Invitation to contribute to the Handbook of Ecological Civilisation (Springer)


Call for expressions of interest for chapters

Springer Nature has approached us to edit the Handbook of Ecological Civilisation: Philosophy, History, Policy and Pedagogy, which aims to present a comprehensive overview of our field. Springer Nature, as you may know, is one of the leading publishers in the world of research, educational and professional publishing.

With its Springer and Palgrave imprints, Springer Nature is highly regarded as a scholarly publisher and is especially renowned for its prestigious Major Reference Works (MRWs) program. We are excited by the prospect of developing such a work, the acute need for which has been felt by our ever-growing field.

We accepted this challenging assignment with the confidence that colleagues and friends will aim to support such a worthwhile endeavour. Your participation in the Handbook of Ecological Civilisation: Philosophy, History, Policy and Pedagogy is of fundamental significance.

The inception of ecological civilisation traces back to ancient philosophies that advocate living in harmony with nature, like Taoism and Indigenous perspectives. It gained prominence in the late 20th century as environmental challenges became more evident. Modern interpretations, particularly in China, signify a departure from the growth-first mentality, drawing on traditional philosophical heritage to lead ecological thought. The philosophical strands of movements like China’s Natural History Revival Movement contribute significantly to understanding ecological civilisation, underscoring a hermeneutic approach to this concept within a broader social and philosophical context.

Ecological Civilisation principles have been integrated into policies, green economy initiatives and legislative measures. This shift indicates a commitment to ecological principles in governance and development, transitioning from industrial civilisation’s utilitarian values to those that emphasise sustainability and environmental ethics. A focused look at China’s approach reveals key political narratives and policies around sustainable development and innovation within broader narratives of reform, distinguishing ecological civilisation from industrial civilisation in terms of values, ethical foundations, and development paradigms.

This reference work project will be unique because Springer nature reference works are the most heavily downloaded and used content.

We are interested in views from around the world that critically discuss the concept, practice, history and ecopedagogy of ecological civilisation. Chapters should be 6,000 words with references.

Please send an expression of interest, preferably an abstract of 250 words, by March 31, 2024, to the editors.

The deadline for the final submission of chapters is September 30, 2024.


Michael A. Peters –

Benjamin J. Green –;

Greg Misiaszek –

Zhu Xudong (朱旭东) –

Thinking with the Concept of Slow Academia: A special issue of Knowledge Cultures

Date: 2024-01-23

Thinking with the Concept of Slow Academia

Special issue of Knowledge Cultures (Addleton)

This special issue of Knowledge Cultures aims to engage critically with the concept of ‘slow academia’ to explore possibilities for thinking the university differently beyond the binary of fastness and slowness. ‘Slow academia’ has usually been defined negatively as resistance to the acceleration and relentlessness of academic life in the neoliberal university. And, although the concept has sometimes been criticised as over-simple, nostalgic or elitist, it is a persuasive concept. But other spatiotemporal concepts for thinking – and ‘doing’ – the university differently are possible, for example, the concepts of the transversal institution (Guattari), the undercommons (Harney & Moten), the ecology of practices (Stengers) or the marae (the Māori, or New Zealand Indigenous, meeting place). In this issue, authors are invited to think with the concept of ‘slow academia’ to stretch it in new directions that make sense of their educational practices.

Contributions might address, but are not limited to, the following topics:

  • ‘slow’ and other interventions in higher education: activism, decolonisation, feasible utopias, feminism, indigenisation, open education, etc.
  • speculative, experiential and creative approaches to ‘doing’ the university differently
  • theorisation of ‘slow academia’ and ‘slow scholarship’ using critical, posthumanist and postdigital theory
  • critical responses to writing on slowness in higher education.

Format for the final submission of the manuscripts

  • Manuscripts should be no more than 9,000 words, including the abstract, endnotes and references.
  • Each manuscript should include a 250-word abstract and 5 keywords.
  • Final manuscripts should follow APA 7 style.
  • Each manuscript should have a cover page with the authors’ names and affiliations as they will appear in the journal.

Note that each contributor will be asked to review two other contributors’ manuscripts in a collaborative peer review process.

Please feel free to contact the Editor to discuss topics or approaches to topics, and submit your manuscripts directly to the Editor:


  • Manuscripts due June 1, 2024
  • Reviews conducted and manuscripts returned to authors Aug 1, 2024
  • Revised manuscripts due Oct 1, 2024
  • Publication Dec 1, 2025

The call as a pdf: Thinking with the Concept of Slow Academia

For an exploration of the theme, see Agnes Bosanquet’s post at The Slow Academic on ‘Universities, goodness and plague‘ …

Critical University Studies Conference 2024

Critical University Studies Conference 2024
The Education University of Hong Kong, June 19-21, 2024

The 2024 theme of the conference is ‘Rage against the machine: Remaking universities for hopeful futures.’ It is intended to energise researchers and scholars to enquire into all the usual and multi-layered aspects of university work (practices of teaching, research, citizenship or service) but with renewed attention to possible and hopeful transformations. And we hope it will provoke some new foci for enquiry as well. We need to understand more clearly and more deeply the nature of contemporary changes and constancies in the university as well as their many effects for all who dwell there. We also need to understand how these matters and their effects impinge on the place of universities within their societies and within far-reaching formations such as globalisation, financialised capitalism, and a wide range of social-political upheavals.

We welcome submissions in a range of different styles ( and on a wide variety of topics – or ways of apprehending/studying the university – and we are especially interested in those that ask critical questions of their material. More traditional themes might include academic capitalism, academic work and practice, curriculum, doctoral education, internationalisation/globalisation, leadership and management, and performativity. Newer themes might include affect and bodies, ecologies of knowledges, neo-nationalism and the university, relationality and mattering, studying, teaching the university, temporality and spatiality.

Key Dates
Deadline for submission of abstracts: 30 October 2023
Notification of acceptance: 10 December 2023
Conference dates: 19-21 June 2024

Abstract Submission
Send to:

A new book from Tyson E. Lewis: Educational Potentialities

For over two decades, philosopher Tyson E. Lewis has produced an impressive and sprawling body of work organised around the pursuit of alternative forms of educational life. By doing so, he’s staged radical interventions in fields such as educational philosophy, aesthetics, political theory, and cultural studies, inventing new theoretical vocabularies and pedagogical practices to disrupt and suspend systems of oppression and exploitation. Reading and rewriting authors from diverse political orientations in surprising and unique ways, Lewis charts constellations of educational concepts and protocols that move beyond the dominant organisation of our lives and our world. As Stefano Harney and Fred Moten wrote once, ‘Lewis prepares us to improvise by showing us how […] we already do just that.’ In the first collection of his previously unpublished lectures, Educational Potentialities provides an opening for all of us – as organisers and educators, theorists and artists – to access and engage the revolutionary potentialities present in every moment.

Lewis, T. E. (2023). Educational potentialities: Collected talks on revolutionary education, aesthetics and organisation. Iskra.

Call for Papers: Special Issue: ‘Wrestling with (not) Belonging’

Dates: 2023-04-02 - 2023-04-16

Western thought demands that we classify ourselves via categories like race, (dis)ability, gender, sexuality, origin, class, and so on. Each of these categories must have a clear set of qualifying characteristics that define you to inhabit them. But what happens when you do not quite fit anywhere?

This special issue of Knowledge Cultures seeks contributions from those ‘wrestling with (not) belonging.’ We invite contributors to respond to one or more of these questions:

  • What are the limits and complexities of (not) belonging?
  • Can (not) belonging exist beyond Western thought?
  • What tools do we have to engage with (not) belonging?
  • How might we trouble the parameters of belonging (dis)qualification?
  • How might (not) belonging be empowering?

Examples might include:

  • Indigeneity, colonial notions of blood quantum, and what ‘qualifies’ (not) belonging to indigeneity
  • Invisible disabilities and (not) belonging to disable or able-bodied communities
  • Colonialities of gender, binary trans normativities, and (not) being ‘trans enough’
  • Migration, ‘state(lessness)’ and (not) belonging anywhere.

We welcome theoretical, empirical, arts-based, post-qualitative, post-human, Indigenous and other non-Western thinking from scholars at all stages in their academic careers and/or practitioners.

Deadline for submission of abstracts (c.200-250 words) to Elba Ramirez ( 16 April 2023

Important dates:

  • 16 April 2023: abstracts submitted to the editors
  • 23 April 2023: contributors invited to submit a full paper
  • 3 September 2023: manuscripts submitted to the editors for peer review
  • 11 September–11 October 2023: peer review of manuscripts and submission of written feedback to editors
  • 18 October 2023: comments from editors to peer reviewers
  • 19–26 October 2023: provision of feedback to contributors
  • 14 January 2024: submission of revised manuscript
  • 3 March 2024: special issue published

The full call for papers: KC Call for papers – Wrestling with (not) belonging – 2023

Elba Ramirez, And Pasley, Sean Sturm

Call for Papers: Eichmann in Jerusalem at 60

Date: 2023-04-30

Open Philosophy ( invites submissions for a topical issue on the occasion of the sixtieth anniversary of Hannah Arendt’s Eichmann in Jerusalem: A Report on the Banality of Evil, edited by Trip McCrossin (Rutgers University, United States).

Hannah Arendt’s report on the 1961-62 trial and execution of Adolf Eichmann for crimes against humanity appeared in 1963, at first in The New Yorker as “Eichmann in Jerusalem,” and then in book form as Eichmann in Jerusalem: A Report on the Banality of Evil. Writing at the provocative intersection of journalism, literature, and philosophy, Arendt aspired first and foremost to repair the then conventional understanding of the “evil” that Eichmann and his like embodied and embody still. In doing so, she intervened more broadly in the complex development to date of responses to the age-old “problem of evil”—the perniciously difficult to satisfy “need to find order within those appearances so unbearable that they threaten reason’s ability to go on,” as Susan Neiman has described it (Evil in Modern Thought, 2002, Princeton: Princeton University Press). Eichmann’s no less than “the twentieth century’s most important philosophical [perspective on] the problem,” she urges, and its most controversial, as it has continued to be so far in the twenty-first. Its anniversary provides an occasion to explore anew Arendt’s watershed work and its legacy.

All disciplines, methods, and perspectives welcome.

Authors interested in contributing to this topical issue are encouraged to reach out in advance with ideas, proposals, abstracts, drafts, and such like, to Trip McCrossin at

How To Submit:

Submissions will be collected through April 30, 2023. There are no specific length limitations.

To submit an article for this special issue of Open Philosophy, authors are asked to access the online submission system at:, choosing as article type: Eichmann in Jerusalem at Sixty.

Before submission the authors should carefully review the Instruction for Authors, available at

All contributions will undergo critical review before being accepted for publication.

As a general rule, publication costs should be covered by Article Publishing Charges (APC); that is, be defrayed by the authors, or by their affiliated institutions or other sponsors. Authors without such funds are encouraged to discuss potential discounts or waivers with the Managing Editor of the journal Katarzyna Tempczyk, at, before submitting their manuscript.

Further questions about this thematic issue may be addressed to Trip McCrossin, at In case of technical questions, please contact Managing Editor of the journal at

Posthuman Critical Thought: Rosi Braidotti in Tāmaki Makaurau|Auckland

PESA is excited to bring Rosi Braidotti to Tāmaki Makaurau|Auckland and to offer two sessions with her:

  1. a masterclass open to all post-graduate students and ECRs (register here): Posthuman Critical Thought: Post Grad & ECR Masterclass with Rosi Braidotti
  2. a facilitated discussion open to all academics and the general public (register here): Posthuman Critical Thought: In Conversation with Rosi Braidotti
Both events will be held on Tuesday 14 March at Waipapa Taumata Rau|The University of Auckland, Epsom Campus.

Spaces are limited, so registration is essential.

If you have any questions at all, please don’t hesitate to get in touch with Andrew Madjar.

Book Launch and Panel: Derek R. Ford’s Teaching the Actuality of Revolution

Date: 2023-01-21
Saturday, January 21 @ 1pm EST
Sponsored by the People’s Forum, Iskra Books, the Hampton Institute, the Critical Theory Workshop, 1804 Books and others
Join Derek and colleagues for an online book launch for Teaching the Actuality of Revolution: Aesthetics, Unlearning, and the Sensations of Struggle. Exploring the nexus between aesthetics, pedagogy and politics illustrates the central role education plays in reproducing injustice and inhibiting confidence in revolutionary struggle. Ford proposes, by demonstrating how capitalism and its attendant forms of oppression are not merely cognitive but perceptual, that revolutionary education demands the production of aesthetic experiences through which we sense the possibility and actuality of alternative worlds. To create such encounters, they develop a praxis of teaching and a pedagogy of unlearning that, in our current conjuncture, creates conditions for encountering what Jennifer Ponce de León calls ‘an other aesthetics.’ Mapping contemporary capital as a perceptual ecology of structures, social relations, beliefs and feelings, Teaching the Actuality of Revolution provides an extensive new set of concepts, practices and readings for revolutionaries to better plan, enact, reflect on, and refine our organising efforts.
You can register for the event here or watch it on YouTube live here.
You can purchase or download the book here:

Educational Philosophy and Theory – EPAT – editorials & articles – December 2022


Karen Malone & Tracy Young (2022). Retheorising environmental sustainability education for the Anthropocene. Educational Philosophy and Theory.

