The inaugural Stoicon-x Melbourne is part of events around the globe celebrating Stoic Week 2021.

Saturday 30 October , 9.45am to 5pm at the Greek Centre for Contemporary Culture, Level 3, 168 Lonsdale Street in Melbourne’s CBD.

Stoicon-x is designed for people interested in taking their first steps on a journey to a Stoic life or for those who are already living a Stoic life and want to delve deeper into how and why it’s a valid philosophy for life in the unfolding world of covid.

One of the main principles of Stoicism is to focus on what we are able to control ourselves. With this in mind, we are working towards holding an entertaining and educational in-person event on Saturday 30 October, 2021. As covid and lockdowns are not in our control, event details may change and we will endeavour to keep this website as up to date as possible in the lead up to the event.

Editorials – Free Access

Michael A Peters (2021) ‘Global Britain’: the China challenge and Post-Brexit Britain as a ‘science superpower’ Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1951228

Doug Kellner (2021) Cultural Marxism, British cultural studies, and the reconstruction of education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1926982

Michael A. Peters (2021) The early origins of neoliberalism: Colloque Walter Lippman (1938) and the Mt Perelin Society (1947) Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1951704

Articles

Luís Cordeiro-Rodrigues (2021) African higher education and decolonizing the teaching of philosophy Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1945438

Jian Li & Xue Eryong (2021) New directions towards internationalization of higher education in China during post-COVID 19: A systematic literature review Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1941866

Liz Jackson (2021) Ethical leadership means sharing power: an interview with Felicity Haynes Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1950530

Daniel E. Crain, Stephanie Hollings, Hazzan Moses Kayode, Moses Oladele Ogunniran, Yodpet Worapot, Paola Guañuna, Tahira Yasmeen, Anum Riaz, Artem Samilo, Yuhan Jiang, Ogunyemi Folasade Bolanle, Liz Jackson & Sean Sturm (2021) Knowledge socialism in the COVID-19 era: a collective exploration of needs, forms, and possibilities Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1952864

Gert Biesta, Kathleen Heugh, Hana Cervinkova, Lotar Rasiński, Sam Osborne, Deirdre Forde, Alison Wrench, Jenni Carter, Carl Anders Säfström, Hannah Soong, Suzanne O’Keeffe, Kathryn Paige, Lester-Irabinna Rigney, Leah O’Toole, Robert Hattam, Michael A. Peters & Marek Tesar (2021) Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1929172

Marek Tesar, Kathy Hytten, Te Kawehau Hoskins, Jerry Rosiek, Alecia Y. Jackson, Michael Hand, Peter Roberts, Gina A. Opiniano, Jacoba Matapo, Elizabeth Adams St. Pierre, Rowena Azada-Palacios, Candace R. Kuby, Alison Jones, Lisa A. Mazzei, Yasushi Maruyama, Aislinn O’Donnell, Ezekiel Dixon-Román, Wang Chengbing, Zhongjing Huang, Lei Chen, MichaelA. Peters & Liz Jackson (2021) Philosophy of education in a new key: Future of philosophy of education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1946792

Lavinia Marin, Sean Sturm & Joris Vlieghe (2021) Notes on note-making: Introduction Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1939008

Obituary

Michael Peters, Colin Lankshear, Lynda Stone, Paul Smeyers, Linda Tuhiwai Smith, Roger Dale, Graham Hingangaroa Smith, Nesta Devine, Robert Shaw, Nesta Devine, Bruce Haynes, Denise Philips, Kevin Harris, Marc Depaepe, David Aspin, Richard Smith, Hugh Lauder, Mark Olssen, Nicholas C Burbules, Peter Roberts, Susan L Robertson, Ruth Irwin, Susanne Brighouse & Tina Besley (2021) Collective obituary for James D. Marshall (1937–2021) Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1948399

Book Review

Sean Sturm 2021) The Cultural Politics of Education Policy in India Today: Sean Sturm interviews Shivali Tukdeo on her book India Goes to School: Education Policy and Cultural Politics; India goes to school: Education policy and cultural politics Shivali Tukdeo (National Institute of Advanced Studies, India) and Sean Sturm (University of Auckland, New Zealand); Springer. Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1951227

Check out the 6th in our series of podcasts, by PESA Past President, Liz Jackson, Education University of Hong Kong.

CI 6: Liz Jackson – Civic and Moral Education Amidst Complexities of Place and Identity

Editorials – Free Access

Kjetil Horn Hogstad (2021) Plasticity and education – an interview with Catherine Malabou Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1940140

Michael A. Peters (2021) US-China relations: Towards strategic partnerships Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1937994

Articles

Ariel Sarid & Maya Levanon Rethinking the theory of communities of practice in education: Critical reflection and ethical imagination Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1935234

Marija Czepil & Oresta Karpenko (2021)  Mykola Shlemkevych (1894–1966): anthropological principles of human research Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1933944

Eryong Xue & Jian Li (2021) Exploring the type-based vocational education system: Insights from China Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1934668

