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Integrations: The Struggle for Racial Equality and Civic Renewal in Public EducationLarryBlum and ZoëBurkholderUniversity of Chicago Press, 2021, Pp. 280. Educational Theory Pub Date : 2024-04-05 Sheron Fraser‐Burgess
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Symposium Introduction: A Cross‐National Dialogue about Education and Pedagogy Educational Theory Pub Date : 2024-04-02 Daniel J. Castner, Agnes Pfrang, Anja Kraus, Todd Alan Price, Rose Ylimaki
This symposium features papers from scholars engaged in a cross-national study and dialogue about education and pedagogy. In a time of increasing politicization and instrumentalization of education, as well as increasing diversity and digitalization, we seek to go forward with education theorizing and practice by (re)considering education's scholarly, theoretical, and practical roots. The scholars
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Understanding Academic FreedomHenryReichmanJohns Hopkins University Press, 2021, Pp. 248.Challenges to Academic FreedomJoseph L.Hermanowicz, ed. Johns Hopkins University Press, 2021, Pp. 304.It's Not Free Speech: Race, Democracy, and the Future of Academic FreedomMichaelBérubé and JenniferRuthJohns Hopkins University Press, 2022, Pp. 304. Educational Theory Pub Date : 2024-04-01 Alexis Gibbs
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The Pedagogy of “As If” Educational Theory Pub Date : 2024-03-25 Johan Dahlbeck
In this paper Johan Dahlbeck sets out to propose a pedagogy of “as if,” seeking to address the educational paradox of how students can be influenced to approximate a life guided by reason without assuming that they are already sufficiently rational to adhere to dictates of practical reason. He does so by outlining a fictionalist account, drawing primarily on Hans Vaihinger's systematic treatment of
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Rediscovery of Forgotten Dimensions of Pedagogical Practice from Continental Perspective Educational Theory Pub Date : 2024-03-28 Agnes Pfrang, Daniel J. Castner
This article critically assesses contemporary empirical educational research, directing attention toward overlooked facets of pedagogical practice. Here, Agnes Pfrang and Daniel Castner raise questions about predominant psychological approaches to empirical educational research, instead advocating for a holistic viewpoint that encompasses the subtleties of educational situations and experiences. They
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Portrayals of Snow and Hermeneutics as an Early Childhood Educational Theory Educational Theory Pub Date : 2024-03-28 David W. Jardine
This paper is a combination of a grandfather's musings over his grandson's drawings, combined with a reconsideration of hermeneutics as an early childhood educational theory.
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Human Beings and Their Education from an Anthropological Perspective: Current Discourses in the Field of Educational Science in the German‐Speaking World Educational Theory Pub Date : 2024-03-28 Christoph Wulf
In this article Cristoph Wulf examines the basic concepts of pedagogy and educational science in the German‐speaking world, looking at education and socialization from the perspective of educational anthropology. He makes evident that the complex German concept of Bildung, in particular, can only be fully understood by means of a historical and philosophical analysis.
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A Historical Introduction to Continental Pedagogics from a North American Perspective Educational Theory Pub Date : 2024-03-28 Anja Kraus, Rose Ylimaki
This article aims to serve as an introductory discussion of the European Continental tradition of pedagogics, specifically from a North American perspective. It begins with an overview of the Continental tradition and its main figures. Here, we find a philosophical and, thus, language‐sensitive attitude toward the human, the child; and a specific pedagogical terminology, i.e., descriptions and interpretations
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Transformations of Choice and Diversity in Education: Bildung from Wilhelm von Humboldt through John Stuart Mill to Milton Friedman Educational Theory Pub Date : 2024-03-28 Todd Alan Price, Ruprecht Mattig
There is fierce controversy in the United States over whether parents should be able to choose their children's schools and/or curriculum. To discuss the pedagogical arguments inherent in this question, Todd Alan Price and Ruprecht Mattig begin with the classical concept of Bildung as developed by Wilhelm von Humboldt around 1800. Next, they compare Humboldt's ideas with the ideas of John Stuart Mill
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Can Epistemic Paternalistic Practice Make Us Better Epistemic Agents? Educational Theory Pub Date : 2024-03-04 Giada Fratantonio
Can epistemic paternalistic practices make us better epistemic agents? While a satisfying answer to this question will ultimately rest at least partly on empirical findings, considering the epistemological discussion on evidence, knowledge, and epistemic virtues can be insightful. In this paper, Giada Fratantonio argues that we have theoretical reasons to believe that strong epistemic paternalistic
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Epistemic Vice Rehabilitation: Saints and Sinners Zetetic Exemplarism Educational Theory Pub Date : 2024-03-04 Gerry Dunne, Alkis Kotsonis