Michael A. Peters (2022). The emerging multipolar world order: A preliminary analysis. Educational Philosophy and Theory.

Joff Bradley & Emile Bojesen (2022). Introduction to the special issue on Anti-Oedipus at 50. Educational Philosophy and Theory.

Henry A. Giroux (2022). Fascism on trial: Rethinking education in an age of conspiracy theories and election deniers. Educational Philosophy and Theory.


Maruyama Yasushi & Okamura Miyuki (2022). The ethico-aesthetics of teaching: Toward a theory of relational practice in education. Educational Philosophy and Theory.

Lyu Wang & Lina Feng (2022). Values education: From the perspective of Marxist ontology. Educational Philosophy and Theory.

Heidrun Wulfekühler & Alexander Andrason (2022). “We don’t need another hero!”: Whistleblowing as an ethical organizational practice in higher education. Educational Philosophy and Theory.

Georgina Tuari StewartNesta DevineChris JenkinYo Heta-LensenLisa Maurice-TakereiMargaret Joan Stuart & Sue Middleton (2022). As the crones fly. Educational Philosophy and Theory.

Taras ButchenkoRoman Dodonov & Vira Dodonova (2022). The right to philosophical education: The democratic model of implementation for Ukraine. Educational Philosophy and Theory.

Ariel Sarid & Maya Levanon (2022). Embracing dualities: Principles of education for a VUCA world. Educational Philosophy and Theory.

Book review

Lin Cheng (2022). Taoism, teaching and learning: A nature-based approach to education. Educational Philosophy and Theory.




Visual Pedagogies: Concepts, Cases and Practices

This international collection presents theoretical, empirical and practice-led considerations of what can be envisioned as visual pedagogies, offering classic, creative, and contemporary re-workings of these paradigms. In complementary yet overlapping parts, this book explores understandings of visual pedagogies as learning with, through and/or about images, visual and digital environments, embodied performances and immersive experiences. As visual practices in academia gain momentum, the need to navigate visuality in ways that enhance sensibility and awareness of how/what we observe, analyse, criticise and reflect on in any given moment continues to grow. We understand visual pedagogies as nomadic in the sense that the how and the what of image centred learning is not separable.

What does this mean? First it means recognising pedagogical practices as always already implicated. In other words, the form itself carries its own message. Visual pedagogies respond to, and are actualised within, the cultural contexts in which they are working. At the same time, they carry the possibilities of being taken up in diverse ways beyond one particular context. As living morphing practices, visual pedagogies expand on contextual affordances, while at the same time providing the means of exceeding them.

Thus, there are folk-literacies in perpetual movement that are producing visual pedagogies where points of traction for theorising and research can form. These then can be mobilised as springboards for analysis and examination of how visual pedagogies become apparent. This book takes up multiple diverse contexts through an international selection of authors. The parts work to address conceptual, empirical and practical considerations through different emphases, yet in conversation with each other.

Edited by Carolina Cambre, Edna Barromi-Perlman and David Herman Jr.

Worldwide Waste: Journal of Interdisciplinary Studies call for papers

Date: 2023-01-15
The Worldwide Waste: Journal of Interdisciplinary Studies has a call out for special issue proposals for the Winter 2023 Special Issues.

Submissions are invited for all research related to the subject of waste. They encourage submissions from all theoretical and methodological approaches in the Social Sciences and Humanities. They are particularly interested in the following topics:

  • Time and waste: The past, present, and future of waste
  • Historicising waste
  • Waste and colonialism
  • The material culture of waste collection and recycling
  • Freeganism
  • Recycling, freecycling, upcycling
  • Circular economies
  • Visual essays of waste

Deadline is 15 January 2023. Details of how to submit manuscripts or proposals for special issues are at

They also publish relevant waste news and other interesting bits on Twitter.

Educational Philosophy and Theory – EPAT – editorials & articles – October 2022

Collective writing

Steve FullerDavid GormanVal DusekMarkus PantsarBabette BabichThomas Basbøll & Sharon Rider (2022). Twitter and the aphoristic (re)turn in thought, knowledge and education. Educational Philosophy and Theory.


Hozan L. Rauf & Sardar S. Shareef (2022). Reconsidering architectural education based on Freire’s ideas in Iraqi Kurdistan. Educational Philosophy and Theory.

Marco Ambrosi De la Cadena (2022). Colonial assemblage and its rhizomatic network of education in Quito. Educational Philosophy and Theory.

Greg William Misiaszek (2022). Ecopedagogy: Freirean teaching to disrupt socio-environmental injustices, anthropocentric dominance, and unsustainability of the Anthropocene. Educational Philosophy and Theory.

Rhochie Avelino Ebora Matienzo (2022). Back to indigeneity: The philosophy of Loób and Kapwa as education’s past and future. Educational Philosophy and Theory.

Anna Vladimirova (2022). Treat me as a place: On the (onto)ethics of place-responsive pedagogy. Educational Philosophy and Theory.

A. M. Leal R. Rodriguez (2022). Filipinising colonial gender values: A history of gender formation in Philippine higher education. Educational Philosophy and Theory.

Helena Pedersen (2022). Anatomies of desire: Education and human exceptionalism after Anti-Oedipus. Educational Philosophy and Theory.

Anna McNamara (2022). The lived experience of actor training: Perezhivanie – A literature review. Educational Philosophy and Theory.

Daan Keij (2022). The risks of a recurring childhood: Deleuze and Guattari on becoming-child and infantilization. Educational Philosophy and Theory.

Jennifer BleazbySimone ThorntonGilbert Burgh & Mary Graham (2022). Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy. Educational Philosophy and Theory.

Jeanette Lancaster (2022). Why co-present groups? Affective processing to produce meaningfulness. Educational Philosophy and Theory.

William Smolander & Noora Pyyry (2022). Attuning to geostories: Learning encounters with urban plants. Educational Philosophy and Theory.

David Guile & Rachel J. Wilde (2022). Complexity theory and learning: Less radical than it seems? Educational Philosophy and Theory.

Yu-Yi Lai & Karyn Lai (2022). Learning from exemplars in Confucius’ Analects: The centrality of reflective observation. Educational Philosophy and Theory.

Genejane M. Adarlo (2022). In search of a nuanced understanding of Filipino philosophy of education. Educational Philosophy and Theory.

Adeline Yuen Sze Goh & Alistair Daniel Lim (2022). Toward a better understanding of dentists’ professional learning using complexity theory. Educational Philosophy and Theory.

Hong Hanh Tran (2022). Vietnamese adult learners as Confucian Culture co-present groups in workplaces. Educational Philosophy and Theory.

Lin Li (2022). Revisiting ‘blackboard’: Transformation of medium, space and pedagogy in school education. Educational Philosophy and Theory.

Martin Viktorelius & Charlott Sellberg (2022). Bodily-awareness-in-reflection: Advancing the epistemological foundation of post-simulation debriefing. Educational Philosophy and Theory.

Wei Fei (2022). The influence of Karl Marx’s notion of justice on Martha Nussbaum’s capabilities approach. Educational Philosophy and Theory.

Book review

Ben Stahnke & Derek R. Ford. (2022). Encountering education: Elements for a Marxist pedagogy, Disidentifying with capital: An interview with Derek R. Ford on Encountering Education. Educational Philosophy and Theory.

The Metamodern in Literature, Art, Education, and Indigenous Cosmologies

Dates: 2022-11-15 - 2023-01-26

Thursday 26–Friday 27 January, 2023

Hosted by Auckland University of Technology and the Metamodern Creatives

[M]etamodern thinkers reflect upon the conjunction of premodern, modern and postmodern influences on the present, and go beyond critique into vision and method for viable and desirable futures. (Rowson & Pascal, Dispatches from a time between worlds: Crisis and emergence in metamodernity, 2021)

This symposium invites contributions from the fields of Literature, Art, Education and Indigenous Cosmologies, relating (but not limited) to responses to the questions highlighted below. The metamodern is a broad term that defines the meditation on the times that we inhabit, especially their transformational potential at individual and collective levels.

In an increasingly complex and challenging world one is faced with recurring questions and  issues that require successive redefinitions:

  • How can we create better processes for personal development?

  • How can we recreate the processes by which society is governed, locally and globally?

  • How can the inner dimensions of life gain a more central role in society?

  • How can modern, postmodern and post-postmodern people live together productively?

  • How can politics be adjusted to an increasingly complex world?

  • What is the unique role of humanity in the ecosystems of nature?

To submit an abstract by 15 November 2022: (200-250 word abstract + 100-word biography)

For further details and registration:

Symposium on higher education as a public good

Dates: 2022-12-31 - 2023-03-28

The Editors of Educational Philosophy and Theory and Philosophy and Theory in Higher Education (Michael Peters and John Petrovic, respectively) along with the Chair of the Philosophy and Theory of Higher Education Society (PaTHES, Søren Bengtsen) and the Vice-President of the Philosophy of Education Society of Australasia (PESA, Sonja Arndt) invite you to contribute a paper to a symposium on higher education and/or the university as a public good. Papers submitted for presentation at the symposium will also be considered for publication in special issues of both journals.

The symposium will take place as an online event jointly organized by PaTHES and PESA on March 28, 2023.

The call for papers attached (Symposium on higher education as a public good) contains more information about the topic, timeline, and how to submit.

Pedagogical Provocations Twitter Conference #AVP22

The purpose of this Twitter Conference is to share a video event that raises a pedagogical provocation – provoking people to think, feel, and imagine the visual possibilities.

AVP invites you to submit an abstract of up to 200 words and biography in Word to by 20th October 2022.

Twitter presentations will comprise up to 12 Tweets with video attachments, text, and/or images that spark dialogue around the pedagogical provocation posed.

The Twitter Conference will take place @ForVisual, #AVP22 and, will take place on:

  • Wed, 26 Oct 8-10 am BST 8-10 pm NZST
  • Thurs, 27 Oct 8-10 am BST 8-10 pm NZST
  • Fri, 28 Oct 8-10 am BST 8-10 pm NZST

Register and get more info hereParticipate by using the hashtag #AVP22.

Don’t forget to follow the Association for Visual Pedagogies (AVP ) on Twitter @ForVisual

This AVP Twitter Conference is hosted by Dr Bridgette Redder (Te Rito Maioha ECNZ), Dr Lynn J. McNair (The University of Edinburgh) and Philippa Isom (Massey University).

Educational Philosophy and Theory – EPAT – editorials & articles – September 2022


Michael A. Peters (2022). Aphorisms, waste-books and the philosophy of short forms: Wittgenstein and Lichtenberg. Educational Philosophy and Theory.

Michael A. Peters (2022). Semiconductors, geopolitics and technological rivalry: the US CHIPS & Science Act, 2022. Educational Philosophy and Theory.


Jane Gatley (2022). Ameliorating educational concepts and the value of analytic philosophy of education. Educational Philosophy and Theory.

Yun You (2022). Learn to become a unique interrelated person: An alternative of social-emotional learning drawing on Confucianism and Daoism. Educational Philosophy and Theory.

Peter Mayo (2022). Understanding colonialism and fostering a decolonizing emancipatory education through Paulo Freire. Educational Philosophy and Theory.

Francisco J. Alcalá (2022). A pedagogy of generosity: On the topicality of Deleuze and Guattari’s thought in the philosophy of education. Educational Philosophy and Theory.

Virgilio A. Rivas (2022). Anti-Oedipus confronts a familiar people: On the plasticity of the celibate machine. Educational Philosophy and Theory.

Jian Li & Eryong Xue (2022). Meta-conceptualizing the high-quality education system: Insight from China. Educational Philosophy and Theory.

Carlos Alberto Torres (2022). Paulo Freire: Voices and silences. Educational Philosophy and Theory.

Liz Jackson & Jae Park (2022). Humility in educational philosophy and theory. Educational Philosophy and Theory.

Joff P. N. Bradley (2022). Guattari and Stiegler on the therapeutic object: Objet re-petit-ive a-b-c. Educational Philosophy and Theory.

