Purpose: This largely conceptual study aims to draw from the author's experience of conversations with Svalbard's educators, lessons for international higher education institutions' engagement with climate change education and thinking for non-specialists. Design/methodology/approach: "In situ" discussions with Svalbard's educators…

Artificial intelligence technologies have become a ubiquitous part of human life. This prompts us to ask, "how should we live well with artificial intelligence?" Currently, the most prominent candidate answers to this question are principlist. According to these approaches, if you teach people some finite set of principles or convince…

This article critically examines the suitability of Social Realist perspectives within North American higher music education, with a particular focus on its relationship with jazz musical knowledges. Social Realist scholarship continues to emerge within the field of education sociology, driven by claims to contribute to student access and…

This study explores the meta-conceptualization of the high-quality education system in China from multiple perspectives. It intends to analyze the current literature related to the construction of high-quality education system, sort out and summarize its connotation, characteristics, elements, problems, and countermeasures, to deepen the cognition…

This paper explores a possible and desirable future of technology-enhanced teaching and learning in higher education. It takes a normative lens that defines what 'ought to be,' based on considerations grounded in the philosophy of education. In other words, its aim is more prescriptive than predictive. It will suggest we embrace technology only to…

The article's central theme is that knowing cannot be equated with knowledge because knowing is an innate process and knowledge is a product. Knowing as an intuitive process is an inalienable experience, whereas knowledge is an alienable property. Knowledge is a discursive construct of human political economy, whereas knowing is the very character…

The decline and fall of classical education signify a hidden group hatred of the tensions affiliated with the higher powers of the mind; they express social and historical tension-evasion, a thirst for inertia, and entropic decline. But isn't aversion to work ordained by entropy? The author concedes that we enrich our minds for the same reason we…

When students enter higher education, they not only start learning and studying but begin a journey of becoming someone new in relation to themselves and to society. Scholarly research has increasingly emphasised this transformative element of higher education yet, to date, the role of assessment has received little attention in the processes of…

This paper aims to explore the philosophy that is embedded in the Philippine higher education system, and to locate the country's philosophy of education within the global context. The Philippine higher education is marked by complexity in terms of governance and organization. More importantly, its origin and development are deeply implicated in…

There are no perfect solutions to the complex mess the planet is in right now, but there might be some better directions for the contemporary 'university in ruins' (Readings, 1996). In a world of struggling liberal democracies, climate change, biodiversity loss and global pandemics, this paper builds on the philosophical work informing the…

The purpose of this inquiry was to explore teacher educator identity as a relational ontology. The study is conceptually grounded in new materialism and employed self-study methodology to analyze the ways teacher educator identity was produced and enacted in relation to materiality. Findings suggest the entanglement with the internet and digital…

This paper is a discussion of the concept 'student active forms of learning'. It aims not at conclusions, but at a perspicuous representation--a map for future navigation and understanding of the concept. From the perspective of philosophy of education, I characterize and discuss issues relating to student active learning in the paper. The context…

Slogans in education have been the subject of critical analysis -- at least in the context of philosophy of education -- for more than half a century. Some of these slogans are no longer relevant or frequently used, while their analyses and explanations are still an appropriate theoretical basis for understanding new educational slogans. One of…

Critical thinking is embedded in national university graduate outcomes and included in international bodies' statements on higher education. At the same time, there are tensions surrounding critical thinking in higher education, such as its commodification, Eurocentrism, and relationship to rapidly digitalising cultures. Drawing from the…

In the context of the profound transformations in higher education learning ecologies brought about by the proliferation of postdigital environments, there is an urgent need for a more holistic, relational, and ethically responsive approach to reimagining learning spaces. This paper proposes a novel pluriversal framework, grounded in relational…