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Sonja Arndt, Michael Peters, Marek Tesar Introspection is a key concept in epistemology, since introspective knowledge is often thought to be particularly secure, maybe even immune to skeptical dou...

This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...

This paper explores relationships between environment and education after the Covid-19 pandemic through the lens of philosophy of education in a new key developed by Michael Peters and the Philosop...

Morimichi Kato Tohoku University, Japan COVID-19 is a strange disease, which 500 years ago, amid more violent diseases, wars and famine, might not have been seen to be major threat. However, today,...

Marianna Papastephanou University of Cyprus Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (rea...

A collection of 84 author's testimonies and workspace photographs between 18 March and 5 May 2020

In this conversational article, we consider cultivating decoloniality in university education by drawing upon Jacques Ranciere’s (2010) notion of a living philosophy. Ranciere’s (2010) living philo...

This article asks the questions, what is “philosophy as a method?” how can it be conceptualized and what are its genealogies? and what role might it play in the liminal spaces of the intersections of philosophy, methodology, and education? It further aims to perform philosophy as a method through a rereading of the histories of the intersections of philosophy, education, and methodology. In doing so, it also utilizes philosophy as method as a means for undertaking a much-needed critique of the current turns to new ontologies, posthumanism, and new empiricism.

Perhaps it is our responsibility to protect the post-qualitative methodologies rather than trying to rush them or use them without any substantial reading or thinking; and as such exposing them and categorizing, and analyzing them. Perhaps there is a need for a radical renewal of methodological responsibility, of not wanting to discover and turn every stone, whether for curiosity or for academic credit. To do so, it is our responsibility to divest ourselves of our egotistical anthropocentrism, of our deep methodological habits of seeing ourselves as those who rule the paradigms and methodologies, and focus on openness and responsibility as we chart our methodological futures.

Ruyu HungNational Chiayi University, TaiwanThis is a collective writing experiment of PESA members, orchestrating the Philosophy of Education in a New Key regarding East Asia. In 2016 the pioneerin...

Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...

In this article we explore the ways in which ‘the story must change’, according to Donna Haraway (2016) . We utilize the in-between space between Haraway's suggestion that we are in a time of Great Dithering, of ‘ineffective and widespread anxiety’, and Julia Kristeva's (2014) notion of revolt, to argue for a shift in orientations towards cultural otherness in higher education. Using a philosophical method of inquiry, we examine our somatechnical experiences and revelations in higher education settings, in the aftermath of the Christchurch mosque massacres of 15 March 2019. We address Haraway's warning and Kristeva's lament of a lack of revolt in contemporary society, through an argument for an onto-epistemological shift and increasing sense of comfort with the discomfort of the awkwardness of cultural otherness. The article presents an active framework for revolt, for questioning and re-questioning dominant educational concerns with cultural otherness, where dithering becomes a technique of revolt, for thinking and rethinking the somatechnical complexities of this day and those that followed.

Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, but always reaches beyond such particular desires towards that which societies as a whole should consider as desirable. This does, of course, put the common good in tension with the desires of individuals and groups. Neo-liberal modes of governance have, over the past decades, put this particular educational set up under pressure and have, according to some, eroded the very idea of the common good. This set of contributions reflects on this state of affairs, partly through an exploration of the idea of publicness itself – how it can be rearticulated and regained – and partly through reflections on the current state of education in the ‘north’ and the ‘south.’ Refereed/Peer-reviewed

This article troubles themes of equity, inclusion and belonging for early childhood teachers in Aotearoa New Zealand. The authors argue that relationships between teachers matter and, in pursuit of transformative teaching praxis, can be considered as a site for restorative justice, leading to increased solidarity and collective action. While much debate has focused on the counter-colonial, bicultural and transformative potential of the early childhood curriculum Te Whāriki, research has also focused on the complexities of requiring a largely monocultural (Pākeha /of European descent) and underprepared workforce to meet its complex aspirations in the context of a neo-liberal policy landscape. An under-recognised aspect of this challenge is how the same contexts give rise to inequitable and divisive relationships between teachers, diminishing opportunities for transformative justice for children and families. This article brings these two matters into dialogue: first, it is a critical examination of teachers’ narratives about their work and the complex and overlapping discourses that influence them and, second, it considers the transformative potential of inter-teacher groups as sites for restorative justice between teachers, leading to critical engagement with issues of inequity and collective advocacy.

This paper is an experiment in collective writing conducted in Autumn 2019 at the Faculty of Education at Beijing Normal University. The experiment involves 12 international masters' students readi...

Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research (such as photovoice and video) especially with ...

In this article we consider historical and contemporary ideologies of childhood in China and critically examine notions of ‘child’ and ‘childhood’ in Chinese children’s literature. We analyse the themes and knowledge that relate to relevant historical and contemporary political events and policies, and how these contribute to the production of childhoods. We focus on three images of childhoods in China: the Confucian child, the Modern child and the Maoist child. Each of the images reflects a way of seeing, a perspective about what a child ought to be and become, and what their childhood should look like. Everyday media are reflected in the texts and stories examined and portray both ‘imagined’ and ‘real-life’ narratives of children and their childhoods. The stories, and the connected power relations, represent an important link between the politics of childhood and the pedagogy associated with these politics, including large-scale state investment in the production of desired, ideal and perfect childhoods. Through such an examination of contemporary and historical children’s literature and media in China we also explore the ways in which contemporary media revitalise particular notions of child agency.

The idea of well-being seems to be part of the zeitgeist. From multiple research projects to organisations and individuals offering the promise of a good life and fulfilling life and positive outco...

Chinese labourers who worked in 1880 s on the US railroads were extracting oil from water snakes and rattlesnakes to use on their bodies in order to provide relief for their tired muscles. They als...