David R. Cole (2022). Anti-Oedipus in the Anthropocene: education and the deterritorializing machine. Educational Philosophy and Theory.

Franz Giuseppe F. Cortez (2022). Prospects of Freirean liberating pedagogy in the thoughts of Renato Constantino. Educational Philosophy and Theory.

Xiyuan ZhangStefan ReindlHongjun TianMinghan GouRuijie SongTaoran ZhaoLiz Jackson & Petar Jandrić (2022). Open science in China: Openness, economy, freedom & innovation. Educational Philosophy and Theory.

Jim Garrison (2022). Refurbishing learning via complexity theory: Buddhist co-origination meets pragmatic transactionalism. Educational Philosophy and Theory.

Book reviews

Peter Roberts (2022). Reimagining the call to teach: A witness to teachers and teaching. Educational Philosophy and Theory.

Darryl M. De Marzio & David T. Hansen (2022). The call to teach in contemporary educational thought and practice. Educational Philosophy and Theory.


Educational Philosophy and Theory – EPAT – editorials & articles – August 2022


Kwok Kuen Tsang & Hongyan Wu (2022). Emotional labour as alienated labour versus self-actualized labour in teaching: Implications of the outbreak of the COVID-19 pandemic for the debate. Educational Philosophy and Theory.

Steve Fuller (2022). Is the path from aphorism to tweet the royal road to knowledge? Educational Philosophy and Theory.

Collective Writing

Michael A. PetersPetar JandrićRuyu HungMarek TesarHuajun Zhang & Chengbing Wang (2022). The aesthetics of collective writing: A Chinese/Western collective essay. Educational Philosophy and Theory.


Jian Li & Eryong Xue (2022). Conceptualizing “Pyramid-hierarchy” model: Theorizing educational policy discourse system in China. Educational Philosophy and Theory.

Lingqi Meng & Shujie Liu (2022). Why apply yinyang philosophy in mixed methods research: Harmony perspectives from ancient Chinese culture. Educational Philosophy and Theory.

Liz Jackson & Amy N. Sojot (2022). So much more than research: Learning from women leaders in philosophy of education. Educational Philosophy and Theory.

Paul Hager & David Beckett (2022). Refurbishing learning via complexity theory: Introduction. Educational Philosophy and Theory.

Jae Park & Anselmo Bae (2022). Toward a pedagogy of humility as experience. Educational Philosophy and Theory.

Xiyuan ZhangWorapot YodpetStefan ReindlHongjun TianMinghan GouZongchen LiSiyu LinRuijie SongWenjing WangPetar Jandrić & Liz Jackson (2022). Higher education and creative economy in East Asia: Co(labor)ation and knowledge socialism in the creative university. Educational Philosophy and Theory.

Juhwan Kim (2022). Thinking citizenship as a cultural mythology? Contemporary good citizenship discourses at the heart of K-12 curriculum in Canada. Educational Philosophy and Theory.

Eryong Xue & Jian Li (2022). Contextualizing the philosophy of science education: Insight from China. Educational Philosophy and Theory.

Qinjing Xiong & Yucui Ju (2022). Taoism and teaching without words. Educational Philosophy and Theory.

Chi-Ming Lam (2022). A Confucian approach to teaching humility. Educational Philosophy and Theory.

Joff P. N. Bradley (2022). What has happened to desire? The BwO of the Hikikomori. Educational Philosophy and Theory.

Mika Okabe (2022). Catastrophe memories and translation: An essay on education for endless narratives*. Educational Philosophy and Theory.

David Boud & Margaret Bearman (2022). The assessment challenge of social and collaborative learning in higher education. Educational Philosophy and Theory.

Rosalyn Eder (2022). A Filipino philosophy of higher education? Exploring the purpose of higher learning in the Philippines. Educational Philosophy and Theory.

Book review

Nancy S. LoveSanford F. Schram & Ernest J. Yanarella (2022). The Travails of Trumpification. Educational Philosophy and Theory.


Slow Academia: Wonder, Wandering, Generosity & Presence in the University

This season of the Philosophy and Theory of Higher Education Society (PaTHES) webinars explores slow academia. Typically defined in the negative – something other than frenetic, competitive, metricised, anxiety-promoting academia – its advocates are most visible in academic self-help such as Maggie Berg and Barbara K. Seeber’s (2016) The slow professor, and its critics on social media including the Thesis Whisperer blog (Slow academia is for the privileged) and the Post-Pandemic University (Four reasons slow scholarship will not change academia).

The season will host several scholars who have engaged critically with the idea of slowness – as a topic or as a mode of doing academic work – to explore possibilities for inhabiting the university differently.

To read more about the dates and timings for the webinars, to read the abstracts for the webinars, and to sign up for the events, please access the following link to the event-site:

The series is free and open to all, so please encourage your colleagues, students, networks, and external partners to join in!

Slow Academia: Wonder, Wandering, Generosity & Presence in the University

PaTHES Thematic Webinar Series, Fall 2022

Chaired by Rikke Toft Nørgård, Aarhus University

This season of PaTHES (Philosophy and Theory of Higher Education Society) webinars explores slow academia. Typically defined in the negative – something other than frenetic, competitive, metricised, anxiety-promoting academia – its advocates are most visible in academic self-help such as Maggie Berg and Barbara K. Seeber’s (2016) The Slow Professor, and its critics on social media including the Thesis Whisperer blog (Slow academia is for the privileged) and the Post-Pandemic University (Four reasons slow scholarship will not change academia). We are delighted to host several scholars who have engaged critically with the idea of slowness – as a topic or as a mode of doing academic work – to explore possibilities for inhabiting the university differently.

Follow this link for more information and to register for the talks:

  1. Webinar 1 (8 September 2022): Surviving the years of plague: Two feminist academics review Raewyn Connell’s The Good University: What universities actually do and why it’s time for radical change. Agnes Bosanquet (Macquarie University) & Barbara Grant (University of Auckland/Waipapa Taumata Rau), with Sean Sturm (University of Auckland/Waipapa Taumata Rau)
  2. Webinar 2 (29 September 2022): Wandering and wondering in the university. Frances Kelly (University of Auckland/Waipapa Taumata Rau) & Finn Thorbjørn Hansen (University of Aalborg)
  3. Webinar 3 (7 October 2022): Generosity and presence in the university: Working for change. Maha Bali (The American University in Cairo) and Alison Phipps (University of Glasgow)
  4. Conclusive Roundtable (date TBA)

Educational Philosophy and Theory – EPAT – editorials & articles – July 2022


Yuliana LavryshIryna LytovchenkoValentyna Lukianenko & Tetiana Golub (2022). Teaching during the wartime: Experience from Ukraine. Educational Philosophy and Theory.

Douglas Kellner (2022). The Uvalde, Texas school shooting massacre. Educational Philosophy and Theory.

Michael A. Peters (2022). Biodigital philosophy, supercomputing and technological convergence in the Quantum Age. Educational Philosophy and Theory.

Collective writing

Morimichi Kato (2022). Philosophical reflections on modern education in Japan: Strategies and prospects. Educational Philosophy and Theory.


Jun Yamana (2022). Free spaces and ‘pedagogical protection’: On the asylum theory of Ortwin Henssler and its implications for education. Educational Philosophy and Theory.

Fumio Ono (2022). Towards a philosophy of education built on fragile parts: Technological rationality and knowledge of pathos. Educational Philosophy and Theory.

Gerard Dunne & Alkis Kotsonis (2022). Epistemic exploitation in education. Educational Philosophy and Theory.

Duck-Joo Kwak (2022). Feeling lost between tradition and modernity: In pursuit of the reinvention of East-Asian subjectivities. Educational Philosophy and Theory.

Shigeki Izawa (2022). Cultivating classroom democracy: Educational philosophy and classroom management for social justice. Educational Philosophy and Theory.

Ruyu Hung (2022). Sense and sensibility in Japanese educational philosophy. Educational Philosophy and Theory.

David Hadar (2022). Teachers as workers and the creative work ethic in education research. Educational Philosophy and Theory.

Stavros Moutsios (2022). The bureaucratisation of the university: The case of Denmark. Educational Philosophy and Theory.

Hugo LeticheGeoff Lightfoot & Simon Lilley (2022). Bernard Stiegler and the necessity of education is the hammer broken and so what? Educational Philosophy and Theory.

Garth StahlAmanda Keddie & Ben Adams (2022). The manosphere goes to school: Problematizing incel surveillance through affective boyhood. Educational Philosophy and Theory.

Naoko Saito & Tomohiro Akiyama (2022). On the education of the whole person. Educational Philosophy and Theory.

Ashley Simpson (2022). Reconfiguring Intercultural Communication Education through the dialogical relationship of Istina (Truth) and Pravda (Truth in Justice). Educational Philosophy and Theory.

Linda Knight (2022). The feminist research-creation pedagogies of BIPOC women’s cultural counter-mapping: Ecological learning through interrelationality, geontology, and cardinal ethics. Educational Philosophy and Theory.

Sun Tik Wong (2022). Zhuangzi and perspectival humility. Educational Philosophy and Theory.



Educational Philosophy and Theory – EPAT – editorials & articles – June 2022


João José R. L. de Almeida (2022). The Nestroy’s motto and a decolonial Wittgenstein. Educational Philosophy and Theory.

Michael A PetersChengbing WangCarl Mika & Steve Fuller (2022). Cultural Apocalypse, Western colonial domination and ‘the End of the World’. Educational Philosophy and Theory.

Collective writing

Ruyu HungKatia LenehanYen-Yi LeeChia-Ling WangYi-Huang ShihYan-Hong YeCheng-Hsi ChienJui-Hsuan HungChen-Peng YuChun-Ping WangMorimichi Kato & Yasushi Maruyama (2022). Philosophy of education in Taiwan: Retrospect and prospect. Educational Philosophy and Theory.


Jinfang Nie (2022). Textological studies and a new understanding of Marx’s thought in contemporary China. Educational Philosophy and Theory.

Ying Liu (2022). Adapting Marxism to outstanding traditional Chinese culture: History, consensus and future. Educational Philosophy and Theory.

Maurizio Toscano & John Quay (2022). “How dare you!” When an ecological crisis is impacted by an educational crisis: Temporal insights via Arendt. Educational Philosophy and Theory.

Maria Ojala (2022). Climate-change education and critical emotional awareness (CEA): Implications for teacher education. Educational Philosophy and Theory.

Subin Sarah Yeo & Sung-Sang Yoo (2022). Is refugee education indeed educational? The Freirean perspective to refugee education beyond humanitarian, rights, or development rationale. Educational Philosophy and Theory.

William Sin (2022). Modesty, Confucianism, and active indifference. Educational Philosophy and Theory.

Jian Li & Eryong Xue (2022). Circulation-chain model with constructivism and institutionalism. Educational Philosophy and Theory.

Eryong Xue & Jian Li (2022). Exploring the education power in China: The basic connotation, key index, and strategic pathway. Educational Philosophy and Theory.

Sally Windsor & Dawn Sanders (2022). Being bird and sensory learning activities: Multimodal and arts-based pedagogies in the ‘Anthropocene’. Educational Philosophy and Theory.

Johan Dahlbeck (2022). The educational fiction of agential control: Some preliminary notes on a pedagogy of ‘as if’. Educational Philosophy and Theory.

Jian Li & Eryong Xue (2022). Reimaging the panorama of international education development in China: A retrospective mapping perspective. Educational Philosophy and Theory.

Ian Cantley (2022). Replicable quantitative psychological and educational research: Possibility or pipe dream? Educational Philosophy and Theory.

Ryohei Matsushita (2022). Toward an ecological view of learning: Cultivating learners in a data-driven society. Educational Philosophy and Theory.

Masamichi UenoKayo Fujii & Yasunori Kashiwagi (2022). Philosophy of Minna and moral education: Manabi that encompasses everyone. Educational Philosophy and Theory.



Educational Philosophy and Theory – EPAT – editorials & articles – May 2022


Michael A. Peters (2022). Educational philosophy and post-apocalyptic survival. Educational Philosophy and Theory.

Chuanbao Tan (2022). The interpretation of love and its educational realization: A comparative analysis of Nel Noddings’ caring and Confucius’ ren. Educational Philosophy and Theory.

Michael A. Peters (2022). Russian apocalypse, Christian fascism and the dangers of a limited nuclear war. Educational Philosophy and Theory.

Francois-Igor Pris (2022). The real meaning of quantum mechanics. Educational Philosophy and Theory.

