One of the leading theories of social learning today is Wenger's theory of Communities of Practice' (CoP-theory). CoP-theory reiterates basic tenets of social learning theory yet it us set apart from other theories of social learning and education not only by centering on identity-formation but by positing four key dualities as inherent structural…

The struggle to become lucid is at the heart of The Myth of Sisyphus. To understand the absurd is to understand that the fit between our conception of the world and the world itself is fraught with uncertainty; lucidity is the elucidation of the absurd. To be lucid is to revolt against the type of certainty that leads to suffering; to revolt…

In this article, I set up a Heideggerian framework of research in order to investigate the phenomenon of "looking at the smartphone screen," focusing especially on "the desire to look," which I see as intricately connected with "the desire to know" and "the desire to be." With a clear phenomenological…

This article seeks to clarify the purpose of high-stakes exam and its relationship with teaching and learning by elucidating the educational thought of the eminent neo-Confucian thinker Zhu Xi. The paper contends that Zhu Xi views standardised testing as an essential means to evaluate the learning outcomes, honour exemplary scholars and select…

In this article, the "Bild" or image of the sculptor used by Plotinus and adapted by his Christian follower Meister Eckhart forms the basis of a reflection on the religious or otherworldly dimension in ethics (as opposed to a reductionist or functionalist conception of ethics with its focus on human happiness in the sense of worldly…

This paper takes a critical look at the applicability of the Jungian view on individuation and imagination. While Jungian ideas can bring something fresh and necessary into educational practice, personal enthusiasm might blind us to a dissonance between educational goals and the therapeutic goal of analytical psychology. The case is made with…

The author argues that a continued analysis of the relationship between "Bildung" and democracy only makes sense when referring back to the "classic" intention of understanding "Bildung" as creative, critical and transformative processes which change the relationship of self and world in conjunction with a changing social and material environment.…