Journal of Philosophy of Education
November 3, 2026
Ryotaro Kusumoto
Abstract: Student-Centred Learning (SCL) pedagogies are gaining attention as a ‘corrective’ to traditional, teacher-centred approaches to education, viewing students as ‘agents’ who co-construct knowledge and are capable of making decisions about what and how to study. However, along its educative path of self-transformation, two issues arise for SCL: what, specifically, is the ‘agent’ that...
Journal of Philosophy of Education
November 2, 2026
Anta Afsana
Abstract Education is almost always imagined as a process of forming, strengthening, or expanding the self. But what if education could also de-form, rather than only form, the self? This article explores that unsettling possibility through the Sufi ritual of the Whirling Dervishes, asking whether the dissolution of the self can be understood and even guided as a pedagogical event. Drawing on...
Journal of Philosophy of Education
July 31, 2026
Anton Sevilla-Liu
Abstract The purpose of this article is to examine the education of the whole person from the Kyoto School of Philosophy founder Nishida Kitarō’s (1932) ‘On Education’ as compared with John Dewey’s pragmatism. Using the Kyoto School pragmatist Mori Akira as a mediator, this article examines three facets of the issue: the non-dual starting point of education between abstract materialism and...
Journal of Philosophy of Education
November 21, 2025
Michael Quinn
Abstract This article presents a case for engaging with fictional narratives to teach philosophical concepts, specifically exploring Christopher Nolan’s Memento to teach concepts related to Andy Clark and David Chalmers’ ‘The Extended Mind Thesis’ (EMT). I contrast a ‘theoretical’ approach to teaching EMT—that is, teaching these concepts by engaging directly with Clark and Chalmers’ text—with...
Journal of Philosophy of Education
March 13, 2022
A. Szymański
If mental health has become a reactionary concept, much like the notion of public health in the age of the Covid-19 pandemic, then how can critical theory best elaborate a concern for well-being which includes both a psychic and social dimension? This article proposes the concept of existential health to grasp the salubrious zest for life that has been extinguished from social life since March...
Journal of Philosophy of Education
May 1, 2015
Sharon Todd
64 citations
Levinas and Theravada Buddhism across and through their differences in order to rethink an education that is committed to 'negative capability' and the sensibility to uncertainty that this entails. In fleshing this out, I first explore Buddhist ideas of impermanence, suffering and non-self (anicca, dukkha, and anatta, respectively), known as the three marks of existence, from the perspective of...
Journal of Philosophy of Education
May 1, 2015
Claudia Eppert, Daniel Vokey, T. Nguyen et al.
24 citations
Radical personal and systemic social transformation is urgently needed to address world-wide violence and inequality, pervasive moral confusion and corruption, and the rapid, unprecedented global destruction of our environment. Recent years have seen an embrace of intersubjectivity within discourse on educational transformation within academia and the public sphere. As well, there has been a...
Journal of Philosophy of Education
May 1, 2015
Edward W. Sarath
8 citations
This article examines parallel challenges and avenues for progress I have observed in my efforts to introduce improvisation in classical music studies, and meditation in music and overall academic settings. Though both processes were once central in their respective knowledge traditions—improvisation in earlier eras of European classical music, meditation and contemplative disciplines in...
Journal of Philosophy of Education
January 26, 2009
Terry Hyland
89 citations
Although it has been given qualified approval by a number of philosophers of education, the so-called ‘therapeutic turn’ in education has been the subject of criticism by several commentators on post-compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and...