Collective Writing

Michael A. PetersAlexander MeansDavid NeilsonGeorgina Tuari StewartPetar JandrićSean SturmBen GreenDerek FordSteve FullerLiz Jackson & Eryong Xue (2022). ‘After Brexit and AUKUS’: Twitter-inspired collective writing on geopolitics of an emerging multipolar world. Educational Philosophy and Theory.


Marianna Papastephanou (2022). Coming full circle: A pamphlet on Ukraine, education and catastrophe. Educational Philosophy and Theory.

David R. Cole (2022). Rebooting the end of the world: Teaching ecosophy through cinema. Educational Philosophy and Theory.

Ji Xue & Zhongfang Tong (2022). The implications of the thinking paradigms of British neo-Marxism. Educational Philosophy and Theory.

Wu Xiangdong (2022). Contemporary Chinese axiology oriented towards the practice of reform and opening up. Educational Philosophy and Theory.

Liyin Yang (2022). Chinese and Western Marxist theories of modernity: Comparing and connecting. Educational Philosophy and Theory.

Cathal de Paor (2022). Using Peircean abduction to understand teacher mentoring. Educational Philosophy and Theory.

Jian Li & Eryong Xue (2022). Conceptualizing and contextualizing three-dimensional interaction model of internationalization: Evidence from China. Educational Philosophy and Theory.

Meghal Karki (2022). The changing cityscape of Delhi: A study of the protest art and the site at Jamia Millia Islamia and Shaheen Bagh. Educational Philosophy and Theory.

Chengbing Wang (2022). Introduction for the special issue: Contemporary Chinese Marxism. Educational Philosophy and Theory.

Kefei Xu (2022). Law and reproduction: Louis Althusser’s criticism of capitalist law. Educational Philosophy and Theory.

Xiang Liu (2022). Materialism as a fatal strategy: Jean Baudrillard’s critical path of modernity. Educational Philosophy and Theory.

Wang Yichuan (2022). Winning the hearts of the people with artistic masterpieces: An artistic aesthetic tradition of Chinese Marxism. Educational Philosophy and Theory.

Lei Chen & Chengbing Wang (2022). One hundred years of Chinese dialectical logic: An academic history of logic relating to contemporary Chinese Marxism. Educational Philosophy and Theory.

Stephen Chatelier & Liz Jackson (2022). The politics of humility: Humility in historical Christian thought and its educational implications. Educational Philosophy and Theory.

Book reviews

Qiuyue Li & Renhua Wang (2022). Phenomenology and educational theory in conversation: Back to education itself , edited by Patrick Howard, Tone Saevi, Andrew Foran and Gert Biesta. Educational Philosophy and Theory.

James M. Magrini (2022). Aporias of translation: Education, literature, and philosophy, Elias Schwieler. Educational Philosophy and Theory.

Jing Zhang (2022). Foundations of embodied learning: a paradigm for education. Educational Philosophy and Theory.

Peter Mayo (2022). Paulo Freire’s Philosophy of education in contemporary context: From Italy to the world. Educational Philosophy and Theory.

Anne PirrieNini Fang & Elizabeth O’Brien (2022). Dancing in the dark: A survivor’s guide to the university , edited By Anne Pirrie, Nini Fang and Elizabeth O’Brien. Educational Philosophy and Theory.


50th Philosophy of Education Society of Australasia Hybrid Conference

Dates: 2022-12-08 - 2022-12-10

Dear PESA members,

We are excited to announce PESA’s 50th annual conference. The conference will be held in Sydney, Australia on 8-10 December 2022, as well as online. The theme for our conference is ‘Philosophy of Education in Australasia: Looking Back and Looking Forward.’

The 50th conference will highlight the history of PESA since 1970 and its contributions to, and achievements within, the local and wider philosophical and educational community. Furthermore, the conference will offer opportunities to reflect on the currents of thought, approaches to philosophy of education, and changes to education that have occurred in the last 50 years. When the first PESA conference was held at the University of NSW in 1970, the place of philosophy of education in the Australian and New Zealand educational landscape was very different to what it is today.

This conference will also look forward by considering the place of philosophy in education today and in the future. It will ask: What is the role of philosophy of education in times of both uncertainty and innovation, where truths become fake, and knowledge is precarious and difficult? And, how can philosophy of education help us face contemporary political, ecological, health, humanitarian and other crises?

We invite participants to submit abstracts for presentations and panels by 1 August 2022. Submission instructions and portal details to be advised. (Note that there will be a session for postgraduate students to discuss how PESA can best support them in their research and study.)

Please find the call for papers attached (PESA-Conference-CFP_2022). We will notify you of any important updates. Information can also be found on our website:

For conference enquiries, please contact Andrew Madjar at

Seeing More-Than-Human: An Association for Visual Pedagogies Symposium on New Materialist Visual Methodologies

Date: 2022-06-16

An Association for Visual Pedagogies (AVP) event hosted by Jacoba Matapo, Sean Sturm and colleagues from the School of Critical Studies in Education at the University of Auckland.

This half-day hybrid kōrerorero addresses the role of visual methodologies in new materialist theory/practice in education and beyond. “Visualisation,” or scopic representation, is often taken to be central to Western science and its offshoots, grounding concepts such as objectivity, verification and perspective that inform much positivist and some interpretativist research. But other approaches to the visual in research are possible, many of which have been taken up by new materialist researchers: cartography (Deleuze & Guattari), diffraction (Barad), haptic vision (Puig de la Bellacasa), to name just three. In this symposium, we will explore through discussions and workshops how new materialist theorists/practitioners have exercised their visual image-ination in their research in education and beyond.

The presenters/facilitators include

  • Andrew Denton & Andrew Gibbons (AUT University)
  • Maggie Haggerty (Victoria University)
  • Jacoba Matapo (University of Auckland)
  • Rene Novak (University of Waikato)
  • Victoria O’Sullivan (University of Auckland)
  • David Rousell (RMIT University)

The event takes place on Thurs, 16 June 2022 12:00–4:00 pm NZST (time zone converter). It will be held in person in N357 at the Faculty of Education and Social Work, University of Auckland Epsom Campus (see Google Maps) and on Zoom (link).

You can register via Eventbrite (link).

More details about the symposium and discussions/workshops will follow …

Please note that

  • the symposium will be followed by the AVP Annual General Meeting from 4-6pm in person (in N357) and on Zoom (link)
  • on the morning following the symposium, 17 June from 9-11am, AVP will be holding a publishing workshop for its journal, the Video Journal of Education and Pedagogy, in person (in N357) and on Zoom (link)

Introducing Doing Rebellious Research

Burnard, P., Mackinlay, E., Rousell, D., & Dragovic, T. (Eds.) (2022). Doing rebellious research in and beyond the academy. Brill.

When you open this book, you are immediately invited to remember the moment when you did something truly and utterly rebellious: something so unruly, undutiful, and ungovernable that, once you had begun, there was no turning back. From there, you are encouraged to reflect on your ‘writing, life’ and ‘fly the coop’ in Cixousian style. ‘Take pleasure in jumbling the order,’ this book entices – change the furniture, dislocate and disorient things and values, break them all up and down, empty structures, and feel, dream, perform the gestures that jam the system. It is to this moment of rebellion we wilfully embrace, embody, and allure in this collection of unique chapters.

We like the word ‘rebel’ and use it deliberately everywhere in this book to invoke its etymological origins: re-bel, adj. re – ‘against, in opposition to, or again’ and bel – to be ‘obstinate, stubborn,’ ‘revolt’ or ‘wage war’; and rebel, n. ‘a person who makes war for political motives.’ For us, rebellious researchers and writing rebels are those who battle against normative standards of academic research and writing practices. We are not the first to make such moves towards rebellion; this academic writing rebellion is rooted in previous rebellions that enable us to travel this route from there and then to here and now.

The book begins with five refrains, is framed in four parts and features 24 chapters, many of which are co-authored written performances by rebellious writers who invite incitements to rebellious research and writing. The intention from beginning to end was to perform the work of writing this research differently, and, over the course of a year, the contributors shared their praxis from around the globe on Zoom and workshopped ways to keep pushing our praxis forward in the spirit of rebellious research and writing.

Haha! Here we go now!

During COVID research in and beyond here,

Returning to transdisciplinary roots/routes.

Re-think the chink, re-configure, figure.

Has the rebellion arrived yet?

We choose otherwise and plant the seeds of rebellion.

We are bringing it – we are, we see, and we gift.

This research, the practice, the writing and the academy/university.

Know, resist, and re-imagine it?

Why might you dare to?

We think and wonder with

Post this, that and t’other

Forever on the way; rebellion.

In Part 1, rebellious transdisciplinarity is researched differently; Part 2 features rebellious writings written differently; Part 3 performs rebellious theories and research methodologies differently; and, in Part 4, rebellious leaders/ship lead research and writing differently. We invite readers to approach reading this work differently. Each part includes a guide and a set of reflective questions, which we hope will make it possible for others to word the world in rebellion, in a way that matters.

Our hope for this book is that readers will feel connected to the rebellion we have begun – and join us. If you are in doubt, we invite you to welcome the principle of uncertainty as rebellious because it, too, in the folds of its dark unknowns, is also a location of possibility.

As authors, in this book, we are writing openly, vulnerably, and critically about our own conditions and contexts; the ones that matter, the ones that have come to matter most, and those that must matter if what we write about the world is to matter at all. In daring to fly, we have watched each other spread our writing wings – poised on the precipice about to leap into the abyss, beautiful and terrifying in composition, composure and compassion – and have found ourselves learning, living, loving and becoming enlightened by new ways to word the world.

Let yourself be reminded of who and what we are in rebellious academic research and writing communion. Let yourself be reminded that in the wording and worldings contained within this book, we have gathered our shared potential as a collective force ‘becoming-with’ and taking new ‘lines of flight.’

Let yourself wilfully reach your arm, armed and in arms, to stand against those forces – call them what you will, neoliberal and capitalist, colonial and imperial, white and patriarchal – that seek to constrain, contain and cancel us out.

Let yourself be inspired, as we are, to new ways of seeing yourself, new ways of encountering new research and writing that perform radical departures from the academy.

This is our provocation to you: fly, imagine, give, become.

Sustaining teaching in response to a current crisis in Ukraine: A global initiative for teacher professional development

Date: 2022-06-14

Dear colleagues,

You are cordially invited to participate in the roundtable discussion on Sustaining teaching in response to a current crisis in Ukraine: A global initiative for teacher professional development.

The roundtable discussion is aimed at bringing together practitioners, policymakers, education sector leaders, teachers, researchers working in education in emergencies or crisis settings to brainstorm ideas and to stimulate discussion on a broad range of issues.

The objectives are

  • to share beneficial practices, approaches and tools for teachers in crisis and displacement contexts;
  • to outline challenges and suggest solutions;
  • to engage teachers and policymakers in the discussion about practices, resources, policy and research to develop an action-oriented plan for improving the quality of teaching;
  • to bring out and promote the outcomes of the roundtable to empower teachers in crisis context to support their learners.

The event is organized by the Faculty of Linguistics, Igor Sikorsky Kyiv Polytechnic Institute, Ukraine and will be held online on 14 June 2022 from 10:00 a.m. to 13.00 p.m. (EEST)

Zoom link:

We would be pleased if you could join us and be active participants in the discussion.

Sincerely yours,

Prof. Yuliana Lavrysh

A Call for Papers for the Ukrainian higher education journal Advanced Education

Date: 2022-05-09

The journal Advanced Education is hosted by the Faculty of Linguistics at the National Technical University of Ukraine and indexed by WoS, ERIC, ERIH PLUS, DOAJ, etc.

It focusses, in particular, on

  • applied linguistics research and teaching
  • STEAM education
  • higher education and adult learning.

It accommodates both empirical and theoretical research, and qualitative, quantitative and mixed methods approaches.

The editors invite submissions to three issues this year.

For the focus and scope of the journal, see For the instructions for authors, see

Bioinformational Philosophy and Postdigital Knowledge Ecologies

Peters, M. A., Jandrić, P., & Hayes, S. (Eds.). (2022). Bioinformational philosophy and postdigital knowledge ecologies. Springer.

The book presents a cross-disciplinary overview of critical issues at the intersections of biology and information science. Based on theories of bioinformationalism, viral modernity, the postdigital condition, and others, this book explores two inter-related questions: Which new knowledge ecologies are emerging? Which philosophies and research approaches do they require?

The book argues that the 20th-century focus on machinery needs to be replaced, at least partially, by a focus on a better understanding of living systems and their interactions with technology at all scales – from viruses, through human beings, to Earth’s ecosystem. This change of direction cannot be made by simple relocation of focus and/or funding from one discipline to another. In our age of the Anthropocene, (human and planetary) biology cannot be thought of without (digital) technology. Today’s curious bioinformational mix of blurred and messy relationships between physics and biology, old and new media, humanism and posthumanism, knowledge capitalism and bio-informational capitalism defines the postdigital condition and creates new knowledge ecologies.

