There has been a revived interest Georg Wilhelm Friedrich Hegel. Notions emanating from his philosophy concerning the human person and that human beings together create and sustain phenomena through social practice speaks of a relational ontology that has relevance for contemporary education. This article argues that such ontology needs to be…

Humanist ideas in education have been promoted by both Western thinkers and classical wisdom texts of Asia. Exploring this connection, I examine the educational philosophy of an iconic ancient Tamil (Indian) text, the "Thiruvalluvar Kural," by juxtaposing it with a contemporary humanist classic, Paulo Freire's "Pedagogy of the…

Higher education has been deeply affected by neoliberalism and corporatisation, with their emphasis on efficiency, competitiveness and valorisation of quantity over quality. This article argues that in the context of South African higher education, and in the Extended Curriculum Programme (ECP) more particularly, such commodification of education…

This work considers what can be gleaned from critically reflecting on several teaching philosophy statements to facilitate professional development. Specifically, three statements, written in 2015, 2019 and 2021 by the author, were investigated using qualitative reflexive thematic analysis to help identify static and dynamic themes within the…

This paper reviews the theoretical underpinnings of phenomenology-related writings which support claims that the self and the social (the 'I' and the 'We') can plausibly be integrated and nurtured together in education. We begin by analysing contemporary theorising which suggests that reviewing foundational phenomenologists, particularly Husserl…

In recent decades, discussions regarding citizenship and citizenship education have evolved from a marginal issue in political philosophy and the philosophy of education to one of the most pressing topics in contemporary discussions about the civic aims of public schooling. The place and contribution of citizenship education in public schools have…

Insistence on verbal literacy as a key skill occurs throughout education. There needs to be a greater awareness of literacy as a sensory capacity: creative voices are seen, heard and performed. I argue that all the senses form embodied understanding, and obstructing this flow can impede learning. This article questions how we can use embodied,…

In this paper, I set an aspect of what it is to live a flourishing life against the backdrop of neo liberal trends that continue to influence educational policy across the globe. The view I set out is in sharp contrast to any narrow assumption that education's main task is the measurement of high performing individuals who will thus contribute to…

Although school is an ideal location for teaching forgiveness because it mediates between the family and society, forgiveness education has been relatively neglected in schools. Most research and pedagogical models on forgiveness education to date are based on the psychological perspective which is individualistic in nature. Although empirical…

Teacher preparation and induction are two notable hallmarks of teacher-becoming commonly presumed to be detached from one another, forcing teacher candidates to transition linearly from one phase to another. Our study challenges this notion through one newly developed teacher residency programme where participating teacher residents are positioned…

What does it mean for teachers to "know their subject matter" and what are--or might be--the sources of teachers' knowledge? The article contends that there is an underutilized potential resource for Jewish teachers that Judaica scholarship about classic texts may offer to pedagogy. The article examines, as a model, the Rabbinic…

This paper puts in conversation Martin Heidegger's concept of "Stimmung" (mood or attunement) with Raymond Williams' notion of 'structures of feeling' to theorize 'mood work' in peace education. It is argued that the perspective of mood provides new insights in peace education that might be harder to grasp through the lens of affect or…

This article addresses a gap in research on LGBTQ inclusion in Catholic schools that has largely been silent on the experiences of non-heterosexual Catholic teachers. I consider how Judith Butler's conception of precarity sheds light on the complex positionality of LGBTQ Catholic (religious) educators in the heteronormative setting of Catholic…

The present article addresses the question of whether, and to what extent, critical thinking should make attunement to current social and political landscapes central to its practice. I begin by outlining what I consider to be the basic positions in the debate about the political contextualisation of critical thinking, which are referred to as the…

In this article we focus on note taking as a practice that is fundamental to (higher) education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself (making her attentive and granting possibilities for self-transformation). Hence it is a practice that has…