islamic education and interfaith harmony to explore the philosophical dimensions of Sunan Kalijaga’s pedagogical legacy.Bima Maulana Putra holds a Master of Philosophy in Psychology from the Research Centre for Psychology and Human Well-Being, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia. His research interests include social, ethnic, and cultural psychology. In this study, Bima contributes psychological and socio-cultural perspectives, highlighting how Javanese philosophical thought influences educational identity formation and intercultural understanding within decolonial contexts.
Making the big words small: What China’s knowledge ambitions mean for everyday education
Published on 10 Apr 2026
by Jason Cong Lin Liz Jackson
Mattering counter-conduct: Diffractive reading of a teacher’s everyday practices
Published on 7 Apr 2026
by Yuri Choi Education Research Institute, Seoul National University, Seoul, South Korea
After the headlines: What counts as success in China’s ‘ethnic Unity’ law?
Published on 7 Apr 2026
by Jason Cong Lin Liz Jackson a Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong b Faculty of Education, The University of Hong Kong, Hong Kong
Confucianism: An approach to education for morality and rationality
Published on 7 Apr 2026
by Lu Sophia Leng Jinan University, Guangzhou, China
Strictness and kindness in the ‘way of the father’: Reappraising Confucian fatherhood through family education guides and zhongyong/yinyang dialectics
Published on 7 Apr 2026
by Derek Hird School of Global Affairs, Lancaster University, Lancaster, UKDerek Hird is Senior Lecturer in Chinese Studies at Lancaster University, UK. His research interests include Chinese masculinities and critical language studies. He is co-editor of the Transnational Asian masculinities book series (Hong Kong University Press). His publications include the co-authored Men and masculinities in contemporary China (2013, Brill), the co-edited volumes Chinese discourses on happiness and The cosmopolitan dream: Transnational Chinese masculinities in a global age (both 2018, HKUP), and the edited volume Critical pedagogies for modern languages education: Criticality, decolonization and social justice (2023, Bloomsbury).
Discovering tacit intellectual traditions in epistemology and ontology: An East-West philosophical comparison
Published on 5 Apr 2026
by Yanzhen Zhu Rui Yang a Graduate School of Education, Peking University, Beijing, P.R. Chinab Faculty of Education, The University of Hong Kong, Hong Kong, P.R. China
Listening otherwise: Rethinking literacy through the multimodal child
Published on 4 Apr 2026
by Oscar Björk Department of Social Sciences and Humanities, Mälardalen University, Västerås, Sweden