The book presents scholarly research defining new knowledge ecologies built upon emerging forms of scientific communication, big data deluge, or opacity of algorithmic operations. Many of these developments can be approached using the concept of viral modernity, which applies to viral technologies, codes and ecosystems in information, publishing, education, and emerging knowledge (journal) systems. It is within these overlapping theories and contexts that this book explores new bioinformational philosophies and postdigital knowledge ecologies.

From chapter 1, ‘Biodigital Philosophy, Technological Convergence and Postdigital Knowledge Ecologies’:

New technological ability is leading postdigital science, where biology as digital information, and digital information as biology, are now dialectically interconnected. In this chapter, we firstly explore a philosophy of biodigitalism as a new paradigm closely linked to bioinformationalism. Both involve the mutual interaction and integration of information and biology, which leads us into a discussion of biodigital convergence. As a unified ecosystem, this allows us to resolve problems that isolated disciplinary capabilities cannot, creating new knowledge ecologies within a constellation of technoscience. To illustrate our arrival at this historical flashpoint via several major epistemological shifts in the post-war period, we venture a tentative typology. The convergence between biology and information reconfigures all levels of theory and practice, and even critical reason itself now requires a biodigital interpretation oriented towards ecosystems and coordinated Earth systems. In this understanding, neither the digital humanities, the biohumanities, nor the posthumanities sit outside of biodigitalism. Instead, posthumanism is but one form of biodigitalism that mediates the biohumanities and the digital humanities, no longer preoccupied with the tradition of the subject but with the constellation of forces shaping the future of human ontologies. This heralds a new biopolitics that brings the philosophy of race, class, gender, and intelligence into a compelling dialogue with genomics and information.

A special issue on reimagining academic freedom

Date: 2022-05-02

Here is a call for proposals from the journal Philosophy and Theory in Higher Education (PTHE) for a special issue on reimagining academic freedom. It is to be co-edited by Que Anh Dang (Coventry University), Liviu Matei (King’s College) and Milica Popovic (Central European University).

This special issue aims to build on this important work to understand the ways that conceptualizations of academic freedom vary in different socio-political contexts, how it is codified and how it is practised. Thus, we seek to reimagine academic freedom conceptually through the analysis of issues and malpractices that scholars around the world face. 

Although the question of who defines academic freedom, and for whom, has historical, geopolitical, cultural, and structural facets, the overt and covert threats on academic freedom across geographies and political regimes demand consideration of a global referent. In the end, attacks against academic freedom represent an existential threat to the historic mission of academia.

Please submit proposals of an extended abstract with a cover page by 13 May 2022 to Que Anh Dang, Liviu Matei and Milica Popovic at, and, with the subject headline ‘Reimagining Academic Freedom’ in your email. See the cfp for further information.

The decision of the editors will be communicated by 25 May 2022.

Educational Philosophy and Theory – EPAT – editorials & articles – April 2022


Yuliana Lavrysh (2022). Influence of COVID-19 pandemic on higher education in Ukraine: Crisis or renewal? Educational Philosophy and Theory.

Michael A. Peters (2022). New age spiritualism, mysticism, and far-right conspiracy. Educational Philosophy and Theory.

Collective writing

Liz JacksonNuraan DavidsWinston C. ThompsonJessica LussierNicholas C. BurbulesKal AlstonStephen ChatelierKrissah Marga B. TaganasOlivia S. MendozaJason Lin CongAddyson Frattura & Anonymous and P. Taylor Webb (2022). Feeling like a philosopher of education: A collective response to Jackson’s ‘The smiling philosopher’. Educational Philosophy and Theory.


Michael A. Peters (Editor)Michael R. MatthewsEileen BaldryPatricia WhiteDave HillDavid AspinBruce HaynesJohn WhiteColin Lankshear & Hugh Lauder (2022). A tribute to Kevin Harris, philosopher of education. Educational Philosophy and Theory.


Eryong XueShixu Tian & Jian Li (2022). Doctoral cultivation system and mechanism of university think tank in China. Educational Philosophy and Theory.

Jian Li & Eryong Xue (2022). “The rising soft power”: An educational foreign exchange and cooperation policy conceptual framework in China. Educational Philosophy and Theory.

Pasi Takkinen & Jani Pulkki (2022). Discovering earth and the missing masses—technologically informed education for a post-sustainable future. Educational Philosophy and Theory.

J. Adam Carter & Daniella Meehan (2022). Trust, distrust, and testimonial injustice. Educational Philosophy and Theory.

Derek Meyer (2022). Towards a theory of knowledge acquisition – re-examining the role of language and the origins and evolution of cognition. Educational Philosophy and Theory.

Andrew James Thompson (2022). Growth and degrowth: Dewey and self-limitation. Educational Philosophy and Theory.

Cristobal Bellolio (2022). Creationism is not special. Educational Philosophy and Theory.

Book review

Anny Sulistyo RiniPeni Rizki & Aji Budi Rinekso (2022). What is critical in language studies: Disclosing social inequalities and injustice. Educational Philosophy and Theory.



Educational Philosophy and Theory – EPAT – editorials & articles – March 2022


Michael A. Peters (2022). Wittgenstein, Nāgārjuna and relational quantum mechanics. Educational Philosophy and Theory.

Steve Fuller (2022). Eurasianism as the deep history of Russia’s discontent. Educational Philosophy and Theory.

Peter McLaren (2022). Some thoughts on Canada’s ‘Freedom Convoy’ and the settler colonial state. Educational Philosophy and Theory.

Michael A. Peters (2022). Wittgenstein, mysticism and the ‘religious point of view’: ‘Whereof one cannot speak, thereof one must be silent’. Educational Philosophy and Theory.


Amy N. Sojot & Liz Jackson (2022). ‘No single way takes us to our different futures’: An interview with Liz Jackson. Educational Philosophy and Theory.


Zaida Espinosa Zárate (2022). Problem-Based Service Learning (PB-SL): Constructing a pedagogy of poverty based on Ignacio Ellacuría. Educational Philosophy and Theory.



Derek R. Ford to launch Encountering Education: Elements for a Marxist Pedagogy

Date: 2022-04-16

Derek R. Ford is launching his new book, Encountering Education: Elements for a Marxist Pedagogy, on April 16: register here.

Derek will speak with a panel including Nazia Kazi, Jason Wozniak and Kym Smith, and introduces the book here.

John Dewey and Chinese Education: A Centennial Reflection by Huajun Zhang and Jim Garrison

Date: 2022-03-24

This first volume in the Beijing Normal University International Education Series celebrates the centennial of Dewey’s visit to China (1919–1921).

Reflecting on the history of Dewey’s visit is critical to understanding China’s modernization and to reevaluating the early efforts of the radical intellectuals in the May Fourth Movement (1919), some of whom were Dewey’s students at Columbia University. In the study, the authors critically reflect on the China-US relationship for our contemporary world. The historical, philosophical and comparative perspectives applied in this book may shed light on current conflicts.

Dewey’s thoughts were well-received by different scholars but also misperceived or misinterpreted in different historical periods. This project tries to understand the challenges of both cultures (Chinese and Western) by using this historical episode as a distant mirror to better perceive and understand the present.

By reviewing this historical event, the authors also find new space to reinterpret Eastern philosophies such as Confucianism and Buddhism. They find that there are some surprising commonalities shared by Confucianism, Buddhism, and Deweyan pragmatism that provide possibilities for seeking a more inclusive conceptual framework for education in the West as well as the East.

For further information, see

Huajun Zhang is Associate Professor at the Faculty of Education, Beijing Normal University (website). She has published books and articles on philosophy of education and teacher education, both in English and Chinese.

Jim Garrison is Professor of Philosophy of Education at Virginia Tech University (website). He specialises in the study of pragmatism, especially the pragmatism of John Dewey.

Re/sponse-able visual ethics

Date: 2022-04-11

Date and time

Mon 11th Apr 2022, 10:30 am – 3:30 pm NZST


University of Canterbury
Rehua Building, UC Ilam Campus Christchurch NZ


This is a hybrid event hosted by University of Canterbury in collaboration with the Association for Visual Pedagogies and sponsored by PESA. It takes up the important topic of visual ethics as a dialogue between researchers, students, teachers and the academy – a conversation started some time ago by AVP and its friends at PESA.

We are particularly keen to facilitate robust discussion between diverse groups of scholars, students, teachers, film-makers, journalists and artists about what it means to represent learners/learning through images and their (re)production. We extend a special invitation to those who serve on ethics committees within (and beyond) the academy or who share an interest in understanding the constraints and opportunities for approaches to visual ethics that are not only responsible but ‘re/sponse-able.’

A series of short video provocations will be rolled out in the weeks leading up to this event to whet your appetite. Come prepared to dialogue, debate and learn!

Find out more:

In-person and online-only tickets are available.

  • The online meeting will take place on zoom: url to be advised closer to the time.
  • The in-person meeting is operating under the COVID-19 Protection Framework (traffic light system), so vaccine passes will be required for entry. Attendees will be asked to wear a face mask and scan in at the venue.

Date: 2022-03-15

ACCESS Special Issue Call for Papers

Computational thinking and the curriculum: Global perspectives


Proposal deadline: 15 May 2022

Full submission deadline: 15 September 2022

Special Issue Editors

Andrew Gibbons, Auckland University of Technology,

Ricardo Sosa, Auckland University of Technology

Daniel Badenhorst, Macquarie University


Computational thinking is a relatively new and rapidly growing focus for early childhood and school curricula in many of the world’s education systems. Teachers are increasingly expected to learn computational thinking, its pedagogies, and to integrate it across the curriculum.

Computational thinking is considered a general problem-solving skill that includes abilities such as reasoning at multiple levels of abstraction, decomposing problems, and formulating clear and detailed instructions to program computers (Wing, 2006). For early childhood, primary and secondary school learners, computational thinking typically includes abilities such as formulating problems in ways that enable producing solutions using computers, logical organisation of data, abstraction through models and simulations, algorithmic thinking to automate solutions, and the pursuit of efficient and effective steps and resources (Sykora, 2021). Yet, in existent literature, the very meaning of computational thinking is hard to pin down (Denning, 2017; Hemmendinger, 2010; Kite et al., 2021).

Some common threads unite much of the literature. Nevertheless, the vast majority of the literature proposes ‘new’ and/or improved definitions and identifies different limitations to previous definitions. In addition, the nature and purpose of computational thinking in the curriculum has been the focus of critical questioning of its conceptualisation and drivers (Martins-Pacheco et al., 2020; Mehta et al., 2020). Education policy tends to guide teachers towards a simplistic, narrow, and limited understandings of computational thinking.  The cultural and political dimensions of the technology curriculum have long been overlooked, in ways that add to this instrumental focus and detract from more inclusive and critical views of computational thinking (Kafai et al., 2019; Marshall, 2000; Mills et al., 2021).

This ACCESS call for papers invites proposals for research that engages with and/or contributes to teachers’ perspectives of, and experiences with computational thinking.

The purpose of this special issue is to contribute to the meaning of computational thinking through sharing and analysing the perspectives and experiences of teachers. This practitioner focus contributes a community-led and community focused lens on computational thinking in contexts of dialogic learning (Freire, 1993).

Proposals for the special issue should detail how the paper explores:

  1. The nature and possibilities of computational thinking
  2. The views and experiences of teachers

Themes may include (but not be limited to) computational thinking and:

  1. Pedagogies
  2. Curriculum
  3. Student voice
  4. Assessment
  5. Professional development
  6. Social justice
  7. Problem-posing and inquiry-based learning

The editors invite papers that recognise the essential contribution of critical analysis of computational thinking curriculum policies and practices, and a critical approach to the ways in which the endpoint of the algorithm constrains the actual process of thinking.

Submission instructions

Proposals for position papers (up to 2,000 words) and research papers (up to 5,000 words) should be 300 to 500 words in length.

For inquiries regarding the special issue and the submission of proposals please contact Andrew Gibbons at


Proposals due by: 15 May 2022

Confirmation of acceptance by: 1 June 2022

Full submissions due by: 15 September 2022

Submissions reviewed by: 1 November 2022


Denning, P. J. (2017). Remaining trouble spots with computational thinking. Communications of the ACM, 60(6), 33-39.

Freire, P. (1993). Pedagogy of the oppressed. Continuum.

Hemmendinger, D. (2010). A plea for modesty. ACM Inroads, 1(2), 4–7.

