In this article, David Hansen works with two conceptions of "being with." The first is Jean-Luc Nancy's ontological version as found in his "Being Singular Plural" (1999). The second is Hansen's ontic formulation as expressed in his recent book, "Reimagining the Call to Teach: A Witness to Teachers and Teaching"…

In this article, Annie Schultz argues that there "are" messages to be found in mediums. As an addition to media literacy education in the digital information era, Schultz joins in conversation with philosophers of education who have turned to aesthetics and visual culture studies as a way of interpreting digital misinformation. She…

This article delineates a Confucian approach to a democratic classroom by drawing upon the educational thought of third-century philosopher Xunzi. It is argued that Xunzi's approach is generally compatible with the three salient features of a democratic classroom: (i) it is a way of life guided by the principles of equality, freedom, justice, and…

This article proposes "anti-currere" as a non-philosophical intervention in curriculum theory, drawing on the work of François Laruelle to challenge the field's foundational obsession with the Real. It argues that curriculum study, despite its surface diversity, remains structurally wedded to a philosophical decision that monopolizes…

This article delves into the potential alignment between Friedrich Nietzsche's philosophical insights and the contemporary critical educational paradigm of heutagogy, which advocates for self-determined learning. Heutagogy represents a significant shift in educational ideology, empowering learners with the autonomy to choose their learning paths…

How has artificiality been imagined and circumscribed in works of fiction? For this paper, I answer the question by utilizing three of Miguel de Unamuno's early works to explore artificiality and authenticity. From "Amor y pedagogia" ("Love and Pedagogy" [LAP]) to "Del sentimiento trágico de la vida" ("The Tragic…

This essay analyses the theme of representational pluralism in science education and a possible interpretation through the inferential-pragmatic conception of scientific representations. A brief description of two principal conceptions of scientific representations (the semantic-structural and the inferential-pragmatic conceptions) and their…

In this article, the author reexamines some of the educational responses Sarah M. Stitzlein outlines in her presidential address and explores the need for additional responses to polarization that are, as the author puts it, less "schoolish." These kinds of broadly "educational" responses to polarization can go a long way to…

This article is designed to begin to correct the relative neglect of the writings of Alphonso Lingis in the philosophical and educational literature. More specifically, I first attempt to deconstruct Lingis' depiction of both the rational community and the community of those who have nothing in common. Second, I wish to reimagine Lingis' notion of…

This essay explores the legacy of the four philosophers now often referred to as 'The Wartime Quartet': G.E.M. Anscombe, Iris Murdoch, Philippa Foot and Mary Midgley. The life and work of the four, who studied together in Oxford during the Second World War, is the subject of two recently published books, "The Women Are Up to Something,"…

This article argues that hope is not an adequate affective response to dread. Indeed, hope and dread are more closely aligned than either critical or postcritical forms of educational philosophy would like to admit. The article proposes a shift from hope to joy as an under appreciated educational affect. To make this claim, the author pivots to…

Inspired by Aristotle and Goffman this article considers how the study of virtue acquisition may be pursued through an observational theorising about social interactions in institutions. Adapting Goffman's and Harré's notions of moral order and moral career, it proposes character education to be a dialogic process requiring negotiation between…

Over recent years, it has been claimed that we live in a 'post-truth' age: a moment in history where the ideal of truth seems to have been abandoned. The prevailing attitude towards truth is not one of antagonism but of "indifference." Should this bother us? If so, why? What might we mean by 'truth'? How is truth relevant to education?…

In "Anti-Oedipus," Deleuze and Guattari saw the difficulty of disentangling the question of Spinoza and, later, of Reich from the very limit of a system of representation by which they mean Oedipus. As "A Thousand Plateaus" would emphasize later, this limit brings out the question of the desire for democracy ('democracies are…

This piece is about the value of decolonization for teaching and doing science-engaged theology. I argue that decolonization should be seen as a useful tool that helps students, teachers, and scholars to re-imagine the modern distinction between science and theology/religion.