In "World-Centred Education" (2022), Gert Biesta portrayed John Dewey as an exemplar of the cultivation paradigm in education. Biesta argues that this paradigm, which focuses solely on adapting to the environment while ignoring the possibility of individuals choosing not to adapt, aligns with the educational approach received by Nazi…

My analysis Ishiguro's novel "Never Let Me Go" aims to explore how the work of mourning relates to the artificiality of art as well as reality, and how this, in turn, relates to and affects education. In doing so, I engage with philosophical and theoretical works, such as Walter Benjamin's seminal essay 'The Work of Art in the Age of…

In this article, I assume that it is universally accepted that education--at least sometimes--should aim at knowledge. Moreover, I take my point of departure from the classical (and minimal) definition of "knowledge" in terms of justified true belief (JTB). I further assume that this definition usually rests on a common-sense realist…

The differences between soul and spirit can be quite difficult to understand throughout the works of John Dewey. What are they, how do they differ, and how do they relate to meaningful growth? Drawing from his personal correspondence and an analysis of the work in the later part of his life, Becky Noël Smith and Randy Hewitt conclude that, in…

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 essay analyzes Pierre Hadot's reading of Aristotelian "theoria" in order to evaluate "theoria's" relevancy for the contemporary field of Contemplative Education. It emphasizes the limited engagement with "theoria" against a backdrop of heightened attention to mindfulness-based practices. The essay critiques the…

This article continues the efforts of Gert Biesta and Jim Hordern to address the nature and organisation of educational studies as highlighted in a recent special issue titled 'Educational studies today and for the future: threats, hopes, and collaborations' in "BJES" (Volume 7, No. 5, 2023). The aim is to articulate a distinctive voice…

A key question in the field of educational theory is the question of what is 'educational' in education. Responses to this question in the field are often connected to some type of change that is to take place in the child: children are socialised, they become subjects, or learn. I argue that this way of understanding what is educational in…

The work of John Dewey continues to challenge educators whose work is to put theory into practice in the classroom. In the United States and elsewhere, a popular impression of Dewey and progressive education is that of inductive, child-centered pedagogy, but his writings in Democracy and Education--as well as in subsequent re-writings of previous…

In this essay, we address the multilingual challenge that is faced by both the "science of reading" and the field of educational psychology. We describe some significant contributions made by educational psychology to the field's understanding of the "science of reading" as well as multilingual reading, more specifically. While…

Purpose: The purpose of this conceptual paper is to challenge the introduction and implementation of policy mandates that threaten to reduce democratic, creative and responsive literacy pedagogies and practices in the early years. It draws on affect theory as a means to expand theorisations of literacy teaching and learning with approaches that…

This paper introduces the concept of polyphonic relational epistemology, an extension of relational epistemology that emphasizes knowledge as a dialogic and multivocal process. Drawing on Mikhail Bakhtin's theory of polyphony, the paper argues that the act of knowing emerges from the interaction of multiple, irreducible voices. This approach…

This paper reports a Rawlsian thought experiment to propose an approach for developing contextually specific theories of educative leadership. From a position of ignorance, it notes the considerable degree of coherence between a preliminary and practical theory of educative leadership devised in the early 1990s, seven leading twenty first century…

The contemporary transformations occurring within the socio-cultural framework of society necessitate demands for an innovative paradigm in higher education, prompting the evolution of fundamentally novel techniques and pedagogical strategies. These methods should be focused on developing students' personalities, stimulating their creative…

This book examines the intersection between pedagogy and leadership in intersubjective spaces. The intention is to discover answers to the most important question of educational leadership theory for practice today: who leads learning? This book addresses current misconceptions about pedagogical leadership and pedagogy in schools today. It…