The purpose of this research is to determine the relationship between 'educational beliefs' and 'teacher self-efficacy perceptions' of pre-service teachers in the faculty of education. A total of 1002 pre-service teachers, 463 final year undergraduate and 539 certificate program students, participated in the study voluntarily at the Necatibey…

This article defines Danish togetherness, putting it in the context of Danish social and political history, and placing particular emphasis on the gradual development of Denmark's homogeneity, on the growth of national awareness, on aspects of social capital, and on the central role of education as enlightenment in the process of democratisation.…

This article aims to connect and ground the innovative pedagogies described in this issue by looking at the meaning of 'pedagogy' in a holistic way. Drawing on a strong European tradition which originated in the German Enlightenment, it outlines deep principles such as independent thinking, criticality, freedom and social engagement. In…

Critical pedagogy in the UK has traditionally been practised in the Lifelong Learning sector. However, the sector has become constrained by funding cuts, instrumental curricula and accountability measures, and teachers can feel that they have little room for professional autonomy and therefore the practice of critical pedagogy. Yet some do…

The Programme for International Students Assessment (PISA) has become one of the most influential forces in global education. The growing influence has been accompanied by growing criticism. For nearly two decades since the first round of PISA was conducted in 2000, the global assessment program has been roundly scrutinized and criticized by…

"The Oxford Handbook of Qualitative Research, Second Edition" presents a comprehensive, interdisciplinary overview of the field of qualitative research. Divided into eight parts, the forty chapters address key topics in the field such as approaches to qualitative research (philosophical perspectives), narrative inquiry, field research,…

The purpose of this study is to explore the happiness principles and educational thoughts of Buddha and Laozi. The significance of the study is to provide the basic theories and the worthy resources of contemporary and future education, especially happiness education and moral education, for educational theorists and practitioners in the world. To…

In Immanuel Kant's "Critique of Practical Reason" ["Kritik der praktischen Vernunft"] (hereafter: KpV), Kant in the second book's second part "Methodology of Pure Practical Reason" ["Methodenlehre der reinen praktischen Vernunft"] wonders why "the educators of the youth" have not "made use of…

Philosophy for Children (P4C) is founded on a respect for children's rational abilities and their expressive capacities. It is a pedagogical approach that is designed to provide children with the opportunity to freely express themselves and practice the skills necessary for making well-reasoned choices. An individual child may feel unable to…

Although much has been written about Friedrich Nietzsche's views on education over the years, and much has also been written about Dionysus, god of wine and ecstasy, very little attention has been given to the meaning of, and need for, Dionysian education. In this article, Sean Steel attempts to begin that project. Drawing Nietzsche's…

The early history of Utrecht University (founded 1636) reflects an emerging public sphere (Habermas's "bürgerliche öffentlichkeit") of a major town in the Netherlands. This public sphere was a contested field among the different groups establishing and administering the university: university professors, town magistrates and…

Approaches to studying the "social" are prominent in educational research. Yet, because of their insufficient acknowledgement of the social nature of human beings and the reality we experience, such attempts often commit themselves to the dualism of scheme and content, which in turn is a by-product of the underlying dualism of reason and…

In this paper, I argue that potentialism is uniquely able to articulate the value of educational practices (such as philosophy with children, and study) that lack the kind of directionality commonly associated with educational activities. It does so by operating with radically different assumptions about the nature and value of…

In this essay, James Scott Johnston examines Jürgen Habermas's transcendental justification of his discourse theory of morality. According to Johnston, the application of Habermas's theory to educational issues often assumes that this justification is a cogent one. However, if the theory is to provide reasoned and appropriate guidance for…

Alasdair MacIntyre's argument, that teaching is not a social practice, has been extensively criticised, and indeed teaching is normally understood more generally to be a form of generic activity that is a practice in its own right. His associated proposition, that teachers are practitioners of the discipline they teach, has, however, received…