This article suggests a theoretical lens of “mundane abjection” as a new conceptualization of liminality as a methodologically and humanistically transformative concept. Thinking with Julia Kristeva’s post-structural conception of the subject as “always in-process,” this article traverses the inherent and transformative element of abjection in relation to the perceived ontological challenges of methodological liminalities. It posits liminality as a potentiating conceptual space for new ontologies in relation to the human “I.” Throughout, the performance, that is the occurrence, of mundane abjection is illustrated as a critical, revelatory and necessary process within this ontological transformation of methodology and the human “I.”

A substantial proportion of Italian students are unaware of the connection between what they learn at school and their work opportunities .This proportion would most likely increase if data were collected today, given the generation of a broad range of new jobs that has arisen due to advancements in technology. This gap between students’ understanding of what they learn at school and its application to the broader world—the society, the economy and the political sphere—suggests there needs to be a rethinking of how teaching and learning at school is conceived and positioned. To help students to approach ongoing social and economic transformations, the Italian Educational Ministry (MIUR) has endorsed a school–work interchange program which, aligned with the principle of open schools, aims to provide students with work experience. It is within the scope of this initiative that we have tested high school students with remote sensing (RS) from space projects. The experience-based approach aimed to verify students’ openness to the use of satellite data as a means to learn new interdisciplinary skills, to familiarize themselves with methodological knowledge and, finally, to inspire them when choosing a university or areas of future work. We engaged three cohorts, from 2017, 2018 and 2019, for a total of 40 h each year, including contact and non-contact time. The framework of each project was the same for the three cohorts and focused on the observation of Earth from space with a specific focus on wildfires. However, the initiative went beyond this, with diverse activities and tasks being assigned. This paper reports the pedagogical methods utilized with the three cohorts and how these methods were transformed and adapted in order to improve and enhance the learning outcomes. It also explores the outcomes for the students, teachers and family members, with respect to their learning and general appreciation.

This collectively written article explores postdigital relationships between science, philosophy, and religion within the continuum of enchantment, disenchantment, and re-enchantment. Contributions are broadly classified within four sections related to academic fields of philosophy, theology, critical theory, and postdigital studies. The article reveals complex and nuanced relationships between various disciplinary perspectives, religions, and political positions, and points towards lot of commonalities between their views to the enchantment, disenchantment, re-enchantment continuum. Some commonly discussed questions include: Where do the mythical, mystical and spiritual end and the rational, objective and empirical begin? How do we find our bearings in the midst of this complexity and where do we search for resources that are trustworthy and reliable? While the article inevitably offers more questions than answers, a common thread between all contributions is the need for an open postdigital dialogue conducted in the spirit of mutual understanding and respect. It is with this conclusion that the article offers a possible route for further development of such dialogue in the future.

Declarations of the death knell of postmodernism are now quite commonplace. Indeed, various publications such as those that we utilise below suggest that, if anything, postmodernism is at an end an...

In diverging from a follow-the-heard idealism that has scholars spinning in paradox, this article opens the possibility that neoliberal data can ground themselves in the reality of being in the world via a search for the immanent other, friend, concept, or practice. This article is not concerned with a search for ultimate (data) truth, but rather aporia and the intimate act of parrhesia, or truth-telling, as it is communicated in the context of life. We hover over whether data-as-friendship can be unplanned and unrehearsed as parrhesia, and not just part of the neoliberal networking scheme to gather more data, or follow regulations of “rigor” and “rightness.” We also ponder ways in which free and deregulated data (in all friendship forms) can enable complex, creative, and critical engagements with inquiry, participants, and our environments.

Archival research can be described as preoccupied with the ontology of data formation and collection in relation to the speaking and writing subject. From its outset, it can be located in the human...

There is a complexity to the early years and childhoods in communist Czechoslovakia. On the surface, childhoods and early years education can be perceived as homogenous and monolithic. However, close examination reveals not only a multiplicity of childhoods, but also cracks in the ideological governance that positions these childhoods as happy and political, and in the early years centres as spaces of education, care and preparation of children for future ideological productivity to serve the system. In this sense, the ‘socialist child’ was a young citizen identified with the ideals of communism/socialism. This article focuses on the formation of childhoods and the production of child subjects in Czechoslovakia under communist governance. The analysis looks particularly at how early years1 institutions were perceived through the lens of children’s literature, and how through the archival documents and magazines distributed for and about children in kindergarten, a particular image of a ‘socialist ...

[This editorial is part of the 50th celebration issue that explored ‘what comes after postmodernism in educational theory. The special issue is being published as a monograph and this is our group ...

This paper reports on the importance of the stories and perspectives of early childhood education Associate Teachers (ATs) at a time when there is considerable flux being experienced in the Aotearoa New Zealand early childhood sector, due in particular to the ongoing impact of changes in government funding policy, ongoing debates about pathways into the teaching profession, and an updated curriculum framework. The paper developed out of a research project that asked Associate Teachers (AT) about their views on the impact of recent national education policy changes. The views of ATs provide an influential voice for the sector, and particularly for teacher education providers through the student teacher practicum experience. Evidence and analysis of AT views provides insight into how the triadic of student, lecturer and practitioner can work together to support student teachers with their practicum experience in relation to the recent policy changes. A very small return rate for online questionnaires left the research team with the challenge of talking about the meaning of such silence, while at the same time acknowledging and valuing the views of those who did complete the questions. The paper presents a shift in the researchers’ perspectives on the subject of their research, and raises awareness of the problem of working with, and being committed to, the silent voices. The paper concludes with foundations for future research, focusing on ATs as active participants in teacher education policymaking and involving them both as researchers and participants.