More and more lately, commentators who have defended Socrates have emphasized the extent to which he uses non-rational means of educating his interlocutors, and commentators have downplayed the extent to which he means to offer arguments that provide justification or are rationally persuasive. The trend is refreshing since students of Socrates…

This paper discusses what constitutes good teaching, taking as its cue the 'aesthetic' concept treated in everyday aesthetics and 'internal good' accounted by McIntyre. Teaching is viewed as practice, not merely as a basic action, due to its epistemological nature as everyday work. What everyday aesthetics teaches us is that even in the practice…

Within the framework of the reemergence of the theme of antifascism in contemporary educational theory, this paper raises the question of whether antifascism may be considered as a genuinely educational concept. Moreover, it investigates whether and to what extent the idea of antifascist education should remain anchored to an explicit reference to…

The article refers to the problem of stigmatisation, generally understood as discrediting dignity and refusing to respect individuals and groups due to their attributes, such as appearance, race, nationality, gender, age, social status, sexual orientation or religion. The article aims to determine the extent to which the use of mobile methods in…

This conceptual article presents a challenge to the dominant view and practice of teacher professional learning and its focus on preparing "experts in teaching" and proposes instead an emphasis on preparing "experts in learning." Drawing on contemporary knowledge on the nature of human learning and development, and in…

In this article, we examine how thinking with affect theory offers fertility within higher education studies to see and do teaching and learning differently. For many educators in universities, the idea that teaching is a cognitive process of information transmission is still taken-for-granted. These beliefs are visible through the persistence of…

The British Educational Research Association (BERA) has promulgated a concept of close-to-practice research that is seen as vital to defending and promoting education as an academic discipline. However, what is overlooked are the questions of what education is for and what educational practice is--questions that need to be addressed for any…

Background: Social justice as a concept and a pedagogy has (and is) gaining traction in physical education teacher education [Walton-Fisette, J. L., and S. Sutherland. 2018. "Moving Forward with Social Justice Education in Physical Education Teacher Education". "Physical Education and Sport Pedagogy" 23 (5): 461-468] and school…

Students in STEM know well the stress, challenge, and effort that accompany college exams. As a widely recognizable feature of the STEM classroom experience, high-stakes assessments serve as crucial cultural gateways in shaping both preparation and motivation for careers. In this essay, we identify and discuss issues of power around STEM exams to…

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…

This book highlights the pivotal role that engineering education researchers can play at technical universities. By delving into both theoretical and practical aspects, it showcases the transformative potential of integrating rigorous educational research into technical education. The book begins by outlining the current landscape of engineering…

We explore the idea that teaching students as "scholars" can change their education within a values discourse that promotes certain personal attributes, including being engaged members of their university and society. The idea partially opposes the dominant neoliberal framing of higher education but is not foreign to normal academic…

As the popularity of ethnographic research methods grows across and beyond the social sciences, it is of paramount importance that practitioners reflect on how to best teach participant observation to increasingly diverse and interdisciplinary audiences. While available literature stresses the importance of learning-by-doing to develop students'…

Purpose: The teaching-research nexus (TRN) has assumed a prominent role in global higher education systems. However, the connection between the two domains has been subject to diverse interpretations within well-developed higher education systems. Little is known about translating TRN into policy and practice in diverse higher education spaces. In…

This paper outlines a conceptual framework for enacting relational pedagogy. Commencing with a description of a relational ontology that can work to provide the foundation for engaged and participatory enactments of teaching and learning, the paper moves to consider the "dynamics" that support inclusive modes of education and the…