Wenwei Luo, Ilene R. Berson, Michael J. Berson & Sophia Han (2021) Between the folds: Reconceptualizing the current state of early childhood technology development in China Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1933945

Jan McArthur (2021) Critical theory in a decolonial age Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1934670

Austin Pickup (2021) Toward a historical ontology of the infopolitics of data-driven decision-making (DDDM) in education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1935232

Santosh Jaising Thorat (2021) Stiegler’s automaton and artisanal mode of learning Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1938543

Benjamin Herm-Morris (2021) Education and the dislike society: The impossibility of learning in filter bubbles Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1935233

Emnet Tadesse Woldegiorgis (2021) Configurations of progress and the historical trajectory of the future in African higher education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1940955

Huiwen Gao (2021) The status quo of online and offline moral education classroom barriers and connecting paths Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1945439

Jonathan Lahey Dronsfield (2021) Dissenting non-dissenting: ‘resistance through culture’ Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1933943

Marek Tesar, Michael A. Peters, Jayne White, Jennifer Charteris, Andrea Delaune, Genevieve Thraves, Fiona Westbrook, Nesta Devine & Georgina Tuari Stewart (2021) Infantilisations Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1933432

Maria Mihaela Grajdian (2021) Education as subversive practice: Takarazuka Revue’s performative re-enactments of the Cold War Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1946794

Great News: The 2020 Journal Citation Reports™ & CiteScore™ have been released by Clarivate and Scopus respectively.

The Impact Factor of EPAT has increased from 1.415 to 1.645. The journal now ranks 189 out of 264 in the Education & Educational Research subject area.

The CiteScore of EPAT has increased from 1.5 to 1.7. The journal now ranks  30 out of 166 in the History and Philosophy of Science category and 559 out of 1319 in the Education category.

Congratulations and thank you to Editor-In Chief, the editorial team, all authors and peer reviewers, and of course our readers. A wonderful collaborative effort.

• EPAT Editor-in-Chief , Michael A. Peters, FRSNZ, is Distinguished Professor of Education at Beijing Normal University & Honorary Senior Research Fellow at University of Auckland.
• For general enquiries please contact the Managing Editor at epat.journal@pesa.org.au
• to join PESA and receive your copy of EPAT, go to membership

Editorials – Free Access

David Neilson (2021) Reading Marx again Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1906648

Henry A. Giroux (2021) Trumpism and the challenge of critical education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1884066

Michael A. Peters (2021) The Americanisation of human rights Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1914895

David Coady (2021) Conspiracy theory as heresy Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917364

Articles

Rauno Huttunen & Leena Kakkori (2021) Heidegger’s critique of the technology and the educational ecological imperative Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1903436

Dianne Mulcahy  (2021) Enacting affirmative ethics in education: a materialist/posthumanist framing Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1907744

Michael A. Peters, Liz Jackson, Ruyu Hung, Carl Mika, Rachel Anne Buchanan, Marek Tesar, Tina Besley, Nina Hood (open review), Sean Sturm (open review), Bernadette Farrell (open comment), Andrew Madjar (open comment) & Taylor Webb (open comment) (2021) The case for academic plagiarism education: A PESA Executive collective writing project Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897574

Bakhtiar Shabani Varaki, Alireza Sadeqzadeh Qamsari, Meisam Sefidkhosh, Seyed Mahdi Sajjadi, Reza Mohammadi Chaboki, Tahereh Javidi Kalatehjafarabadi, Hojjat Saffarheidari, Meisam Mohammadamini, Omid Karimzadeh, Ramazan Barkhordari, Saeid Zarghami-Hamrah, Michael A. Peters & Marek Tesar (2021) Philosophy of education in a new key: Reflection on higher education in Iran Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1905517

Jong-pil Yoon (2021) Is historical thinking unnatural? Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1914584

Chloe Humphreys, Sean Blenkinsop & Bob Jickling (2021) Education, sustainable or otherwise, as simulacra: A symphony of Baudrillard Educational Philosophy and Theory,  doi.org/10.1080/00131857.2021.1915125

Masami Yamamoto  (2021) The tendency of educational thought of “the ancient studies” in the Edo Confucianism: A focus on the thought differences between Ito Jinsai and Ogyu Sorai Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1914583

Tadashi Nishihira & Jeremy Rappleye (2021)Unlearning as (Japanese) learning Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1906644

Omar Moumni (2021) Neither Occidentalism nor Orientalism in Al Hajari’s Nasir al- Din ala al-Qawm al-Kafirin 1611–1613  Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1915123

Anat Wilson  (2021)Towards an understanding of metacognition(ing) through an agential realism framework Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1915763

John Weaver (2021) Serres and the university Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917371

John Weaver (2021) Serres’ science Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917369

Nuraan Davids  (2021) Academic freedom and the fallacy of a post-truth era Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917363

Yasuo Imai (2021) Material basis of learning: From a debate on teaching the area of a parallelogram in 1980s Japan Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1906645

Tal Gilead & Gideon Dishon (2021) Rethinking future uncertainty in the shadow of COVID 19: Education, change, complexity and adaptability Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1920395

Robin A. Bellingham (2021) Reef pedagogy: A narrative of vitality, intra-dependence, and haunting Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917365

