Background/Purpose: The pedagogical thought of Johann Heinrich Pestalozzi (1746-1827) has been recognized as one of the pillars of modern popular pedagogy and the Active School movement. His student-centered approach and emphasis on holistic development have significantly influenced contemporary educational trends. However, his legacy has not been…

While education is often tasked with educating students for a somewhat infinite number of futures, it is perhaps possible to say that no matter what the future is, people will continue to live with and care for one another in some capacity. To be attentive to this future is not to educate for a specific, fully developed and already decided upon…

In contemporary educational discussion, concerns have been raised about the influence of the so-called post-truth era and its impact or consequences on democratic education. Facing these challenges calls for more discussion concerning the role of truthfulness and honesty as central parts of democratic education. In this essay, we argue that while…

Recent developments in generative artificial intelligence brought a renewed interest in representations of humans, especially puppets, in literature and in popular culture. In this article, following Giorgio Agamben's paradoxical claim that the human can truly appear in what is not human -- in a puppet, I examine the famous marionette-turned-boy…

Perpetual and nominating phrases in academic spaces, such as "good teacher," "meet students where they are," and "teachers don't teach for the income," argue specific social assumptions and have subjective consequences. Furthermore, the subjected may help perpetuate such rhetorical phrases due to ideological…

In this paper, the author will develop a more comprehensive notion of truth, one that goes beyond the epistemological correspondence theory, and the author will argue for the importance of authentication as a crucial extension of truth, especially in a posttruth climate. Hannah Arendt observes, "facts need testimony to be remembered and…

Ongoing debates in educational philosophy and theory question the relevance of critical theory and critical pedagogy to decolonization, given their foundations in Eurocentric traditions. While some scholars critique critical theory for its failure to engage with colonial histories, others caution against conflating decolonization with broader…

The paper focuses exclusively on the famous geometry lesson given by Socrates to the slave-boy in Plato's Meno, providing an in-depth analysis that emphasizes the pedagogical aspects of the lesson. This approach allows for an examination of the lesson that teachers, educators and students alike--regardless of their interest in the philosophical…

In this article I draw on existing theory in a project of synthesis and integration to develop a terminological, conceptual, and graphic model for understanding the scope of critical thinking. I begin by showing why the idea of critical scope matters. I then develop a model that maps the scope of critical thinking across individual, sociocultural,…

This article critically examines dominant formulations of epistemic injustice, focusing on Miranda Fricker's tradition and its broader influence. We argue that much of the literature on epistemic injustice is formulated within a specific Western world-picture, and we discuss its implications. A significant source of this confinement is the view of…

For almost 80 years, post-war Japanese moral education has adopted a dual-process structure, which states morality is taught through two processes: one through all aspects of school education and the other through a special moral education class. The necessity and effectiveness of this structure were theorised by Eijiro Inatomi. However, it has…

In "On the Affective Threshold of Power and Privilege" (2023), Julie Rattray reflects on the impact of decolonising the curriculum (DtC) on threshold concept (TC) theory. In this paper, I focus on student troublesomeness in the context of DtC--troublesomeness being a key dimension in TC. I argue that such difficulty requires a bespoke…

This article seeks to explore how, why and under which conditions a move away from critique as a negative practice towards an -- educationally more valuable -- affirmative notion of critique is important in formulating pedagogies that might respond more productively to the challenges of the post-truth era. What is at stake here in reframing…

This book is a philosophical enquiry into the educational consequences of Spinoza's political theory. Spinoza's political theory is of particular interest for educational thought as it brings together the normative aims of his ethical theory with his realistic depiction of human psychology and the ramifications of this for successful political…

Scholarly accounts of the training of pity in Jean-Jacques Rousseau's "Emile" focus on how Emile's tutor activates the psychological mechanisms necessary for the feeling of pity in book 4 of the text. This account is inadequate, for it fails to show how Emile acquires the evaluative ability to make the judgment about who deserves pity as…