This paper proposes a novel educational approach to epistemic vice rehabilitation. Its authors Gerry Dunne and Alkis Kotsonis note that, like Quassim Cassam, they remain optimistic about the possibility of improvement with regard to epistemic vice. However, unlike Cassam, who places the burden of minimizing or overcoming epistemic vices and their consequences on the individual, Dunne and Kotsonis argue
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Ethical Diversity, The Common Good, and The Courage of Dialogue Educational Theory Pub Date : 2024-03-02 Seamus Mulryan
In this article, Seamus Mulryan contends that dialogue about questions that matter to a body politic require the ethical virtue of courage, which is distinct from the virtue of intellectual humility, and this is of central importance in the education of members of a pluralist society. Mulryan begins with Robert Kunzman's theory of Ethical Dialogue and departs from it through Hans‐Georg Gadamer's theory
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Gareth B. Matthews, The Child's PhilosopherMaughn RollinsGregory and Megan JaneLaverty, eds. Routledge, 2021, Pp. 278. Educational Theory Pub Date : 2024-03-02 Gregory Lewis Bynum
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Symposium Introduction: Epistemic Vices: Moving Beyond Saints and Sinners Educational Theory Pub Date : 2024-03-01 Gerry Dunne
Perfect epistemic agents do not exist. People are messy. We make mistakes; we are error-prone. We have limited attention spans, sluggish cognitive processing powers, pedestrian interpersonal skills, inefficient and unreliable memories. At times we struggle to get out of our own way — the vagaries of life, relationships, and responsibilities, both individually and collectively, take a toll, especially
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Stop Talking about Echo Chambers and Filter Bubbles Educational Theory Pub Date : 2024-03-01 David Coady
It is widely believed that we are facing a problem, even a crisis, caused by so-called “echo chambers” and “filter bubbles.” Here, David Coady argues that this belief is mistaken. There is no such problem, and we should refrain from using these neologisms altogether. They serve no useful purpose, since there is nothing we can say with them that we cannot say equally well or better without them. Furthermore
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“If You Say You Believe This, Then Why Did You Vote Like That?”: Reasoning as Questioning in Dialogue Educational Theory Pub Date : 2024-03-01 Rachel Wahl
This article draws on the philosophical work on dialogic rationality offered by Charles Taylor as well as qualitative studies of dialogues between politically opposed college students to argue that these conversations succeed as tools of democracy precisely because they fail as interventions. That is, the democratic strength of such dialogue is the way in which it is unreliable as a means of producing
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Theorizing to Cases: A Methodological Approach to Qualitative Normative Cases Educational Theory Pub Date : 2024-01-07 Lauren Gatti, Paula McAvoy
In this article, Lauren Gatti and Paula McAvoy explain the interdisciplinary methods that they used for developing a theory of professional judgment for teachers that they call the Ethical Long View. In developing the theory, they engaged in empirical inquiry through the solicitation of dilemmas from practicing teachers using an online survey (N = 127) and follow-up interviews with a subset of survey
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The Impossibility and Necessity of Causality in Niklas Luhmann's Theory of Education Educational Theory Pub Date : 2024-01-08 Lars Qvortrup
According to Niklas Luhmann, causality is both an impossibility and a necessity in education. On the one hand, the task of the teacher is an impossible one, because teaching as communication is a closed system that cannot determine the learning of pupils' psychical system in any causal sense. On the other hand, one cannot practice as a teacher without a belief in causality, i.e., in a causal connection
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The Medium in the Sociology of Niklas Luhmann: From Children to Human Beings Educational Theory Pub Date : 2024-01-03 Christian Morgner
In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper
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Dewey on Familiarity in Education, Aesthetics, and Art* Educational Theory Pub Date : 2024-01-02 Andrea Fiore
In this paper, Andrea Fiore sketches the notion of familiarity in Dewey's thought, particularly in its relations with education, aesthetics, and art. The importance of that notion emerges in Dewey's well-known writings such as How We Think, The School and Society, and Art as Experience, where he shows that not only does familiarity play a fundamental role in our lives, but it also constitutes a helpful
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Populist Challenges to Truth and Democracy Met with Pragmatist Alternatives in Citizenship Education Educational Theory Pub Date : 2024-01-01 Sarah M. Stitzlein
Populists employ truth as a tool for aligning the people against the elite. Citizenship education rarely takes up critiques of liberal democracy, discussions of populism, or conversations about what truth is. This paper provides an alternative pragmatist vision of truth that builds on the populist call for democracy to better reflect the will of the people, while also pushing back against the harms
