As the philosophy of music education further internationalizes with Asian philosophies in recent years, the problem of language is a crucial issue that can no longer be ignored. When mining ideas originally written in non-English languages, is it possible to truly know what was said or written? Is knowledge of the original language necessary? When…

Immigration, economic, and demographic changes have brought about rich cultural and linguistic diversity in rural communities. With rural schools receiving increasing numbers of multilingual learners, providing equitable educational opportunities for multilingual learners in rural schools is a pressing issue facing educators and scholars today.…

The 2011 report "Vision and Change: A Call to Action (V&C)" resulted from a national effort to rethink biology curriculum. "V&C" outlines core concepts and core competencies for biology undergraduates and promotes evidence-based pedagogy, undergraduate research, and inclusive practices. However, it is unclear how much…

For decades now, the United States has been in an era of regressive structural reform of public education. One consequence of this trend is that the United States is now having to relitigate structural questions about public education that it has not asked in a long time. Is public education a basic institution that ought to have a corresponding…

This book addresses the distance between contemporary philosophical critiques of education and the classroom context by applying new insights from social philosophy, neurology and historical analysis to common school practices. Critiquing contemporary academic and political debates concerning the use, and misuse, of assessment tools, psychometric…

Teaching philosophy statements articulate educators' beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications,…

What role should moral philosophy give to considerations about human nature and the character of human life? And what part should such considerations play in moral education? This paper explores these questions by contrasting the 'new intuitionist' position I defend in 'Practice, sensibility and moral education' (Bakhurst, 2018) with Philippa…

Kant writes, 'to have trained one's children is not enough … what really matters is that they learn to "think"'. By 'thinking', Kant means thinking for oneself. But how can one learn to think for oneself? I focus on how we can be motivated to think for ourselves and argue that for Kant it is through the feeling of wonder. I make my case…

While thrusting the importance of knowledge, Bertrand Russell highlights one special "utility" of it, i.e., knowledge promotes a widely contemplative habit of mind; and such knowledge, he terms 'useless'. For Russell, the habit of contemplation is the capacity of rationalized enquiry which enables individuals to consider all questions in…

Competency is a central concept for human resource management, training and education. We define a competency as the capacity of a person to display a generic skill with a certain level of performance when applied to one or more knowledge entities. Competencies, and competency referentials grouping competencies, are essential elements for user…

This exploration takes a look at how students in higher education are disempowered through regimes of social power that are always already extant and ubiquitous within educational regimes. Moreover, this exploration pays particular interest and attention to students in higher education because in many cases throughout relevant research, these…

In this article, we explore three Daoist concepts in East Asian historical and cultural contexts, addressing Daoism and its educational significance in connecting with new materialism theory. We argue that Daoism's nonaction, the interdependence of things and concepts, and nonlinguistic learning allow us to expand art education from the Cartesian…

My aim in this paper is to challenge the neo-Aristotelian tradition, currently dominant in contemporary theories of virtue education, by proposing the Platonic pedagogical methodology for virtue cultivation as a worthy alternative to the Aristotelian theory of education. I highlight that, in contrast to Aristotle's limited remarks concerning…

Both "Bildung" and transformative learning theory focus on the transformative nature of education. Even though they have been developed in different continents and fairly independently of each other, they intersect, and at face value, they might appear to be very similar to each other. Both notions, though are perceived differently by…

What does it mean to educate for self-awareness? How does this fit within education, with its other objectives, and other learning processes? These are key questions for more comprehensive versions of the mindful education movement. In order to provide some responses to these questions from a cohesive philosophical position, this article examines…