Kafai,  Y.  B.,  Proctor,  C.,  &  Lui,  D.  A.  (2019).  Framing  computational  thinking  for  computational  literacies  in  K-12 education. In, Proceedings  of  the  Weizenbaum  Conference  2019  “Challenges  of  Digital  Inequality  –  Digital  Education, Digital Work, Digital Life” (pp. 1-6).

Kite, V., Park, S., & Wiebe, E. (2021). The code-centric nature of computational thinking education: A review of trends and issues in computational thinking education research. Sage Open, 11(2),

Marshall, J. D. (2000). Technology, education, and indigenous peoples: The case of Māori. Educational Philosophy and Theory, 32(1), 119-131.

Martins-Pacheco, L., von Wangenheim, C., & Alves, N. (2020). Polemics about computational thinking: Digital competence in digital zeitgeist–Continued search for answers. In, Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020), (pp 499-506).

Mehta, R., Creely, E., & Henriksen, D. (2020). A profitable education: Countering neoliberalism in 21st century skills discourses. In J. Keengwe & G. Onchwari (Eds.), Handbook of Research on Literacy and Digital Technology Integration in Teacher Education (pp. 359-381). IGI Global.

Mills, K., Coenraad, M., Ruiz, P., Burke, Q., & Weisgrau, J. (2021). Computational thinking for an inclusive world: A resource for educators to learn and lead. Digital Promise.

Sykora, C. (2021). Computational thinking for all. ISTE.

Wing, J.M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–36.


Educational Philosophy and Theory – EPAT – editorials & articles – February 2022


Jeff Stickney (2022). Surveying educational terrain with Wittgenstein and Foucault. Educational Philosophy and Theory.

Bill Cope & Mary Kalantzis (2022). The cybernetics of learning. Educational Philosophy and Theory.

Georgina Tuari StewartMelitta HogarthSean Sturm & Brian Martin (2022). Colonization of all forms. Educational Philosophy and Theory.

Michael A. Peters (2022). Digital trade, digital economy and the digital economy partnership agreement (DEPA). Educational Philosophy and Theory.


Liz JacksonAmy N. Sojot & Tina Besley (2022). An ‘accidental or unintentional academic’ on becoming a leading philosopher of education: An interview with Tina Besley. Educational Philosophy and Theory.

Collective writing

Michael A. PetersBenjamin Green & Steve Fuller (2022). China’s rise, the Asian century and the clash of meta-civilizations. Educational Philosophy and Theory.

Gina A. OpinianoLiz JacksonFranz Giuseppe F. CortezElizer Jay de los ReyesMarella Ada V. Mancenido-BolañosFleurdeliz R. Altez-AlbelaRodrigo AbenesJennifer MonjeTyrene Joy B. BasalPeter Paul E. ElicorRuby S. Suazo & Rowena Azada-Palacios (2022). Philosophy of education in a new key: A collective writing project on the state of Filipino philosophy of education. Educational Philosophy and Theory.

Onur KaramercanJacoba MatapoOlivera KamenaracDavid Taufui Mikato Fa’avaeSonja ArndtRuth IrwinFrans KrugerCarl MikaMahaman Yaou Abdoul BassidouMarek Tesar & Pablo Del Monte (2022). Engaging and developing community in digital spaces: Approaches from the Editorial Development Group. Educational Philosophy and Theory.


Ewa Latecka (2022). Humanising pedagogy: A politico-economic perspective. Educational Philosophy and Theory.

Soon Ye Hwang (2022). Time we do not have: The challenges of silence in an emancipatory, conversation-oriented curriculum. Educational Philosophy and Theory.

Heather Battaly (2022). Educating for intellectual pride and ameliorating servility in contexts of epistemic injustice. Educational Philosophy and Theory.

Elena Tuparevska (2022). Learning in nature: an amplified human rights-based framework. Educational Philosophy and Theory.

Swatee Sinha & Anjali Gera Roy (2022). Philosophy, education and visceral politics of the now. Educational Philosophy and Theory.

EryongXue & Jian Li (2022). What is the value essence of “double reduction” (Shuang Jian) policy in China? A policy narrative perspective. Educational Philosophy and Theory.

John Ambrosio (2022). Problematizing truth-telling in a post-truth world: Foucault, parrhesia, and the psycho-social subject. Educational Philosophy and Theory.

Yann-Ru Ho & Wei-Chieh Tseng (2022). Power to the people: Education for social change in the philosophies of Paulo Freire and Mozi. Educational Philosophy and Theory.

Kevin Kester (2022). Global citizenship education and peace education: toward a postcritical praxis. Educational Philosophy and Theory.


Educational Philosophy and Theory – EPAT – editorials & articles – January 2022

Collective writing

Michael A. PetersNesta DevinePeter RobertsSean SturmSharon RiderAndrew GibbonsFazal Rizvi & James Dunagan (2022). On the Public Pedagogy of Conspiracy: An EPAT Collective Project. Educational Philosophy and Theory.

Tina BesleyLiz JacksonMichael A. PetersNesta DevineCris MayoGeorgina Tuari StewartE. Jayne WhiteBarbara StengelGina A. OpinianoSean SturmCatherine LeggMarek Tesar & Sonja Arndt (2022). Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An EPAT collective writing project. Educational Philosophy and Theory.


Jian Li & Eryong Xue (2022). Exploring the epistemology of internationalization at home: A scoping review approach. Educational Philosophy and Theory.

Brad Evans & Julian Reid (2022). The religious left: How the left lost its argument and fell into a moral abyss. Educational Philosophy and Theory.

Book reviews

Anna Rumjahn (2022). The mind and teachers in the classroom: Exploring definitions of mindfulness, by Remy Y. S. Low, 2021. Educational Philosophy and Theory.

Educational Philosophy and Theory – EPAT – editorials & articles – December 2021

Editorials – Free Access

Ronald Barnett (2021). Locating the philosophy of higher education – and the conditions of a philosophy of higher education. Educational Philosophy and Theory.

Susanne Brighouse (2021). Nearly two decades as Managing Editor of Educational Philosophy and Theory: A changing role with a changing journal in a changing world. Educational Philosophy and Theory.


Collective writing

Michael A. PetersPetar JandrićSteve FullerAlexander J. MeansSharon RiderGeorge LăzăroiuSarah HayesGreg William MisiaszekMarek TesarPeter McLaren & Ronald Barnett (2021). Public intellectuals in the age of viral modernity: An EPAT collective writing project. Educational Philosophy and Theory.

Marek TesarIris DuhnSusan Naomi NordstromMirka KoroAnna SparrmanAlex OrrmalmRuthie Boycott-GarnettChristina MacRaeAbigail HackettAaron M. KuntzLaura Trafí-PratsGail BoldtPauliina RautioJasmine B. UlmerHillevi Lenz TaguchiKarin MurrisWalter Omar KohanAndrew GibbonsSonja Arndt & Karen Malone (2021). Infantmethodologies. Educational Philosophy and Theory.

Marek TesarMargarita Ruiz GuerreroEeva AnttilaJan NewberryAnette HellmanJohn WallCharla Rochella Santiago-SaamongLinnea BodénHui YuAtsushi NanakidaClaudia Diaz-DiazYuwei XuSusanna TrnkaVeronica Pacini-KetchabawFikile NxumaloZsuzsa MilleiKaren Malone & Sonja Arndt (2021). Infantographies. Educational Philosophy and Theory.

Georgina Tuari StewartLiana MacDonaldJacoba MatapoDavid Taufui Mikato Fa’avaeBruce Ka’imi WatsonRyse Kahikuonalani AkiuBrian MartinCarl Mika & Sean Sturm (2021). Surviving academic Whiteness: Perspectives from the Pacific. Educational Philosophy and Theory.

Morimichi KatoRyohei MatsushitaMasamichi UenoKayo FujiiYasunori KashiwagiNaoko SaitoTomohiro AkiyamaFumio OnoMika OkabeJun YamanaShigeki IzawaYasushi MaruyamaMiyuki OkamuraRuyu Hung & Duck-Joo Kwak (2021). Philosophical reflections on modern education in Japan: strategies and prospects. Educational Philosophy and Theory.

Rulin XuYodpet WorapotHongjun TianXiyuan ZhangYi ZhangHazzan Moses KayodeMichael Adrian PetersBenjamin GreenFazal Rizvi & Cathy Ping Xie (2021). International education in the Asian Century: Decline of Anglophone dominance? Educational Philosophy and Theory.



Greg William Misiaszek (2021). An ecopedagogical, ecolinguistical reading of the Sustainable Development Goals (SDGs): what we have learned from Paulo Freire. Educational Philosophy and Theory.

Antony FaragLuke Greeley & Andrew Swindell (2021). Freire 2.0: Pedagogy of the digitally oppressed. Educational Philosophy and Theory.

David Nally (2021). Post-truth, education and dissent. Educational Philosophy and Theory.

Lauren Ila Misiaszek (2021). Salutations: An epilogue in letters. Educational Philosophy and Theory.

Flora Liuying Wei & Penny Enslin (2021). Comparative philosophy of education: Reading Zehou Li (李泽厚)’s philosophy in a postcolonial time. Educational Philosophy and Theory.

Kefei Xu (2021). Avant-garde against institutionalization: “China’s university revolution” during Great Cultural Revolution (1966–1976) from the perspective of Tel Quel intellectuals. Educational Philosophy and Theory.

Ian James Kidd (2021). Corrupted temporalities, ‘cultures of speed’, and the possibility of collegiality. Educational Philosophy and Theory.

S. KarnovskyB. Gobby & P. O’Brien (2021). A Foucauldian ethics of positivity in initial teacher education. Educational Philosophy and Theory.

Joff P. N. Bradley (2021). Experiments in negentropic knowledge: Bernard Stiegler and the philosophy of education II. Educational Philosophy and Theory.


Book reviews

Petar Jandrić (2021). Postdigital positionality: Developing powerful inclusive narratives for learning, teaching, research and policy in higher education, by Sarah Hayes, Leiden: Brill, 2021, 318 pp., USD52.00 (paperback), ISBN 13: 978-90-04-43025-9. Educational Philosophy and Theory.

Aji Budi RineksoIntan Pertiwi & Fikri Yanda (2021). The impacts of neoliberal discourse and language in education: Critical perspectives on a rhetoric of equality, well-being, and justice, edited by Mitja Sardoc, Routledge, 2021, USD44.05 (e-book), ISBN 9780367815172. Educational Philosophy and Theory.

Ruyu Hung (2021). Dunhuang grottoes and global education: Philosophical, spiritual, aesthetic and scientific insights. Educational Philosophy and Theory.

Amy Hanna (2021). The epistemology of deceit in a postdigital era: Dupery by design. Educational Philosophy and Theory.

Sapikzal PratamaTemmy Renaldi Setia Bakti & Fikri Yanda (2021). Teaching human rights in primary schools: Overcoming the barriers to effective practice, by Alison E. C. Struthers. Educational Philosophy and Theory.

Dian SetiawatiMelita Sari Purba & Fikri Yanda (2021). Critical reflections on the language of neoliberalism in education: Dangerous words and discourses of possibility. Educational Philosophy and Theory.


Critical Theory in the Global/Indigenous South

Dates: 2021-12-18 - 2022-03-01

Kia ora, talofa!

The School of Critical Studies in Education at the University of Auckland calls for critical and critical-creative contributions to a forthcoming special issue of Knowledge Cultures on what it is to do critical theory in the Glocal South.

For the sake of argument, we propose two problems with critical theory:

  1. Critical theory can embody a certain geopolitical paradox: historically, it is a Western European intellectual tradition and practice rooted in the ‘Enlightenment,’ but, epistemologically, it aims to produce ideas and outcomes that are true anywhere. As a result, when it is taken up elsewhere, it can be seen as colonial, or, at the very least, to have ‘travelled’ strangely.
  2. Critical theory can express a certain positional paradox: it is at once inherently ‘suspicious’ (of the status quo of social relations and phenomena, e.g., in ideology or texts) and utopian (in its hopes for social transformation). Thus, it can seem, at once, hyper-‘critical’ and, to use a phrase beloved of its critics, ‘wildly impractical.’

And, yet, critical theory has been a powerful inspiration for intellectual work among Indigenous or ‘Southern’ scholars, and a powerful instrument of social change in indigenous communities and the Global South. It has thus enabled people to speak back to global forces that emanate from elsewhere such as colonialism, racism, neoliberalism, environmental exploitation and patriarchy.

You may choose to address one or more of the following questions:

  • What does critical theory mean for you – and your community – here (where you are) and now?
  • How does critical theory ‘travel’? (How has it been indigenised or Southernised, i.e., glocalised?)
  • What does critical theory enable us to do, in practical terms? (How is it transformative or creative?)

