While music education practice has moved towards greater diversity, the philosophy of music education remains rather Western-centric, with limited scholars drawing on philosophical resources beyond the West. This is problematic, as a truly inclusive approach to music education ought to embrace multiple philosophical voices. In this paper, we…

This article begins with the question: "Why is study abroad focused on discrete locations and stasis when human history is characterized by movement, flows, and connectivity?" The answer to that question can be found in the original purposes of study abroad in addition to the historical and epistemological context in which these programs…

"Your Introduction to Education"?is an engaging overview of who teachers are, the work they do, and the realities of life in the classroom. Designed to help readers discover their teaching identity, the text weaves the real-life experiences of 8 focus teachers and students from 4 schools across the country into its content. A variety of…

In two different occasions in the twentieth century John Dewey and Maxine Greene stressed the point that educators should attend to 'what the known demands of us'. Following this dictum, from a critical perspective and with a constructive pedagogical spirit, in this paper we portray a new paradigm for values education that addresses the major…

This paper considers the style of moral philosophy that emerged in the mid-1970s in the writings of John McDowell and David Wiggins and examines its implications for moral education. After characterising the position, I examine whether it broadens or narrows the horizons of moral philosophy. Though McDowell's notorious quietism might suggest the…

Paulo Freire left behind a rich legacy that speaks passionately to the relationship of the body to humanizing praxis. This legacy encompasses a pedagogical perspective that focuses on the primacy of the body in the construction of critical knowledge. Freire's ideas also point to the importance of the materiality of body to a pedagogical process…

This paper examines David Bakhurst's attempt to provide a picture of 'the kinds of beings we are' that is 'more realistic' than rationalism. I argue that there is much that is rich and compelling in Bakhurst's account. Yet I also question whether there are ways in which it could be taken further. I introduce the discussion by exploring Bakhurst's…

This article explores the influence of Spinozism on the deep ecology movement (DEM) and on new materialism. It questions the stance of supporters of the DEM because their ecosophies unwittingly anthropomorphise the more-than-human-world. It suggests that instead of humanising the 'natural' world, morality should be naturalised, that is, that the…

In his article "Potentialism and the experience of the new", Jasinski argues for the use of a potentialist approach in education by relating it to a line of thought that starts with Dewey and is fulfilled by Agamben and Lewis. Although the reading that Jasinski offers on potentialism is interesting, his understanding of Dewey is…

From a Wittgensteinian point of view, my goal is to argue against the idea that teaching critical thinking should have as one of its aims the possibility of changing or adapting our deeply held beliefs. As pointed out by the Austrian philosopher in On Certainty, we have a world-picture which is neither true nor false, but above all, 'it is the…

The university today finds itself in a global state of emergency, at once financial, military and ecological. Teaching must assume this emergency as premise and responsibility: it must consider the grounds of the classroom, both figurative and literal, and generate emergent lines of inquiry that address the pressing global and local situation. For…

This chapter defines grassroots community education, makes connections to Dewey's philosophy of experiential learning, and then describes a recent occurrence of indigenous activism that illustrates Dewey's relevance to community learning.

This chapter considers whether John Dewey's writings about experiential education are relevant to modern-day conceptions of adult experiential learning. It highlights how some of the threads of Dewey's thinking are still pertinent, but much more complex.

This chapter describes debriefing or reflective learning practices that help ensure that real-life experiences of potential value will (in Dewey's words) "live fruitfully and creatively in subsequent experiences."

In recent years ideas about education have polarized: on one side are those stressing facts and disciplines; on the other, those committed to the encouragement of learners to make their own meaning. By offering a fine-grained account of pedagogic practice and subject knowledge, recent developments in philosophy provide a means of reconfiguring the…