Joel White (2021) On significative exergy: toward a logomachics of education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1903435

Morimichi Kato (2021) Introduction Distance matters: a hermeneutical approach to Japanese humanistic traditions Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1920321

Eryong Xue & Jian Li  (2021) Cultivating high-level innovative talents by integration of science and education in China: a strategic policy perspective Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1918545

John A. Weaver & Marla Beth Morris  (2021) Michel Serres: a pedagogical life Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917368

Call for papers 

Leadership for Justice

‘Leadership’ studies have focussed around the relationship between the leaders and the led; but what about the wider implications, the consequences for the not-led? How can leadership become more oriented to wider issues of social justice rather than to the efficacy of their leadership within their own institutions? The current world amply rewards those who can lead their followers, be they in corporations, schools or universities, to success in competitive terms. Can leadership success be evaluated in terms more embedded in notions of ethics, aesthetics, and social justice?

You are invited to submit a paper (up to 6,000 words) or commentary (approximately 2,000 words) on these issues. To indicate your interest, please submit a brief abstract of your paper by June 1, 2021 to accesseditorial@pesaagora.com. Full manuscripts will be due by September 1, 2021.

We look forward to receiving your submission.

Editorials – Free Access

Dustin Garlitz & Joseph Zompetti (2021) Critical theory as Post-Marxism: The Frankfurt School and beyond,  Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1876669

Dustin Garlitz (2021) Neo-Kantianism as philosophy of culture: Cassirer, Simmel, and the Bildung tradition in contemporary German intellectual thought Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1879052

Articles

Hirotaka Sugita (2021) Re-envisioning personhood from the perspective of Japanese philosophy: Watsuji Tetsuro’s Aidagara-based ethics Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897571

Trinadh Nookathoti  (2021) The dichotomy in India’s education system – A macro level analysis Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897568

Reiko Muroi (2021) Literacy and tactility: An experience of writing in Kuzuhara Kôtô Nikki (Kuzuhara Kôtô’s diary) Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897572

Virgilio A. Rivas (2021) Stiegler and the task of tertiary retention: on the amateur as an educational subject Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897569

Satoji Yano & Jeremy Rappleye (2021) Global citizens, cosmopolitanism, and radical relationality: Towards dialogue with the Kyoto School? Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897570

Ciarán Ó Gallchóir & Oliver McGarr (2021) An Irish perspective on initial teacher education: How teacher educators can respond to an awareness of the ‘absurd’ Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1901080

Mike Ward (2021) Ilyenkov’s ideal: Can we bank on it? Educational Philosophy and Theory doi.org/10.1080/00131857.2021.1901687

Chris Duncan, Minkang Kim, Soohyun Baek, Kwan Yiu Yoyo Wu & Derek Sankey (2021) The limits of motivation theory in education and the dynamics of value-embedded learning (VEL) Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897575

Morimichi Kato (2021) The educational function of Japanese arts: An approach to environmental philosophy Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1904396

Scott Webster (2021) Spiritual education for a post-capitalist society Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1901686

Michael A. Peters, Alexander J. Means, David P. Ericson, Shivali Tukdeo, Joff P. N. Bradley, Liz Jackson, Guanglun Michael Mu, Timothy W. Luke & Greg William Misiaszek (2021) The China-threat discourse, trade, and the future of Asia. A Symposium Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897573

Joff P. N. Bradley (2021) On the curation of negentropic forms of knowledge Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1906647

João M. Paraskeva (2021) ‘Did COVID-19 exist before the scientists?’ Towards curriculum theory now Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1888288

In order to explore the futures of international higher education post COVID-19, in particular, the pedagogical strategies of “Internationalization at Home,” the Institute of Education at Xiamen University offers ‘Globalization and Higher Education’ bilingual graduate course in Spring 2021. Setting up as a ‘global classroom’, the course uses both online and offline hybrid learning mode, in order to build a Collaborative Online International Learning (COIL) community.

Focusing on ‘Globalization and Higher Education Internationalization’ renowned scholars are invited to give lectures and interact with the participants on a series of topics. The COIL community read and discuss relevant literature and apply what they learn from the speaker series to collaborate on small group projects of shared interests. The 1st lecture, on March 23rd, by Dr. Philip Altbach,Boston College Center for International Higher Education, focusing on “The Future of Higher Education in the PostCovid World—International Perspectives” drew over 180 participants from China, USA, Canada, Cameroon, Tanzania, Malaysia, Japan, Australia, and other countries.

The speaker series is open to faculty and students as well as alumni of the Institute of Education, faculty and students in Xiamen University Xiang’an Campus, Zhang Zhou campus, and Malaysia campus, as well as alumni from both home and abroad.