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Educational Case Studies and Speaking for Others Educational Theory Pub Date : 2023-12-26 Jennifer M. Morton
We have good reasons to be concerned about the underrepresentation of historically marginalized people's perspectives from philosophical and academic discourse. Normative case studies provide a potential avenue through which we can address this lack of diversity. However, there is a risk that those who engage in this kind of project are “speaking for others” in ways that reproduce the inequalities
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The Ethics of World-Building in Normative Case Studies Educational Theory Pub Date : 2023-12-26 Tatiana Geron, Meira Levinson
Normative case studies are designed to offer richly detailed “worlds of possibility” that invite complex reflection and discussion about authentic ethical dilemmas in education. In this essay, Tatiana Geron and Meira Levinson argue that authors' choices of what details to include in a case are themselves ethical decisions that require significant ethical responsibility. Case details can shape which
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The Child as the Medium of Education Educational Theory Pub Date : 2023-12-26 Niklas Luhmann
Inquiries into the medium of education take up a question that has so far usually been answered teleologically or psychologically. The coherence of educational endeavors has been illustrated by their objective, and this again has been illustrated by the changes in the state of the educatees. The difficulty of such an approach is that no educator is able to know the inner state of the educatee, i.e
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Symposium Introduction: A New Approach to Understanding Children: Niklas Luhmann's Social Theory Educational Theory Pub Date : 2023-12-26 Christian Morgner
This symposium centers on the English translation of sociologist Niklas Luhmann's 1991 article “Das Kind als Medium der Erziehung”1 (“The Child as a Medium of Education”), which is being published for the first time in this issue of Educational Theory. This work forms part of Luhmann's broader long-term project — to develop a general theory of society — which included numerous writings on education
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What's Wrong with Tuition-Free Four-Year Public College? Educational Theory Pub Date : 2023-12-25 Harry Brighouse, Kailey Mullane
Advocates of tuition-free four-year public college make the argument for it too easy by asserting that it would be paid for out of taxes on the wealthy. Other uses of the revenues are possible. In this paper, Harry Brighouse and Kailey Mullane establish two criteria for comparing different uses of the revenues: the first criterion is, will the policy increase the overall level of educational goods
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Adaptation, Activism, and the Looming Climate Disaster† Educational Theory Pub Date : 2023-12-25 Bryan R. Warnick
It is likely that the process of global climate change will continue to accelerate. There is a lack of political will to confront the problem and the consequences for humanity — including widespread suffering and institutional destabilization — will be disastrous. How should educators respond to a catastrophic future? Here, Bryan Warnick argues that two criteria should guide the educational response
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“What a tale we have been in”: Emplotment and the Exemplar Characters in The Lord of the Rings and the Harry Potter Series Educational Theory Pub Date : 2023-12-05 Alison Milbank
Linda Zagzebski's theory of moral exemplarity emphasizes the importance of admiration in developing ethical behavior. This essay argues that admiration involves wonder and distance and is best evoked by mixed or flawed characters; it demonstrates this through discussion of the characters in J. R. R. Tolkien's The Lord of the Rings and J. K. Rowling's Harry Potter series. Using Paul Ricoeur's taxonomy
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Exemplars Embodied: Can Acting Form Moral Character? Educational Theory Pub Date : 2023-11-29 Ann Phelps, Dylan Brown
Theatre practitioners use empathy formation techniques within their acting methodology to develop particular characters for the stage. Here, Ann Phelps and Dylan Brown argue that, when Constantin Stanislavski's seminal dramatic method is placed in conversation with exemplarist moral theory, acting can become a tool for moral formation. To illustrate this claim, they describe their work with the Program
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Existentialism and Exemplars Educational Theory Pub Date : 2023-11-27 Kate Kirkpatrick
In this paper, Kate Kirkpatrick argues that the recent return to moral exemplars in exemplarist moral theory might benefit from engaging with existentialists' use of exemplars in two ways: first, by considering the role of negative exemplars and the power of emotions other than admiration in moral formation; and second, by considering objections to exemplarist education, in particular Simone de Beauvoir's
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How Much Moral Psychology Does Anyone Need? Tolstoy's Examples of Character Development and Their Impact on Readers Educational Theory Pub Date : 2023-11-27 Daniel Moulin
