Enlightenment modernity brings about the domination of industrialization, bureaucracy and instrumental rationality over the subject and its school life. At this time, the subject is like living in what Weber called the "iron cage" ruled by instrumental rationality. The worship of rational authority in education has reached such an extent…

Recent calls by legislators to exclude "divisive concepts" and histories from our curricula pose a challenge to the development of students' epistemic responsibility and agency in classrooms. In this paper, Martha Perez-Mugg examines the classroom as a space for the development of epistemic responsibility, ultimately suggesting that…

In the context of academic and professional training, effectively constructing arguments is a fundamental skill for chemists. In this way, educational practices that promote this skill are a constant target of attention, as is the analysis of the quality of arguments produced by students. Models capable of supporting this analysis gain importance,…

In 2018 we published a chapter entitled "Middle Grades Schools and Structures" (Ellerbrock et al., 2018a) in "Literature Reviews in Support of the Middle Level Education Research Agenda" (Mertens et al., 2013). Building on the earlier work of Ellerbrock et al. (2018a), this chapter reviewed literature between 2000 and 2018 that…

Black mattering is contested terrain. As we write this, more than 25 states and municipalities have proposed or passed legislation banning critical race theory (CRT) and the incorporation of material(s) that upset the normative curricular and pedagogical conditions of whiteness. Against this backdrop, "what is mattering for Black…

Districts and schools that implement programs related to student well-being, academic, and life skill development (WALSD) improve school climate, academics, and discipline (Kendziora & Yoder, 2016). The programs also have significant effects on how students function in school and work as well as their emotional and mental health, even into…

Children's well-being has received extensive research attention and has a central role in early childhood policy and curricular guidelines. However, the well-being of early childhood educators has received fragmentary research attention and is unacknowledged in policy and curricular documents. Given the seemingly self-evident links between…

In this article, the authors argue that colleges and universities have an ethical obligation to respond to the problem of cheating in a way that honors higher education's duty to facilitate students' moral and civic development. After the authors compare and contrast the punitive versus developmental approach to cheating, they explore the promise…

This paper examines and critiques existentialist interpretations of being within Paulo Freire's educational theory. The principle supposition of the paper is that through engaging in adult education, the adult learner can heighten their understanding of their lives, metaphysically. The paper also posits that adult education can develop the will;…

Although developmental advising grew out of the works of many theorists prior to 1972 (Erikson, 1968; Heath, 1964; Neugarten, 1971; Perry, 1970; Super, Starishevsky, Matlin, & Jordaan, 1963), Burns Crookston was responsible for integrating these concepts into conscious thinking about academic advising. Although his landmark article grew out of…

This essay advances discussion of the evolution of student development theory as foundational knowledge for student affairs practice and the role theoretical consensus plays in the application of theory to student affairs practice. We located our discussion within the context of student affairs as a low-consensus field and address 2 related…

There is a great deal of variability in the practice of orientation across the country at South Africa's universities, and there is limited knowledge of what exactly constitutes good practice in orientation. Many areas of enquiry remain unexplored, and remain blind spots for South Africa's higher education sector. The article addresses this…

As social and political beings, we are able to flourish only if we collaborate with others. Trust, understood as a virtue, incorporates appropriate rational emotional dispositions such as compassion as well as action that is contextual, situated in a time and place. We judge responses as appropriate and characters as trustworthy or untrustworthy…

The progressive language of growth and development that informs our shared ideal of the educated subject also informs the curricular structure of schooling, in which new learning builds upon established knowledge and students' development depends upon their desire to take on those identities associated with various achievements of knowledge. Each…

How learning relates to development in children of school age is the most central and fundamental question. Without an answer to this, problems of pedagogical psychology and analysis of the pedagogical process can neither be properly resolved nor even stated. Nevertheless, this question remains the most obscure and unexplained of all the basic…