Speaker Series:

1. 8-9am, Tuesday, March 30th (Beijing Time) Dr. Darla Deardorff, Executive Director of the Association of International Education Administrators; Research Scholar at Duke University:

“Global and Intercultural Competencies: Student Learning Outcomes in Internationalization of Higher Education”

2. 8-9am, Tuesday, April 6th (Beijing Time) Dr. Brett Perozzi, Vice President for Student Affairs, Weber State University:

“Student Affairs and Services in Global Perspective”

3. 8-9am, Tuesday, April 13th (Beijing Time) Dr. Reitumetse Obakeng Mabokela, Vice Provost for International Affairs and Global Strategies, University of Illinois at Urbana-Champaign

“Diversity, Equity, and Inclusive Internationalization”

Ways to Join the Global Classroom:

1. Online Lecture (8:00-9:00): Download Zoom-Meeting ID: 951 8147 1143 (Passcode: 237246)
2. Offline Class (8:00-9:40): Limited Number, Application Required. Please email your personal information with a brief participation rationale at sophycxy@xmu.edu.cn (Professor Sophy)
3. After-class online discussion on Canvas learning system (Anytime): Unlimited Number, Application Required. Please email your name, email address and a brief participation rationale at sophycxy@xmu.edu.cn (Professor Sophy)

If you would like to access to the course material, please contact Professor Sophy at QQ: 396536485.

Special thanks to Weber State University for sharing this valuable learning opportunity with Xiamen University community.

Sophy Cai leading the Global Classroom, Xiamen University, 2021

Series Editor Monika Kirloskar-Steinbach

Assistant Series Editor Leah Kalmanson

Regional Editors Nader El- Bizri, James Madaio, Sarah Mattice, Takeshi Morisato, Pascah Mungwini, Omar Rivera and Georgina Stewart

Bloomsbury Introductions to World Philosophies delivers primers reflecting exciting new developments in the trajectory of world philosophies. Instead of privileging a single philosophical approach as the basis of comparison, the series provides a platform for diverse philosophical perspectives to accommodate the different dimensions of cross-cultural philosophizing. While introducing thinkers, texts and themes emanating from different world philosophies, each book, in an imaginative and path-breaking way, makes clear how it departs from a conventional treatment of the subject matter. 

Here is a flyer for the first 4 books in the series.

Bloomsbury Introductions to World Philosophies series flyer

Daya Krishna and Twentieth-Century Indian Philosophy is an introduction to the work of one of the most significant Indian philosophers of the 20th century. 

Maori Philosophy is a concise introduction, addressing core philosophical issues including Maori notions of the self, the world, epistemology, the form in which Maori philosophy is conveyed, and whether or not Maori philosophy has a teleological agenda. 

A Practical Guide to World Philosophies is a teaching guide for instructors looking to broaden their view of philosophy, diversify their teaching or discover a new way of thinking about our place in the world. 

Philosophy of Science and The Kyoto School is an introduction to 20th-century Japanese philosophy that uses the founding members of the Kyoto School and their impact on the philosophy of science to explain central ideas. 

International Studies in Sociology of Education (ISSE) has a Special Issue on  Environmental Justice and Education, guest editor, Dr. Greg Misiaszek.

The Association for Visual Pedagogies (AVP) Conference June 9-11, 2021 is in collaboration with Western Norway University of Applied Sciences, Bergen, Norway:

Exploring Visual Worlds of Education, in context of Crises and New Spaces of Opportunities 

Exploring Visual Worlds of Education  addresses  our ever-shifting global context. The 2021 hybrid conference will feature both asynchronous and synchronous events. The asynchronous events will consist of pre-recorded presentations from the key notes and artistic events.

The paper sessions, symposiums and workshops will be synchronic events following a time and place schedule.  A limited number of workshops will be held on site (Norway, Bergen campus) and can be attended virtually.

If you are interested in ANY aspect of visuality (video, art, film, image) and its relationship to learning this conference is for YOU! It is free to AVP members and you can join by following the links:

AVP Conference registration: https://www.hvl.no/en/research/conference/VisualworldsofEducation/

AVP General Membership (waged): https://visualpedagogies.com/general-membership/

AVP General Membership (unwaged/student): https://visualpedagogies.com/unwaged-membership/

We look forward to seeing you at the conference and perhaps hearing about your work (abstracts close 20 March so the hour is nigh for your submission!). There are also publication opportunities which you can learn about should you wish to publish in our Open Access journal or book series – Video Journal of Education and Pedagogy.

If you wish to discuss any ideas/thoughts, you might have in this regard, please contact  Dr Bridgette Redder

Exploring Visual Worlds of Education_flyer (1)

Editorials – Free Access

Alexander J. Means (2020) Foucault, biopolitics, and the critique of state reason Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1871895

Timothy W. Luke (2020) Democracy under threat after 2020 national elections in the USA: ‘stop the steal’ or ‘give more to the grifter-in-chief?’ Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1889327

Georgina Tuari Stewart (2020) Academic-Māori-Woman: The impossible may take a little longer Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1892484

Articles

Richard Watermeyer & Michael Tomlinson (2020) Competitive accountability and the dispossession of academic identity: Haunted by an impact phantom Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1880388

Marek Tesar, Michael A. Peters, E. Jayne White, Sonja Arndt, Jennifer Charteris, Aleryk Fricker, Viktor Johansson, Sean Sturm, Nina Hood & Andrew Madjar (2020) Infanticides: The unspoken side of infantologies Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1854730