Nothing was more important to Tolstoy than character development. For him, the purpose of life is to grow morally. The purpose of literature — as all art — is to aid that growth. Abstract philosophy and pedantic scholarship are therefore redundant. Indeed, even the psychological novel is a distraction. Moral truths are self-evident. They are always simple. They are expressed by the humble. They are
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Problem-Posing Dialectic Revisited: Freire Between Critical Philosophy and Psychoanalysis Educational Theory Pub Date : 2023-11-21 Alex J. Armonda
Examining the still underexplored elements in educational theorist Paulo Freire's work, this essay begins from his claim that problem-posing pedagogy works as a “kind of psychoanalysis.” Situating Freire between the critical philosophical and psychoanalytic traditions, Alex Armonda offers a new reading of the problem-posing dialectic, mapping parallels between Freirean pedagogy and psychoanalysis on
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Symposium Introduction: The Pedagogical Potential of Exemplar Narratives in Moral Development and Moral Education Educational Theory Pub Date : 2023-11-21 Liz Gulliford, Edward Brooks, Oliver Coates
Introduction This symposium engages the important question of how exemplars might shape the character of learners, focusing on the pedagogical potential of exemplar narratives. In recent years there has been growing interest in the topic of moral exemplars, from educational, philosophical, and psychological perspectives. The pedagogical potential of learning by example has been known since antiquity
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Nietzsche's Untimely Prophecy: Online Exemplars and Self-Cultivation Educational Theory Pub Date : 2023-11-21 Matthew J. Dennis
Digital technologies are changing our understanding of ethical emulation. In this article, Matthew Dennis proposes that some social media technologies have given rise to a strikingly new set of ethical ideals, often concerned with the ideal of self-cultivation. While there is relatively little philosophical discussion of these kinds of ideals, Dennis suggests that scrutiny of Friedrich Nietzsche's
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“I Can't Read This”: Plagiarism, Biopolitics, and The Production of The Trans-Dividual Student Educational Theory Pub Date : 2023-11-20 Tony Iantosca
In this paper, Tony Iantosca situates the academic integrity policies of US colleges and universities, as well as student plagiarism, in biopolitical frameworks. By examining the aporias that result from student plagiarism in the context of neoliberal knowledge production, which produces and depends upon individualized, skills-bearing students, Iantosca interrogates what educators can learn philosophically
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Resisting Epistemic Injustice: The Responsibilities of College Educators at Historically and Predominantly White Institutions Educational Theory Pub Date : 2023-10-22 Caitlin Murphy Brust, Rebecca M. Taylor
In this paper, Caitlin Murphy Brust and Rebecca Taylor examine the responsibilities of college educators to resist conditions of epistemic injustice within their institutions. Pedagogy alone cannot bring about epistemic justice in higher education, for no individual epistemic agent can single-handedly transform their epistemic environment. The roots of such injustices are structural and thus require
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Toward Pedagogical Justice: Teaching Worlds that we can Collectively Build Educational Theory Pub Date : 2023-10-19 Chrissy A. Z. Hernandez, Sheeva Sabati, Ethan Chang
How can educators create space for students to practice making the worlds we are trying to collectively build? Inspired by genealogies that are grounded in and emerge from social movements, this paper uplifts the possibilities, tensions, and new questions that emerge when we take seriously the role of our classroom pedagogies. The authors offer a reflexive, methodological approach that pushes against
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Decolonial Pedagogy Against the Coloniality of Justice Educational Theory Pub Date : 2023-10-16 Nelson Maldonado-Torres, Xamuel Bañales, Leece Lee-Oliver, Sangha Niyogi, Albert Ponce, Zandi Radebe
This article explores the darker side of appeals to justice and social justice within liberal settings, particularly the US academy, where these terms are frequently mobilized to counter decolonial knowledge formations and aspirations. The authors draw from Frantz Fanon's critique of justice in colonial settings to demonstrate ways in which the coloniality of justice appears in the context of debates
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On Justice, Pedagogy, and Decolonial(Izing) Praxis Educational Theory Pub Date : 2023-10-13 Catherine E. Walsh
This paper goes beyond — transcends — “pedagogy as justice,” recognizing that justice, particularly in these present times, may not be enough. Its wager is with pedagogies of and for life; pedagogies that plant and cultivate, that push and enable other modes of living, despite the capitalist-modern-colonial-racist system, beyond the system, and in the system's margins, borders, fissures, and cracks
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Beyond Personalization: Embracing Democratic Learning Within Artificially Intelligent Systems Educational Theory Pub Date : 2023-10-13 Natalia Kucirkova, Sandra Leaton Gray
