In this essay, Ross Collin offers ethics-focused readings of Anton Chekhov's popular short stories "The Schoolmistress" and "The Teacher of Literature." Chekhov shows in the two stories how teaching can inhibit teachers' flourishing. That is to say, teaching under bad conditions can draw teachers into moral…

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…

Bodies have everything to do with teaching and learning, yet are often overlooked or diminished as sites of meaning-making in educational contexts. The goal of this article is to foreground the body in teaching and learning, and identify the transformative potential that embodied pedagogy opens up. Rooted in intersectional critical theory and…

There is a paradox between the demands for safety and the productive value of risk in outdoor education and adventure learning. This seems particularly to be the case in Chinese culture, policy, and empirical practice of outdoor education. This paper aims to utilise the rich cultural context and philosophical perspectives of China to broaden the…

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…

While Kazimir Malevich is widely known for his suprematist contributions to art, little attention has been granted to his articulated philosophical premise and methodological manifestation concerning the non-objectivity of thought and its relationship to feeling. This paper shows how Suprematist philosophy gives rise to the concept of pedagogical…

"Childhood, Philosophy, and Dialogical Education" explores the history and prospects of democratic, dialogical education, and its promise as an engine of social and cultural evolution, especially in the context of the cultural and social site dedicated to the adult-child encounter: the school. Drawing on three historical narratives--of…

In this paper, we argue that the attempts to centre education in one of its three constitutive aspects that have long determined the discourse on the purpose and aims of education run the risk of one-sidedness. Theories of student-centred education have been in vogue for many centuries now, having been born out of a polemic against teacher-centred…

In this contribution, Sharon Todd moves beyond the bounds of what she calls "strong" instrumentalism (one that posits education in a mechanistic fashion and operates politically through a marrying of national educational policies with economic interests) and explores the intrinsic purpose of educational practice specifically through an…

To be a teacher requires that one can weave and unravel pedagogy, drawing on previous understandings while constantly revising them in response to particular classroom circumstances. To do so is important, difficult, and frightening. Teachers therefore need experiences to help them prepare mentally for this work. In this essay Cara Furman argues…

Presenting cutting-edge research from around the world, this book demonstrates how critical pedagogy is shaped by social-political contexts and ideological constructions of knowledge and power. The edited collection brings together a global author team using critical pedagogy to synthesise political and theoretical ambitions with the complex…

The indoctrination debates have been a key feature of the philosophy of education over the past 50 years. While it is generally acknowledged that the pejorative associations of indoctrination only emerged over the last 100 years, those normative associations are widely taken to be an essential part of the concept itself as are the positive…

This article seeks to provide a new paradigm for questioning how quality and excellence in teaching practices are understood and evaluated. By combining ideas from complexity theory and Michel Foucault's conception of polymorphous correlations, I argue that a shift away from the forms of thought that engender reductionist evaluations can become a…

How can we teach critical hope, amidst contemporary challenges that seem intractable, within neoliberal educational institutions that work to foreclose transformative pedagogies and through academic critique that can result in cynicism and disillusionment among students? Here, I draw on the writings of Paolo Freire, J.K. Gibson-Graham and Sarah…

This paper presents a critical content analysis of the curriculum development process within the International Baccalaureate Primary Years Programme (IBPYP) using the Cultural-Historical Activity Theory (CHAT) framework. As a part of the globally recognised International Baccalaureate (IB) framework, the IBPYP has undergone significant growth. The…