Ozum Ucok-Sayrak & Nichole Brazelton (2020) Regarding the question of presence in online education: A performative pedagogical perspective Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1880389

Tanu Biswas & Nikolas Mattheis  (2020) Strikingly educational: A childist perspective on children’s civil disobedience for climate justice Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1880390

Anita Sinner (2020) Speculative steps with story shoes: Object itineraries as sensual a-r-tography Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1872019

Nick Peim & Nicholas Stock (2020) Education after the end of the world. How can education be viewed as a hyperobject? Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1882999

Michele Lobo, Laura Bedford, Robin Ann Bellingham, Kim Davies, Anna Halafoff, Eve Mayes, Bronwyn Sutton, Aileen Marwung Walsh, Sharon Stein (open reviewer) & Chloe Lucas (open reviewer) (2020) Earth unbound: Climate change, activism and justice Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1866541

Kathryn Grushka, Miranda Lawry, Ari Chand & Andy Devine (2020) Visual borderlands: Visuality, performance, fluidity and art-science learning Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1859368

Eser Ordem (2020) Exclusionary practices of English language teaching departments in Turkey: radical pedagogy, British colonialism and neoliberalism Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1888710

Sacha Golob (2020) A Heideggerian pedagogy of disruption Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1888712

Marcus A. Lessa, Domício Proença Júnior, Roberto Bartholo & Édison Renato Silva  (2020) Making marks while reading, with some remarks on the challenges posed by the digital world Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1888711

Emmi Bravo Palacios & Maarten Simons (2020) Can I take a look at your notes?: A phenomenological exploration of how university students experience note-taking using paper-based and paperless resources Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1876667

Wisam Kh. Abdul-Jabbar (2020) Diasporicity and intercultural dialectics in Muslim education: Conceptualizing a minorities curriculum (Minhaj Al-Aqalliyyat) Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1892485

Tributes

Michael Matthews, Robert Mackie, Colin Evers, Steve Crump & Paul Hager (2020) James Walker, Philosopher of Education – Five tributes from colleagues Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1884359

Kevin Harris (2020) From the realm where parallel lines meet – Jim Walker: A reminiscence Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1884363

Michael A. Peters & Paul Hager (2020) James (J.C.) Walker: Philosopher of Education – The celebration of a life Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1884362

Book Review

Hongyan Chen (2020) Transformations: Art and the city Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1880890

Obituary

 Jānis T. Ozoliņš (2020) Paul Heywood Hirst (1927-2020) obituary Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1867107

MacKenzie, Alison, Rose, Jennifer, Bhatt, Ibrar (Eds.) 2021,  Springer,

This edited book collection in the Postdigital Science and Education Book series (Springer) offers strong theoretical and philosophical insight into how digital platforms and their constituent algorithms interact with belief systems to achieve deception, and how related vices such as lies, bullshit, misinformation, disinformation, and ignorance contribute to deception. This inter-disciplinary collection explores how we can better understand and respond to these problematic practices.

The Epistemology of Deceit in a Postdigital Era: Dupery by Design will be of interest to anyone concerned with deception in a ‘postdigital’ era including fake news, and propaganda online.  The election of populist governments across the world has raised concerns that fake news in online platforms is undermining the legitimacy of the press, the democratic process, and the authority of sources such as science, the social sciences and qualified experts. The global reach of Google, YouTube, Twitter, Facebook, and other platforms has shown that they can be used to create and spread fake and misleading news quickly and without control. These platforms operate and thrive in an increasingly balkanised media eco-system where networks of users will predominantly access and consume information that conforms to their existing worldviews. Conflicting positions, even if relevant and authoritative, are suppressed, or overlooked in everyday digital information consumption. Digital platforms have contributed to the prolific spread of false information, enabled ignorance in online news consumers, and fostered confusion over determining fact from fiction.

The collection explores:

• Deception, what it is, and how its proliferation is achieved in online platforms.
• Truth and the appearance of truth, and the role digital technologies play in pretending to represent truth.
• How we can counter these vices to protect ourselves and our institutions from their potentially baneful effects.

Postdigital Humans: Transitions, Transformations and Transcendence (Savin-Baden, Maggi (Ed.), 2021, Springer) is the first book in the new book series Postdigital Science and Education.

This book explores approaches to developing and using postdigital humans and the impact they are having on a postdigital world. It presents current research and practices at a time when education is changing rapidly with digital, technological advances. In particular, it outlines the major challenges faced by today’s employers, developers, teachers, researchers, priests and philosophers. The book examines conceptions of postdigital humans and studies the issue in connection with ethics and employment, as well as from perspectives such as philosophy and religion.

Editor: Maggi Savin-Baden, is Professor of Higher Education, University of Worcester, UK. She has been research learning in innovative spaces for over 20 years gaining grants from  funder that include The Leverhulme Trust, Esmee Fairbairn, JISC  and  the Ministry of Defence. She has authored, coauthored and edited 17 books to  date with 2 more due out in 2020-21. In her spare time she is a baker, runner and triathlete.

