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…

In this paper, I further develop Rodolfo Kusch's concept of 'negation'. I argue that it is an affrmative tool that enables us to sense and feel the other sides or domains of what we call reality and allows us to approach a plateau negated as a horizon of possibilities for conviviality and coexistence. Kusch's concept of negation brings forth an…

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…

An extremist, political "will to truth" has been driven by pernicious falsifications in recent election campaigns in the United States and worldwide. The fake, "post-truth" logic of this nationalistic zeal slanders and defrauds the empirical research of art, and its pedagogical potential for thinking otherwise, by its…

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 article examines the tension between chance and determinism in Jorge Volpi's novel "En busca de Klingsor" and how this relationship is treated both in the narrative as well as in debates regarding physics, history, and politics in the twentieth and twenty-first centuries. Beginning from the understanding that the novel is a…

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 article aims to contribute to the discussion on authorship in contemporary science from Foucauldian and Kuhnian perspectives, highlighting the social aspects of science and the role of authorship in scientific revolutions. Thus, it describes the functions of the 'author' discussed by Foucault that can assist to reveal the characteristics of…

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…