Can Aristotle's idea of practice be made fruitful for music pedagogical action in schools? That this is the case is repeatedly asserted in the music pedagogical discussion. This article takes up this assertion and develops a proposal for class music making based on Aristotle's theory of action.

This article, a conceptual and theoretical piece, opens a window on "playful learning" as a philosophy of education and a suite of diverse pedagogical approaches, methods, and techniques. The paper criticizes the serious ambience of adult education with its high levels of instrumentalism and performativity. It argues for playful learning…

St John Bosco, popularly known as Don Bosco, was an educator of the nineteenth century. His educational system, the "Preventive method," is his best-known endeavour among the numerous ground-breaking efforts at forming the youth of his time. This method of educating young people was radical considering the time and his contemporary…

Richard Pring (1938-2024) was the first holder of a Chair in Education at the University of Oxford and the Editor of the present journal from 1986 to 2001. This article pays tribute to his legacy in the field of educational philosophy. After reviewing briefly some well-known recurring themes in Pring's educational philosophy, such as his busting…

In recent decades, deliberation about public issues has become a central theme in citizenship education. In line with an increasing philosophical and political appreciation of the importance of deliberation within democracy, schools, as training grounds for democratic citizenship, should foster high-level deliberative skills. However, when this…

What distinguishes the philosophies of education advanced by pragmatists? Does pragmatism have something distinctive to offer contemporary philosophy of education? This paper applies these questions, which Randall Curren asks in "Pragmatist Philosophy of Education" (2009), to a more specific current debate in philosophy of education: the…

This paper seeks to introduce a meaning-making process called 'sensuous abstraction' as one approach to aesthetic experience in line with Dewey's philosophy. Dewey highlights aesthetic experience as the best form of experience that integrates emotional and intellectual qualities to foster deep learning and insights. Building on contemporary…

This article discusses whether there is a contradiction in prescribing a religious, more specifically a Christian, tradition as the ethical basis for a teaching that is prescribed to be non-denominational. In the Swedish curriculum, the ethics borne by a Christian tradition and Western humanism are used as a platform for the school's teaching at…

Like technology and technology education (Ankiewicz, 2019a), fashion design as a discipline lacks a scientifically founded, discipline-specific philosophical framework that may hold affordances for fashion designers, research scholars, and curriculum developers. Attempting to develop an autonomous theory for fashion design might be overly…

When Herbart in 1802 introduced the concept of "Pedagogical Tact" in his first lecture on pedagogy, he answered to a systematic problem that had also troubled his predecessor: It was within his theory of judgement that Immanuel Kant attempted to solve the problem of the relation of theory and practice, of theoretical and practical…

Online and blended learning (OBL) overemphasize the process of creating artifacts, producing strategies, or otherwise utilizing a "making" orientation in education. As an alternative to this making-orientation, we offer a model for relational course design founded in the philosophies of Emmanuel Levinas and Martin Buber. We examine an…

In a time of intellectual and emotional overload in education, this paper offers room for breathing through a pedagogy of emptiness from a Daoist perspective. It begins by introducing the concept of Daoist emptiness through three intertwining features--generative, transcendent, and inclusive--important for rethinking pedagogy. It then moves to…

This article presents a theoretical justification and a proposal that seeks to educate university students in leadership through virtues and personal competencies. A distinction is offered between virtues and competencies without opposing them. Subsequently, a leadership education model based on virtues and personal competencies is offered. This…

Regarding the broad meaning of pedagogy and its relations with other concepts in the educational field, this article aims at presenting the concept of pedagogy shortly; explaining how it is related to other aspects of the field of education. One of those aspects that are in the interest of educators around the world currently is active learning.

This article discusses the place of thematic coherence in various approaches to educational dialogue and proposes a unifying approach to the analysis of thematic coherence of classroom conversations based on research in educational dialogue, philosophy of language and recent advances in linguistic research on discourse structure. Addressing the…