Writing for Publication:  Liminal Reflections for Academics

Georgina Tuari Stewart, Nesta Devine, Leon Benade (Eds.) 2021, Springer

PESA Agora is pleased to announce this new book edited by three PESA members.

This book focuses on academic writing and how academics who are experts in their fields can translate their expertise into publishable form. The magnitude and speed of the changes that are transforming the global academic landscape produce an ongoing need for literature that interprets the nature of academic work. This book arises from the background discipline of Education, which is a relatively new university subject that draws on the entire knowledge spectrum from the fine arts to the natural sciences. Each chapter addresses an aspect of the conditions of written academic labour in an age of digital publishing: its nature, how it works, and guidance for successful navigation. This book will provide helpful guidance to graduate students, researchers and teachers in universities and higher education, who are united by the challenges of this new world of academic publishing.

​Editors: 

Georgina Tuari Stewart is an Associate Professor in Te Kura Mātauranga School of Education, at Auckland University of Technology (AUT) in Aotearoa New Zealand. Researches topics at the overlap between knowledge, culture and education, e.g. Māori science education, biculturalism, bilingualism and Māori philosophy. Recently completed a Marsden funded research project to investigate doctoral theses written entirely in te reo Māori. Co-Editor of Springer journal New Zealand Journal of Educational Studies (NZJES), and an Associate Editor of the Journal of the Royal Society of New Zealand (JRSNZ) and Educational Philosophy and Theory (EPAT). New book: Māori Philosophy: Indigenous Thinking from Aotearoa (Bloomsbury, 2020).

Nesta Devine is Professor of Philosophy of Education at Auckland University of Technology (AUT) in Auckland, Aotearoa New Zealand. As an immigrant she is interested in the interplay of ethnicities and cultures in our society, and consequently focuses on ideas concerning power and subjectivity in educational institutions. She is a Fellow of the Philosophy of Education Society of Australasia, Co-Editor of the New Zealand Journal of Teachers’ Work, Reviews editor of New Zealand Journal of Education Research, Editor of the Royal Bhutan Journal of Education and Development, and Associate Editor of Educational Philosophy and Theory (EPAT).

Leon Benade is an Associate Professor in the School of Education of the Auckland University of Technology. His research interests are teachers’ work, school policy, ethics, philosophy in schools, critical pedagogy, and the New Zealand Curriculum, with a current focus on Innovative Learning Environments (ILE). Leon is a co-editor of the New Zealand Journal of Educational Studies and the New Zealand Journal of Teachers’ Work. He is author of From Technicians to Teachers: Ethical Teaching in the Context of Globalized Education Reform (Continuum, 2012) and Being a Teacher in the 21st Century: A Critical New Zealand Study (Springer, 2017).

Philosophy and Theory in Higher Education Society

     3rd SEASON THEME: Loneliness and  Collegiality

     co-lead by  Tessa DeLaquil  and Carola Boehm

    PaTHES online meets are back for a third season. We are rotating our timezones and facilitators to accommodate our international community, so after seasons facilitated for Europe, then Australasia, we are now turning to the Americas. So put this slot in your diary and feel free to bring your coffee, tea and discussion points.  Everyone is welcome, and as our various regions are still coping with various lockdowns, we are keeping these Online Club Meets still open to the public.

Our first online meet will be Tues 16^th Feb and this season will finish in the week  of 23^rd March.

Link to the Online Club Meets, at https://pathes.org/onlinemeets/

The time for each the of the 6 sessions of the third season will be:

OUR THEME: For season 3 of the online club meets, the selected theme is “Loneliness and Collegiality.”  In her essay titled “Ideology and Terror,” Hannah Arendt parallels isolation in the political sphere to loneliness in the social sphere, such that isolation occurs when “the political sphere of [our] lives, where [we] act together in the pursuit of a common concern, is destroyed,” while loneliness is “the situation in which I as a person feel myself deserted by all human companionship.” On the other hand, collegiality has been defined in higher education as relationships based on a shared commitment to a common purpose in higher education (Rowland, 2008).

So then, what might be this common purpose? And how might we build relationships in spite of the fractured nature of societal relationships, politically and geographically? What could be the effects on the university and the purpose of the university due to the loneliness experienced by its constituents – by faculty, staff, and students? Come join us in our discussions on this theme this season!

INTRODUCING THIS SEASON’S CO-LEADS:

• Tessa DeLaquil is a PhD student and research assistant at the Center for International Higher Education (CIHE), Boston College. Her research interests include the philosophy of higher education, considering secularism, pluralism, and political theory as conceptual bases for ethical practice in international higher education and the internationalization of research.
• Carola Boehm is Professor of Arts and Higher Education at Staffordshire University. Her research focusses on the role that universities play in our creative societies and our creative economy.