We welcome contributions that adopt participant-led, post-qualitative or arts-based methodologies, and contributions from scholars at all stages in their academic careers and practitioners.

Important dates

1 March 2022: abstracts (c. 200 words) submitted to And Pasley ( and Sean Sturm (

1 April 2022: contributors invited to submit a full paper (c. 7500 words)

1 July 2022: manuscripts submitted to the editors for peer review

1 September 2022: peer reviews sent to the contributors

1 November 2022: deadline for submission of revised manuscripts

1 December 2022: special issue published

For further details about abstracts, important dates and the peer review process, please see the Knowledge Cultures Call for Papers – Critical Theory in the Global:Indigenous South.

Kirsten Locke, Jacoba Matapo, And Pasley, Sean Sturm

A new issue of Interstices: The Arts of Spinoza + Pacific Spinoza

A special issue of Interstices: Journal of Architecture and Related Arts on Spinoza has now been published: “The Arts of Spinoza + Pacific Spinoza,” edited by Eu Jin Chua and Farzaneh Haghighi. See

As Chua writes in the introduction,

there are probably more people interested in Spinoza now than any other time in history. It seems more true than ever that Spinoza is a philosopher of our time; toss a stone, hit a Spinozist (even in New Zealand). There is a “current flourishing of Spinoza studies all over the world” (Steenbakkers, 2018, p. 20). Carlisle and Melamed (2020) even suggest that the Spinoza resurgence constitutes a paradigm shift: “In many ways, Spinoza is now replacing Kant and Descartes as both the compass and the watershed of modern thought” (p. 9). The recognition of Spinoza as a watershed owes something to Jonathan Israel’s work (2001), the argument of which, supported by a vast range of historical documents, might be summarised as: Spinoza was the invisible demiurge of modernity since everyone had read him, yet he was so heretical that no-one could admit it. Perhaps this is one practical matter that explains the burgeoning of Spinoza: we can now all admit it. Meaning there’s never been a better time to study Spinoza. (p. 17)

This publication comes out of a symposium in Auckland that was partly funded with a conference grant from PESA. It features articles by Sue Ruddick, Michael LeBuffe, Carl Mika, Sean Sturm and Stephen Turner, Gokhan Kodalak, Jonathan Lahey Dronsfield, and Paul James, with an introduction by Eu Jin Chua. It is open access.

Educational Philosophy and Theory – EPAT – editorials & articles – November 2021

Editorials – Free Access

Michael A. Peters (2021). The geopolitical rebirth of the Anglosphere as a world actor after Brexit. Educational Philosophy and Theory.

Michael A. Peters (2021). From the ‘Yellow Peril’ to the ‘Asian Century’. Educational Philosophy and Theory.

Petar Jandrić & Peter McLaren (2021). From learning loss to learning opportunity. Educational Philosophy and Theory.


Jian Li & Eryong Xue (2021). New pedagogical trends in China’s teacher education: A holistic policy text analysis. Educational Philosophy and Theory.

Meera Baindur (2021). Teaching dissent: Epistemic resources from Indian philosophical systems. Educational Philosophy and Theory.

Quassim Cassam (2021). Misunderstanding vaccine hesitancy: A case study in epistemic injustice. Educational Philosophy and Theory.

Michalinos Zembylas (2021). Rethinking political socialization in schools: The role of ‘affective indoctrination’. Educational Philosophy and Theory.

Jwalin Patel (2021). The role of dissent, conflict, and open dialogue in learning to live together harmoniously. Educational Philosophy and Theory.

Christopher J. MayRyan Wittingslow & Merethe Blandhol (2021). Provoking thought: A predictive processing account of critical thinking and the effects of education. Educational Philosophy and Theory.

Eryong XueJian Li & Xingcheng Li (2021). Mapping historical trends of sustainable rural education policy development in China. Educational Philosophy and Theory.

Book reviews

Helen May (2021). The Routledge international handbook of Froebel and early childhood practice: Rearticulating research and policy, edited by Tina Bruce, Peter Elfer, Sacha Powell, & Louie Werth, Routledge, 2019. Educational Philosophy and Theory.

Call for papers – Special issue on Filipino philosophy of education

Date: 2021-12-15

Editors: Gina A. Opiniano, University of Santo Thomas, and  Liz Jackson, Education University of Hong Kong

While relatively unknown outside the country, Filipino philosophy is gaining more attention among scholars, educators, and philosophy communities in the Philippines. This growing discussion generates analysis of the various facets substantiating what is ‘organic’ and distinct about Filipino philosophy. One major aspect of interest in Filipino philosophy is education. Reflecting on the nature, aims, and problems of education, Filipino philosophy of education investigates philosophical issues and emerging trends of philosophical thinking in education which are distinctive to the Filipino context. Filipino philosophy of education has a rich potential that encompasses revisiting cultural and historical narratives, considering inclusivity, re-evaluating the educational system, challenging existing pedagogies, and re-discovering indigeneity (Opiniano et al., forthcoming). In this context it is worth exploring further.

This call for papers invites philosophical and theoretical reflections that bring to the fore the state of Filipino philosophy of education, and discussions about the nature of Filipino cultural, political, and intellectual heritage: its roots and influences, sources in indigenous philosophy, Filipino vernaculars (such as the use of mother tongue language in education), the postcolonial context of the nation, intersecting contemporary trends in the philosophy and education, or other explorations that emphasize what is distinctive and significant in the Filipino experience, in relation to the country’s unique history as well as international conversations and global challenges faced today.

In particular, contributions that delve into the following questions are welcome:

  • What is the state of Filipino philosophy of education?
  • What are the intersections between Filipino philosophy and philosophy of education?
  • What is unique about Filipino philosophy of education within a global context?
  • What is the future of Filipino philosophy of education?

Potential authors are first advised to send an abstract of 500 words or less to the editors at by December 15, 2021. After review of abstracts, invited full papers (of no more than 6000 words including references) should be submitted for peer review by March 15, 2022.


Gina A. Opiniano, Liz Jackson, Franz Giuseppe F. Cortez, Elizer Jay delos Reyes, Marella Ada V. Mancenido-Bolaños, Fleurdeliz A. Albela, Rodrigo D. Abenes, Jennifer D. Monje, Tyrene Joy B. Basal, Peter Paul E. Elicor, Ruby S. Suazo, Rowena Azada-Palacios, Philosophy of Education in a New Key: A Collective Writing Project on the State of Filipino Philosophy of Education. Educational Philosophy and Theory, forthcoming.

Educational Philosophy and Theory – EPAT – editorials & articles – October 2021

Editorials – Free Access

Michael A. Peters (2021). Civilizational collapse, eschatological narratives and apocalyptic philosophy. Educational Philosophy and Theory.


Liz Jackson & Amy N. Sojot (2021). ‘If someone discovers these gentle pot-stirrings…’: An interview with Nesta Devine. Educational Philosophy and Theory.


Chengbing WangMichael A. PetersWang YichuanWu XiangdongNie JinfangZhang LiboXue JiLei ChenYang LiyinLiu Ying & Liu Xiang (2021). Contemporary Chinese Marxism: Basic research orientations. Educational Philosophy and Theory.

Eryong Xue & Jian Li (2021). Standardization of compulsory schooling in China: Politics, practices, challenges and suggestions. Educational Philosophy and Theory.

Jian Li & Eryong Xue (2021). Unpacking policy evaluation and measurement of creating world-class universities in China: an integrated policy analysis. Educational Philosophy and Theory.

Guanglun Michael Mu & Bonnie Pang (2021). Repurposing field analysis for a relational and reflexive sociology of Chinese diasporas. Educational Philosophy and Theory.

Michael A. PetersChengbing WangHan ZhenShi ZhongyingShen XiangpingLei ChenYu XinFu YulianXu Kefei & Wei Fei (2021). Contemporary Chinese Marxism: Social visions and philosophy of education – An EPAT collective project. Educational Philosophy and Theory.

Book reviews

Maya LestariNurhasanah & Euis Kurniati (2021). [Review of the book Neoliberalism and early childhood education: markets, imaginaries and governance, by G. Roberts-Holmes & P. Moss]. Educational Philosophy and Theory.

Linda Henderson (2021). [Review of the book Children and the ethics of creativity: Rhythmic affectensities in early childhood education, by V. J. Hargraves]. Educational Philosophy and Theory.

Barbara Katz Rothman (2021). [Review of the book Women, biomedical research and art: A relationality in tension by ninette rothmüller, by N. Rothmüller]. Educational Philosophy and Theory.

James M. Magrini (2021). [Review of the book Environmental consciousness, nature and the philosophy of education, by M. Bonnett]. Educational Philosophy and Theory.

Winter School in Empirical Philosophy of Education Madrid, 7-9 February 202

Dates: 2022-02-07 - 2022-02-09

The Winter School in Empirical Philosophy of Education Madrid, 7-9 February 2022, is on the theme

Post-Critical Approaches in Educational Research: Epistemology, Methodology, and Ethics

How can educational research approach educational realities in a way that is caring, rather than critical? And what would it mean to adopt such a post-critical research attitude in terms of source materials and methods? Post-criticality takes issue with the critical research stance since it narrows down the philosophical relation to reality to demystification, defamiliarization, and deconstruction. Instead, postcriticality approaches our attachments to educational practices from the inside out, while trying to understand these practices at face value.

The aim of this winter school is to flesh out what it means to do educational research from a postcritical perspective in terms of the kind of knowledge that is generated (epistemology), to think over the kind of tools that are mobilized when conceptualizing educational realities (methodology), and to reconsider the relation between theory development and the educational practice that is being studied (ethics). Theoretically, the winter school builds on work that has been done by authors like Bruno Latour, Rita Felski, Isabelle Stengers, and Annemarie Mol. We seek to explore the potential of their writings for doing educational research.

During the Winter School we aim to experiment with ways of making educational situations and practices present, assuming that theory development is always driven by what these situations and practices demand. Therefore, the starting point of our discussions and explorations is concrete and material, e.g., vignettes, field notes, historical sources, teacher diaries, movies, and autoethnographic accounts. Practical experiments with source materials and methods will be alternated with more theoretical reflections concerning the epistemology, methodology, and ethics of a post-critical research stance.


There are three workshops:

  • Histories that Matter: Reassembling the Past with ANT and Bruno Latour (Anne Rohstock, University of Tübingen)
  • How to Do (Speculative) Things with Stories? (Martin Savransky, Goldsmiths, University of London)
  • What We Think about when We Think about Critique: Latour Revisited (Ramon del Castillo, UNED Madrid)


The Winter School is free of charge, but places are limited. It is mainly but not exclusively aimed at early and middle career scholars. PhD students are especially encouraged to apply. To do so, please send a CV and a motivation letter stating your interest in the school (max. 1 page each) to If you are an early career researcher, please also state whether or not you want to apply for a scholarship, detailing expected travel and accommodation costs. Depending on the applications received, a number of scholarships of up to €400 each will be awarded.

The deadline for applications is 15 November 2021.

Sponsors and organizing committee

The Winter School is sponsored by the Philosophy of Education Society of Great Britain (PESGB) and hosted by the Autonomous University of Madrid (AUM). The organizing committee is Hans Schildermans (University of Vienna), Bianca Thoilliez (Autonomous University of Madrid), Joris Vlieghe (KU Leuven) and Kai Wortmann (University of Tübingen).

PDSE Newsletter autumn 2021


PDSE 3(3) is now online! We are grateful to all authors and reviewers for your continued support.

CALL FOR PAPERS: Postdigital Soundscapes: Sonics, Pedagogies, Technologies.  – Special Issue, edited by Derek R. Ford (DePauw University),  scheduled for October 2022. Please find the Call for Papers under this link.  Extended abstract Submission deadline is 1 December 2021.    

CALL FOR PAPERS: Education in The Automated Age – Special Issue,  edited by Neil Selwyn, Carlo Perrotta (Monash University, Australia), Thomas Hillman, Annika Bergviken-Rensfeldt (University of Gothenburg, Sweden),  scheduled for January 2023. Please find the Call for Papers under this link  Abstract Submission deadline is 24 January 2022.    

POSTDIGITAL SCIENCE AND EDUCATION BOOK SERIES complements the Postdigital Science and Education journal and together they provide a complete, whole-rounded publishing ecosystem for researchers working in the field. The journal and the book series have the same name and Editor-in Chief but are editorially independent and have separate Editorial Boards.

