Mindfulness-based interventions (MBIs) can result in positive "side effects," such as concentration and individual well-being, highly desirable to schools operating within a neoliberalist agenda emphasizing performativity. However, employing a critical literature review, we argue that adverse side effects also occur, though…

Over the past twenty-five years, or so, considerable advances have been made in understanding how learning occurs in the brain, though much of this research is still to make its way into education. One contribution it should be making is to furnish the philosophical critique of past and current theory with supporting empirical evidence. For…

Acknowledging criticisms of the values supported by competitive dance, this article seeks to develop and advocate a pedagogical reframing of the event in terms of situated learning and mediated learning experience. Making sense of the competitive experience with the contributions of 4E (embodied, embedded, extended, and enactive) cognition theory,…

Ziegler and Phillipson (Z&P) advance an interesting and ambitious proposal, whereby current analytical/mechanistic theories of gifted education are replaced by systemic theories. In this commentary, the author focuses on the pros and cons of using systemic theories. He argues that Z&P's proposal both goes too far and not far enough. The future of…