World Class Universities – A Contested Concept

Editors: Sharon Rider, Michael A. Peters, Mats Hyvönen, Tina Besley

This open access book (16 chapters) integrates a broad array of conceptual, theoretical and empirical analyses of The World Class University from the humanities and social sciences. It focuses on the dimensions of the discourse of ‘The World Class University’, its alleged characteristics, and its policy expressions. It offers a broad overview of the historical background and current trajectory of the world-class-university construct. It also deepens the theoretical discussion, and points a way forward out of present impasses resulting from the pervasive use and abuse of the notion of “world-class” and related terms in the discourse of quality assessment. The book includes approaches and results from fields of inquiry not otherwise prominent in Higher Education studies, including philosophy and media studies, as well as sociology, anthropology, educational theory.
The growing impact of global rankings and their strategic use in the restructuring of higher education systems to increase global competitiveness has led to a ‘reputation race’ and the emergence of the global discourse of world class universities. The discourse of world class universities has rapid uptake in East Asian countries, with China recently refining its strategy. This book provides insights into this process and its future development

The eBook is available here:  https://link.springer.com/book/10.1007%2F978-981-15-7598-3

Editorials – Free Access

Wang Chengbing. (2020) Reclaiming Postmodern Confucianism through Narrative and Edification Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1845138

Babette Babich. (2020) Nietzsche: Looking right, reading left Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1840974

Michael A. Peters, Marek Tesar, Liz Jackson & Tina Besley. (2020)

Postmodernism in the afterlife Educational Philosophy and Theory, doi.org/10.1080/00131857.2019.1686947

Articles

Duck-Joo Kwak & Eun Ju Park. (2020) Mediating process for human agency in science education: For man’s new relation to nature in latour’s ontology of politics Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1838273

Michael A. Peters & David Neilson.  (2020) Theorising immaterial labor: Toward creativity, co(labor)ation and collective intelligence Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1840349

Janet Orchard , Philip Gaydon , Kevin Williams , Pip Bennett , Laura D’Olimpio , Raşit Çelik , Qasir Shah , Christoph Neusiedl , Judith Suissa , Michael A. Peters & Marek Tesar. (2020) Philosophy of education in a new key: A ‘Covid Collective’ of the Philosophy of Education Society of Great Britain (PESGB) Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1838274

Cong Lin & Liz Jackson. (2020) Sinophobia in Hong Kong News Media Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1848537

Andrew P. Carlin & Ricardo Moutinho. (2020) Teaching and learning moments as subjectively problematic: Foundational assumptions and methodological entailmentsEducational Philosophy and Theory, DOI:10.1080/00131857.2020.1848536

Hideyuki Ichikawa. (2020) A theory of hope in critical pedagogy: An interpretation of Henry Giroux Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1840973

Ingrid Andersson. (2020) The subject in posthumanist theory: Retained rather than dethroned  Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1851190

Klas Roth , Lia Mollvik , Rama Alshoufani , Rebecca Adami , Katy Dineen , Fariba Majlesi , Michael A. Peters & Marek Tesar  (2020) Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1851189

The Editors Collective Metrics page has articles about these changes including the press release from Clarivate:

The JCR Reload and a look ahead to the introduction of early access content in 2021 and comment from Phil Davis, Scholarly Kitchen

Edited by Rita Verma & Michael W. Apple

We  are pleased to announce the publication of our book Disrupting Hate in Education.

This book aims to identify and respond to the ideological forms of hate and fear that are present in schools, which echo larger nativist and populist agendas. Contributions to this volume are international in scope, providing powerful examples from US schools and communities, examining anti-extremism work in the UK, the “saffronization” of schools in India, struggles to re-orient the villainization of teachers in Brazil, and more. Written by a dynamic group of activist educators and critical researchers, chapters demonstrate how conservative mobilizations around collective identities gain momentum, and how these mobilizations can be interrupted. Out of these interruptions come new opportunities to practice a critically democratic education that hinges upon risk-taking, deep dialogue, and creating a space for common dignity.

It is now available to order from www.routledge.com, simply enter the code BSE3P at the checkout to receive 20% off your next purchase.

Series Editors: Michael A. Peters, Gert Biesta, Liz Jackson

This book series is devoted to the exploration of new directions in the philosophy of education. After the linguistic turn, the cultural turn, and the historical turn, where might we go? Does the future promise a digital turn with a greater return to connectionism, biology and biopolitics based on new understandings of system theory and knowledge ecologies? Does it foreshadow a genuinely alternative radical global turn based on a new openness and interconnectedness? Does it leave humanism behind or will it reengage with the question of the human in new and unprecedented ways? How should philosophy of education reflect new forces of globalization? How can it become less Anglocentric and develop a greater sensitivity to other traditions, languages, and forms of thinking and writing, including those that are not rooted in the canon of Western philosophy but in other traditions that share the ‘love of wisdom’ that characterizes the wide diversity within Western philosophy itself.

This series comprises texts that explore, identify and articulate new directions in the philosophy of education. It aims to build bridges, both geographically and temporally: bridges across different traditions and practices and bridges towards a different future for philosophy of education.