Published and forthcoming books for 2021-2022:


  • Bioinformational Philosophy and Postdigital Knowledge Ecologies, Michael Peters, Petar Jandrić, and Sarah Hayes (Eds)
  • Postdigital Ecopedagogies: Genealogies, Contradictions, and Possible Futures,  Petar Jandrić and Derek Ford (Eds)
  •  Postdigital Theologies: Technology, Belief, and Practice, John Reader and Maggi Savin-Baden (Eds)  Please find the Call for Chapters under this link and also enclosed to this Newsletter. Extended deadline for extended abstracts is 1 November 2021.
  • Human Data Interaction, Disadvantage and Skills in the Community: Enabling Cross-Sector Environments for Postdigital Inclusion edited by Sarah Hayes, Stuart Connor, Matt Johnson, Michael Joplin (Eds). Connecting Cross-sector Community Voices: Data, Disadvantage, and Postdigital Inclusion. Please find the Call for Chapters under this link and also enclosed to this Newsletter. Deadline for full chapter submission is 1 March 2022.
  • If you would like to pitch a book proposal, please get in touch.

We wish everyone to stay safe and healthy in the Covid-19 pandemic!

Petar Jandrić, Editor-in-Chief, and PDSE Editorial Team

FORTHCOMING PDSE ISSUES – Accepted articles are immediately published as Online First and compiled into issues according to the following schedule:

  • PDSE 4(1) – January 2022 (Special Issue)
  • PDSE 4(2) – April 2022 (Regular Issue)
  • PDSE 4(3) – October 2022 (Regular Issue)

Educational Philosophy and Theory – EPAT – editorials & articles – September 2021

Editorials – Free Access

Michael A. Peters (2021). Western civilization 101. Educational Philosophy and Theory.

James Reveley (2021). Future possible educational selves and the many worlds interpretation of quantum mechanics. Educational Philosophy and Theory.

Ruyu Hung (2021). Self-cultivation through art: Chinese calligraphy and the body. Educational Philosophy and Theory.

Michael A. Peters (2021). ‘Declinism’ and discourses of decline -the end of the war in Afghanistan and the limits of American power. Educational Philosophy and Theory.


Ashok Collins & Manuel Clemens (2021). From play to self-cultivation: Contesting the opposition between Bildung and Ausbildung in language education. Educational Philosophy and Theory.

Juha SuorantaNina HjeltTuukka Tomperi & Anna Grant (2021). Reinventing Paulo Freire’s pedagogy in Finnish non-formal education: The case of life skills for all model. Educational Philosophy and Theory.

Ali A. Abdi (2021). Freireian and Ubuntu philosophies of education: Onto-epistemological characteristics and pedagogical intersections. Educational Philosophy and Theory.

Julian Sefton-Green & Luci Pangrazio (2021). The death of the educative subject? The limits of criticality under datafication. Educational Philosophy and Theory.

Ruth Irwin & Te Haumoana White (2021). Negentropy for the anthropocene; Stiegler, Maori and exosomatic memory. Educational Philosophy and Theory.

Brian Smith (2021). Hannah Arendt on anti-Black racism, the public realm, and higher education. Educational Philosophy and Theory.

Noor E Jannat (2021). Untangling pedagogical eros: Toward an erotic model of education. Educational Philosophy and Theory.

Wioletta Kazimierska-Jerzyk (2021). From the Carracci to Joseph Beuys — on the principles of dissent in art education. Educational Philosophy and Theory.

Michael Joseph Viola (2021). We made the road for walking and now we must run: Paulo Freire, the Black Radical Tradition, and the inroads to make beyond racial capitalism. Educational Philosophy and Theory.

Qiang Zha (2021). How should liberal arts education evolve in the twenty first century? An exploration of universities in China and beyond1. Educational Philosophy and Theory.

Brad M. Petitfils (2021). Seduction and scissiparity: The American crisis of adolescent identity. Educational Philosophy and Theory.


Educational Philosophy and Theory – EPAT – editorials & articles – August 2021

Editorials – Free Access

Georgina Tuari Stewart (2021) Defending science from what? Educational Philosophy and Theory,

Michael A. Peters & Tina Besley (2021) Making democracy safe for the world? Philosophy of war, peace and democracy Educational Philosophy and Theory,

Judy Bullington (2021) East-West relational imaginaries: Classical Chinese gardens & self cultivation Educational Philosophy and Theory,


Tina Besley, Liz Jackson & Michael A. Peters (2021) Named or nameless: University ethics, confidentiality and sexual harassment Educational Philosophy and Theory,

Anonymous (2021) Bolsonaro and pandemic denial: some considerations on the leader, anti-intellectualism, and nationalism Educational Philosophy and Theory,

Jian Li & Eryong Xue (2021) Characterizing graduate education development for creating world-class universities: Evidence from doctoral education in China Educational Philosophy and Theory,

Greta Goetz (2021) A song of teaching with free software in the Anthropocene Educational Philosophy and Theory,

Eryong Xue & Jian Li (2021) Study on the education governance system to deal with major public crisis in China Educational Philosophy and Theory,

Kristy Forrest (2021) Burning beds and political stasis: Bernard Stiegler and the entropic nature of Australian anti-reflexivity Educational Philosophy and Theory,

Derek R. Ford (2021) Marx’s inquiry and presentation: The pedagogical constellations of the Grundrisse and Capital Educational Philosophy and Theory,

Jian Li & Eryong Xue (2021) How talent cultivation contributes to creating world-class universities in China: A policy discourse analysis Educational Philosophy and Theory,

Onur Karamercan (2021) Revisiting the place of philosophy with Heidegger: Being-in-academia Educational Philosophy and Theory,

Ting Pei (2021) Deleuze and Rorty on hope: Educating hope against neoliberalism Educational Philosophy and Theory,

Alexander B. Pratt (2021) Teaching curriculum theory as a Baradian apparatus Educational Philosophy and Theory,

Sunji Lee (2021) Coexistence between attention and distraction: An attempt to bridge the gap between Bernard Stiegler and Walter Benjamin Educational Philosophy and Theory,



Call for Articles, Columns, & Reviews – Voices for Educational Equity

close view of graffiti wall

Photo by Jon Tyson on Unsplash

Call for Articles, Columns, & Reviews – Voices for Educational Equity (formerly Success in High-Need Schools Journal)

Volume 17, Number 2: Walking the Talk

Volume 18, Number 1: Partnerships: Teacher Shortages, Affordability, Competency, and Equity

The journal has broadened its mission to become more national and international in scope with a newly established editorial board, and has a new name, Voices for Educational Equity, which better reflects contemporary educational priorities, including growing societal concerns about impacts of inequity.  The journal will continue to highlight scholarly research and innovative ideas and practices on emerging as well as persistent longtime issues, and to invite the perspectives of all stakeholders in order to promote a productive dialogue and will continue its open access format, posted twice each year.

We invite scholars and scholar practitioners to submit articles that will be refereed, and expanded content to include book and media reviews and our established format of scholarly articles and opinion columns.  Editorial board members will review issues for final editorial approval before they are posted.

The COVID-19 pandemic exacerbated decades long issues that educators have grappled: chronic teacher shortages, rising educational costs which combined with high student debt and modest educator salaries reduce the career attractiveness of the teaching profession, and inequities in school funding between wealthy and poor districts, as well as persistent racial inequities.  It appears that the new Biden administration will provide leadership in addressing such problems.  Consequently, the journal invites authors to  contribute pieces for upcoming issue on the themes, Walking the Talk  and Partnerships.

Walking the Talk invites presenters at the Center for Success annual conference, June 11, 2021, to submit their presentations in the form of scholarly articles or opinion columns to the journal by September 1, 2021.  The conference Call seeks presentation proposals that describe successful programs or practices implementing policy goals in areas such as:

  • diversity, equity, structural injustices and student achievement
  • teacher leadership and professional development
  • reimagining education including lessons learned (in-person, remote, and hybrid teaching)
  • student social and emotional learning

Partnerships Authentic partnerships are born out of opportunities to create “win/win” outcomes.  For example, university stakeholders in education who want to increase the number of teacher leaders in their programs might partner with a school district to improve teacher retention by creating career pathways via teacher leader endorsements educators earn in Teacher Leader program.  As well, a third ‘win’ may occur as teacher longevity increases their effectiveness bringing about higher student achievement.  Partnerships might also increase both efficiency and effectiveness in preparing teachers while inspiring and building a PK-12 pipeline to college in minority, urban and rural communities, or might result in using educational resources more productively.  In addition to featuring innovative partnerships between schools and colleges at all levels, the journal invites ways that governments, foundations, and non-profits, plus stakeholders such as parents, communities, and businesses might become partners.  The deadline for submissions is January 15, 2022.

Articles and columns should be submitted as Word document email attachments to Jerry Berberet, editor (  Case studies addressing equity concerns are especially welcomed.  Articles and case studies should be 2,500-5,000 words and include a short author bio, an abstract of 100-200 words, a brief review of relevant research literature bearing on the article subject, and a reference bibliography.  Columns are opinion pieces, ordinarily of 500-1,000 words, reflecting the views of the author.  Book reviews should be 500-750 words in length.  Authors are invited to email Jerry Berberet or call (850-766-2656) to discuss a potential submission, request referee protocols, or to ask questions.  Google Success in High-Need Schools Journal to review past issues of the Journal.

Recovery, reconfiguration, and repair: Mobilising the social sciences and humanities for a post-pandemic world (conference)

Dates: 2021-11-11 - 2021-11-12

Alfred Deakin Institute 2021 Conference

11-12 November, 2021

Human crises of the magnitude of the COVID-19 pandemic expose the foundations of our lives and compel questions about the possibilities for our futures. The pandemic – a crisis simultaneously medical, cultural, political, ecological, and economic – has carved new fault-lines within our societies, intensified existing ones, and also opened new possibilities for care and human solidarity. The possibilities of a post-COVID world, then, rest not only on questions of vaccination or herd immunity, but on multifaceted, human processes of recovery, reconfiguration, and repair.

In this global, interdisciplinary conference we invite panels and papers that draw from the humanities and social science disciplines to attend to these urgent tasks of recovery, reconfiguration, and repair. In doing so, we also acknowledge and invite consideration of the ways in which the COVID-19 pandemic represents only one of many intersecting crises, both acute and ongoing, with which many people and places have had to contend. These include the ongoing crises of settler colonialism and postcoloniality, climate change, ecological destruction, as well as what theorist Lauren Berlant describes as the crisis ordinariness of precarious life in late capitalism. We seek to attend, as well, to the unequal distributions of risk and vulnerability throughout the pandemic, including between the Global South and North.

The conference will be held in a blended format, with in-person participation at Deakin University’s Burwood campus in Melbourne, and virtual participation options.


  • Professor Janet Roitman, The New School, New York. Author of Anti-crisis (Duke University Press, 2013)
  • Professor Deborah Lupton, Centre for Social Research in Health, University of New South Wales, Sydney. Co-editor of The COVID-19 crisis: Social perspectives (Routledge, 2021)
  • A/Prof Katerina Teaiwa, Australian National University, Canberra. Author of Consuming Ocean Island: Stories of people and phosphate from Banaba (Indiana University Press, 2015)
  • Bhiamie Williamson, Centre for Aboriginal Economic Policy Research (CAEPR), Australian National University, Canberra
  • Dr América Molina del Villar, Centre for Research and Advanced Studies in Social Anthropology (CIESAS), Mexico.

Keynote and panel abstracts:

Conference details and registration: (registration opens soon)

Conference convenors: Dr Victoria Stead, A/Prof Maurizio Melan

Enquiries: Arif Saba at

Making democracy safe for the world? Philosophy of war, peace and democracy -CFP

An invitation  – CFP



This call is for 3000 word papers suitable for publication as a Column in PESA AGORA at



Please follow the PESA AGORA house style with limited references (no more than five) and conversational style. Papers may also be chosen to be published in Educational Philosophy and Theory.

Check out our EPAT editorial, ‘Making democracy safe for the world? Philosophy of war, peace and democracy’  which is also published here in PESA Agora.

To answer this call, please submit an abstract of 250–300 words to Tina Besley () and/or Michael Peters () by September 30th.


Guiding questions for this CFP

How much does it cost to make the world safe for democracy?

Does democracy at home necessitate war abroad?

What is the history of liberal democracies in terms of conflict around the world?

Is it the end of liberal democracy and liberal education?

How deeply implicated are universities in the ‘military-industrial-academic’ complex?

To what extent are schools incorporated in training for war?

Is there an effective global authority capable of controlling or settling armed disputes?

To what extent has Cold War assumptions and institutions failed to ensure global peace or promote democracy?

Is the US economy a war economy and does it require war to prosper?

Is war and conflict an inevitable part of the human condition?

What is your prognosis for war in the twenty-first century?

Can education make a difference?