Formal explanations are statements that explain properties of an object by referring to its category. This study investigates the role of pragmatics in the evaluation of formal explanations. Across six experiments, we examined how a questioner's knowledge of category identity and an explanation's capability to specify a category affect…

What is the relation of philosophy and teaching? Do we start from philosophy and then work to close the gap through a process of application? Do we start from teaching, and work to create a space for philosophical reflection? Is it enough to include philosophical texts and activities in teacher education? Or perhaps we need to include teachers…

In contrast to normative ethics, which emphasizes determining whether a person or action is good or bad and developing codes to govern individual behaviors, applied ethics focuses on the application of ethics to real-world problems and contexts of practice (Ethics Unwrapped, n.d.). In design-oriented disciplines such as instructional design and…

School leaders work in increasingly complex systems. Alongside leading learning, they daily navigate the needs and expectations of educational departments, teachers, students, parents, society, and themselves. Leadership can therefore be a dynamic vocational calling, but studies show that principals' professional agency, career sustainability, and…

The aim of this paper is to explore how the history of images and conceptual metaphors resulting from them that we use in educational reflections are formed regardless of if they are problematized in practical life. Insight into history shows how these images are shaped not only by our own experiences and by the context of our lives, but also by…

This essay analyzes Pierre Hadot's reading of Aristotelian "theoria" in order to evaluate "theoria's" relevancy for the contemporary field of Contemplative Education. It emphasizes the limited engagement with "theoria" against a backdrop of heightened attention to mindfulness-based practices. The essay critiques the…

The concepts of metacognitive reflection, reflection, and metacognition are distinct but have undergone shifts in meaning as they migrated into medical education. Conceptual clarity is essential to the construction of the knowledge base of medical education and its educational interventions. We conducted a theoretical integrative review across…

Student teachers are invaluable educational assets, especially in digital transformation. The online collaborative reflection ability (OCRA) is crucial for their teaching careers and has always been challenging. There is a pressing need for new collaborative learning strategies to enhance student teachers' OCRA and improve the quality of future…

Play and playfulness have been central to progressive pedagogies since the birth of the kindergarten. Yet their position in many contemporary education discourses is often ambivalent and at times fragile. In the Global North, many critics warn of a 'play crisis' and 'play deficit'. This essay attempts to trace a cultural and intellectual history…

While some researchers argue that theories and abstract knowledge are unreliable bases for teachers' work, a wide range of research stresses the need to overcome the gap between theory and practice, or abstract academic knowledge and experience-based knowledge. Here, Silvia Edling maintains that it is relevant to ask why the relationship is…

Reflexivity has become a key concept in RE. It plays a vital role in the interpretive approach and the broader contexts of hermeneutics, anthropology, and research methodology. Moreover, reflexivity is closely related to other terms like self-awareness and self-reflection. How can we conceptualise reflexivity and these related concepts? What are…

Graduate employability remains a key talking point in higher education despite the contested nature of the construct and the myriad of factors that influence an individual's capacity to gain employment. Universities are still positioned to produce graduates who can contribute to society and the economy through work. Students are similarly…

In "On the Affective Threshold of Power and Privilege" (2023), Julie Rattray reflects on the impact of decolonising the curriculum (DtC) on threshold concept (TC) theory. In this paper, I focus on student troublesomeness in the context of DtC--troublesomeness being a key dimension in TC. I argue that such difficulty requires a bespoke…

Critical Action Learning (CAL) involves a deliberate choice to engage with emotions and power relations generated by people's attempts to learn. This choice recognizes that there are likely to be implicit limits to learning in organizations, especially where such learning starts to undermine established ways of thinking and working. One way to…

In this paper, I start from a posthumanist understanding of subjectivity to stress how our ways of relating do not follow from previously formed intentions but emerge in assemblages. The fact that we hold certain theoretical ascriptions does not assure that we will relate in ways that are consistent with them. We might intend to embrace…