This essay explains how, from the theoretical perspective of Basil Bernstein's three “conditions for democracy,” the current pedagogy of artificially intelligent personalized learning seems inadequate. Building on Bernstein's comprehensive work and more recent research concerned with personalized education, Natalia Kucirkova and Sandra Leaton Gray suggest three principles for advancing personalized
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A Theory of Planetary Social Pedagogy Educational Theory Pub Date : 2023-10-13 Arto O. Salonen, Erkka Laininen, Juha Hämäläinen, Stephen Sterling
The escalating planetary crises of human-induced climate change, the depletion of natural resources, and declining biodiversity call for urgent actions to be taken at all levels of society and by the global community. The current political strategy for a sustainable future that emphasizes economic and technological progress is insufficient to bring about the change required; an educational approach
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Pedagogy-as-Justice Educational Theory Pub Date : 2023-10-11 Nassim Noroozi
Nassim Noroozi proposes a juxtaposition of pedagogy with and a characterization of it as justice. The term pedagogical here is not limited to “the educational,” nor is pedagogy limited to the methods of teaching. At the same time, the term justice will not be framed in terms of liberal conceptual grounds. Noroozi defines pedagogy as an arrangement of meaning so that it becomes impossible not to see
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Symposium Introduction: Exploring the Transformative Possibilities and the Limits of Pedagogy in an Unjust World Educational Theory Pub Date : 2023-10-10 Rebecca M. Taylor, Nassim Noroozi
Pedagogy and justice are two central concepts in the study and practice of education. Schools and the societies within which they are situated are characterized by varieties of injustice, including social, racial, and epistemic injustices, and pedagogy is foundational to educational practice. These two concepts can converge in a variety of ways, including when educators and schools are called on to
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Ideas for Mapping Lifeworld and Everyday Life in Practical Social Pedagogy Educational Theory Pub Date : 2023-10-02 Xavier Úcar
Since the 1970s, the concepts of “lifeworld” and “everyday life” have been part of the discourse of social pedagogy and social and educational work in general. Xavier Úcar's objective in this article is to generate and communicate socio-pedagogical knowledge that helps social pedagogues to build socio-educational relationships that are more effective, more sustainable, more satisfactory, and ultimately
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Educating the Rational Emotions: An Affective Response to Extremism Educational Theory Pub Date : 2023-07-17 Laura D'Olimpio
Educating against extremism doesn't just involve seeking to prevent individuals from becoming extremists or radicalized, although that, of course, is a significant concern. There is also an important role for education in teaching the rest of us, the general populace, the best way to react and respond when we learn of a terrorist attack or consider the potential risk of violent extremism in our community
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Recasting “Fundamental ‘British’ Values”: Education, Justice, and Preventing Violent Extremism Educational Theory Pub Date : 2023-07-09 David Stevens
Societies concerned with preventing acts of violent extremism often target the ideas that are thought to motivate such acts. The state's use of educational institutions is one mechanism by which those ideas are subjected to challenge. Teaching liberal democratic values to students is one method. Here, David Stevens argues that this model is misguided. First, commitment to violent methods is not primarily
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(DIS)Locating Meaning: Toward a Hermeneutical Response in Education to Religiously Inspired Extremism Educational Theory Pub Date : 2023-07-09 Farid Panjwani
A key epistemological assumption in the ideologies of many of the groups termed extremist is that there is an unmediated access to a Divine Will. Driven by this assumption, and facilitated by several other factors, a range of coercive actions (including violence) to force others into submission to the perceived Will of God are seen as justified by some of these groups. A consideration of how religion
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A Whole-School Approach to Address Youth Radicalization Educational Theory Pub Date : 2023-07-09 Dianne Gereluk
Schools are increasingly being asked to identify and monitor youth who may be susceptible to recruitment toward radical groups. Rather than asking teachers to identify at-risk behaviors, Dianne Gereluk argues here that a whole-school approach may help to foster belonging and connection among youth that is not additive, but a central component of safe and inclusive schools. Whole-school approaches attend
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Learning to Avoid Extremism Educational Theory Pub Date : 2023-07-09 Sigal Ben-Porath
