Hager and Beckett assert that a 'characteristic feature of … assorted co-present groups is that their processes and outputs are marked by the "full gamut of human experiences" involved in their functioning'. My paper endorses and further develops this claim. I begin by expanding on their emphasis upon the priority of relations in terms…

This article addresses relations between concepts of 'self', 'other(s)' and 'othering' through a reading of the revolutionary psychiatrist Frantz Fanon's psychoaffective phenomenological and pedagogical narrative approach, reading his work as phenomenological and educational as well as critiquing phenomenology, psychology, education and (of…

The ethics of care has regularly been described "via" contrast with deontological, consequentialist, and virtue theories of ethics. Often, such descriptions play care and justice against one another as potentially congruent but frequently competing social goods. This articulation of the field, which moves across major perspectives within…

This paper addresses the rift between the teacher's sense of self as a causal agent and the experience of being in lack of control in the classroom, by way of Hans Vaihinger's philosophy of 'as if.' It is argued that understanding agential control in terms of a valuable educational fiction--a practical (ethical) fiction in Vaihinger's…

Reflection is generally considered to be important for learning from simulation-based training in professional and vocational education. The mainstream conceptualization of reflection is argued to rest on a dualistic ground separating the mind from the body. Drawing on phenomenological analyses of bodily awareness and an ethnographic case study of…

This article addresses the problem of two extreme positions in the self-understanding of human beings namely ignoring culture or its over-determination. Though Charles Taylor and Antonio Gramsci are widely known to differ from each other in many respects, we endeavor a congruent reading to evolve a comprehensive perspective. We make avail of their…

Some of the students in our classrooms doubt their intellectual strengths--their knowledge, abilities, and skills. They may be unaware of the intellectual strengths they have, or may ignore, lack confidence in, or under-estimate them. They may even incorrectly judge themselves to be intellectually inferior to their peers. Students who do such…

While social-emotional learning as a specific education concept originated from North America, the thoughts on emotions and associated pedagogical practices have developed across cultures. Drawing on Confucian and Daoist perspectives, this paper aims to reconfigure an alternative of social-emotional learning, beyond the dominant framework rooted…

Similar to ongoing discussions about the existence of Filipino philosophy, questions remain whether there is indeed a Filipino philosophy of education or not. Several scholars have sought an authentic Filipino philosophy of education that is untouched by colonization, while others have acknowledged that foreign influence cannot be taken away from…

Therapeutic translations of the microbiome-gut-brain (MGB) axis are reconstructing the educational subject in a manner amenable to Foucauldian analysis. Yet, at the same time, under the sway of MGB research social scientists are taking a biosocial turn that threatens the integrity of Foucault's historicizing philosophical project. Meeting that…

In this article, we offer a critical realist conception of curriculum that aims to cultivate critical thinking (CT) and liberate students from egocentric rationality. We first examine egocentric rationality as a problem emerging from the technicist paradigm of cultivating CT in higher education, exemplified by issues arising from the pedagogical…

Educational research in metacognition is based predominantly on a positivist paradigm and empirical epistemological assumptions about human cognition and its investigation. Following recent calls for greater methodological diversity, this paper critically examines the possibility of studying metacognition in education through Karen Barad's (2003,…

The Deleuze/Guattari text "Anti-Oedipus" burst onto the intellectual scene in 1972 as a radical new means to reconceptualise capitalism and its effects. At the heart of "Anti-Oedipus" and its analysis of capitalism is the concept of deterritorialization, and how it evacuates identities, culture, values, and, indeed, coherent…

The essay addresses the rise of what we elect to call 'the religious left'. Documenting the collapse between radicality and religiosity as identity politics embraces moral absolutism, the essay offers a critique of the culture wars and the ensuing flight from political confrontation. Attending in particular to the failures of the left, which we…

This paper began with the assumption that the habitual practices of knowledge-creation, which have shaped the day-to-day contexts of teachers and researchers, are not greatly different from the practices that have led to human-made catastrophes in the Anthropocene. I pondered over my experiences as a researcher in an attempt to gain insights for…