Democracies are calling on schools to respond to a rise in extremist ideologies and actions. In this article Sigal Ben-Porath situates the rise in extremism within the broader context of political polarization. She suggests that the latter is a more appropriate target for school intervention than the former. She further suggests that addressing polarization can result in a reduction in extremism, and
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Education, Extremism, and Aversion to Compromise Educational Theory Pub Date : 2023-07-09 Michael Hand
Schools plausibly have a role to play in countering radicalization by taking steps to prevent the acquisition of extremist beliefs, dispositions, and attitudes. A core component of the extremist mindset is aversion to compromise. Michael Hand inquires here into the possibility, desirability, and means of educating against this attitude. He argues that aversion to compromise is demonstrably undesirable
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The Educational Promises and Perils of Existential Self-Doubt Educational Theory Pub Date : 2023-07-06 Mordechai Gordon
This essay describes what it means to live with existential self-doubt, explores how such doubt emerges in educational encounters, and examines some educational benefits and challenges of uncertainty and doubt. Mordechai Gordon begins his analysis by describing the type of self-doubt that Paul Cézanne embodied, that is, of an artist who painted throughout his entire life yet was still consumed by existential
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Symposium Introduction: Education Against Extremism Educational Theory Pub Date : 2023-07-06 Laura D'Olimpio, Michael Hand
Do schools have a role to play in counter-radicalization? Insofar as extremism and terrorism represent a clear and present danger to public safety, are there steps educators can reasonably be asked to take to mitigate the threat? And if so, what does a defensible program of education against extremism look like? In the UK, schools already have a statutory duty to “have due regard to the need to prevent
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Creating Caring and Just Democratic Schools to Prevent Extremism Educational Theory Pub Date : 2023-07-06 Doret de Ruyter, Stijn Sieckelinck
Secondary schools are well placed to avert radicalization processes toward extremism because such trajectories often begin in adolescence. Adolescents are in the process of forming their identities, and most adolescents are idealistic, which makes them susceptible to groups that passionately pursue utopian visions. To avert the path toward extremism, Doret de Ruyter and Stijn Sieckelinck propose to
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Democratic Citizenship Education in Digitized Societies: A Habermasian Approach Educational Theory Pub Date : 2023-06-19 Julian Culp
In this article Julian Culp offers a new conceptualization of democratic citizenship education in light of the transformations of contemporary Western societies to which the use of digital technologies has contributed. His conceptualization adopts a deliberative understanding of democracy that provides a systemic perspective on society-wide communicative arrangements and employs a nonideal, critical
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Educational Institutions and Indoctrination Educational Theory Pub Date : 2023-06-19 Christopher Martin
The concept of indoctrination is typically used to characterize the actions of individual educators. However, it has become increasingly common for citizens to raise concerns about the indoctrinatory effects of institutions such as schools and universities. Are such worries fundamentally misconceived, or might some state of affairs obtain under which it can be rightly said that an educational institution
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Inclusive Universalism as a Normative Principle of Education Educational Theory Pub Date : 2023-06-19 Krassimir Stojanov
In recent years we have seen a newfound engagement with Jürgen Habermas's work in philosophy of education, focusing on his conception of argumentative dialogue, or discourse, as the origin of both truth-related epistemic judgments and justifications of moral norms that claim rightness rather than truth. In this article, Krassimir Stojanov first reconstructs the way in which Habermas determines the
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Conceptualizing a Practical Discourse Survey Instrument for Assessing Communicative Agency and Rational Trust in Educational Policymaking Educational Theory Pub Date : 2023-06-19 Darron Kelly
How might a theory of communicative rationality be applied to policymaking to secure the morally justifiable administration of public education? In answer, Darron Kelly uses conceptual resources found in Habermasian practical discourse to outline development of a survey instrument. The survey is designed to measure constituent satisfaction with actual conditions of educational policymaking. To do this
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Discourse Ethics: A Pedagogical Policy for Promoting Democratic Virtues Educational Theory Pub Date : 2023-06-19 Gertrud Nunner-Winkler
The guidelines followed by many educational boards recommend behavioristic practices for dealing with student discipline; however, Lawrence Kohlberg's idea of organizing schools as “just communities” suggests a more promising approach. It translates to the school context the core principle of Habermas's discourse ethics: those norms to which all concerned agree are valid. In such democratically organized