CFP -New Directions in Phil of Ed

To discuss submitting a proposal for the series, please contact Michael Peters, or Gert Biesta  or Liz Jackson

For a full list of titles, please visit: New Directions in the Philosophy of Education

The Taylor & Francis Books Open Access initiative allows authors and their funders to publish open access (OA) single- or co-authored books, edited collections and individual chapters. Upon publication, Taylor & Francis Books Open Access titles are made available in digital format to read and download freely under a Creative Commons license. Click on the subject area to discover more open access content in your field

If you have any questions regarding an Open Access Books project, feel free to contact the Taylor & Francis Open Access Books team. We are here to help with any questions or queries you may have. Get in touch

Mark December 3rd in your diary, because you’re invited to an online celebration of the launch of  Seeing the World through Children’s Eyes – Visual Methodologies and Approaches to Research in the Early Years edited by E. Jayne White,  the first volume in the exciting new book series, Visual Pedagogies, Methodologies, and Educational Research (Brill).

Seeing the World through Children’s Eyes brings an overarching emphasis on ‘seeing’ to early years research. It provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies and young children. It explores the problems, pitfalls and promises that these offer for reflexive, critical inquiry that privileges the ‘work of the eye’ whilst implicating the researcher ‘I’ for what is revealed. Readers are invited to see for themselves what might be revealed through their discoveries, and to contemplate how these ideas might influence their own seeings.

During the online launch you will be able to learn about how this book series came about; about the contents from some of the sixteen contributing authors; and be able to ask questions. You may even win a free copy!   Find out more, and register, here.

Thu, 3 December 2020,   20:00 – 21:00 AEDT

Welcome to our 3rd PESA Agora Newsletter.  We have a lot of new articles every month, including selected EPAT editorials (Impact Factor, 2019 is 1.415 ) and ACCESS: Contemporary Issues in Education, Volume 40, our open access online journal:

Seeking and sending signals: Remodelling teaching practice during the Covid-19 crisis, Allison Littlejohn

Evaluating what Mind, Brain, and Education has taught us about teaching and learning, Tracey Tokuhama-Espinosa and Ali Nouri

To submit a Column, Idea, Video or place a CFP/ Notice, to PESA
Agora contact editorial@pesaagora.com;  or to submit a paper to Access contact accesseditorial@pesaagora.com.

With the festive season approaching, we are having our first funding drive, so if you are able to, please go to our website and donate to PESA Agora, to fund its ongoing development. There are options for a one-off donation or
a monthly one.

PESA Agora is part of the Philosophy of Education Society of Australasia (PESA), a learned society incorporated in Australia as a not-for-
profit, registered charity, ABN (Australian Business Number) 57 432 755 082. All transactions are handled for PESA through the secure payment
gateway Stripe. Our accounts are audited annually.

We really appreciate any gift you are able to make to our ongoing success –

thank you very much!

We hope you all are able to celebrate this festive time as much as Covid-19
limitations permit in your part of the world and that you and loved ones stay
safe.

Seasons greetings to you all

 from the PESA Agora team

The ESD for 2030 framework is the global framework for 2020-2030, as approved by the 40th UNESCO General Conference and acknowledged by the 74th UN General Assembly in its Resolution 74/233.

UNESCO has just published Education for Sustainable Development: A roadmap which provides guidance for Member States and other stakeholders for the implementation of ESD for 2030. Learn more. The Roadmap is now available in English and will shortly be available in other languages as well.

In preparation for the upcoming UNESCO World Conference on ESD 17-19 May 2021, UNESCO is organizing regional online launch events of the ESD for 2030 Roadmap to discuss implementation at the local level.

Register for your local session:

•  Asia and the Pacific: Thursday 19 November 8:00 – 9:15 UTC+1 (Paris time) – Register here
• Latin America and the Caribbean: Friday 20 November 15:00 – 16:15 UTC+1 (Paris time) Register here
• Arab region: Tuesday 24 November 15:00 – 16:15 UTC+1 (Paris time)  Register here
• Africa: Thursday 26 November 12:30 – 14:00 UTC+1 (Paris time) Register here
• Europe and North America: Tuesday 1 December  15:00 – 16:15 UTC+1 (Paris time)  Register here

Contact: Alexander Leicht, Chief, Section of Education for Sustainable Development, Division for Peace and Sustainable Development, Education Sector.

Email : a.leicht@unesco.org;   http://en.unesco.org/gap-esd-clearinghouse

The BIRE newsletter features Volume 2, Issue 3,  2020, a special issue of 14 papers on Digital Youth: Living, Learning and Literacy, co-edited by LIN Ke from Beijing Normal U & Boris ZIZEK, Leibniz University of Hannover University, Germany.

Facebook Page: @BIREJournal

Twitter: @BireBnu

LinkedIn: @ Beijing International Review of Education BNU

YouTube Channel: @BIRE-FOE BNU

WeChat Official Account： @BIRE Journal

Editorials – Free Access

Michael A. Peters, David Neilson & Liz Jackson. (2020) Post-marxism, humanism and (post)structuralism: Educational philosophy and theory. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1824783

Michael A. Peters. (2020) Ascetic self-cultivation, Foucault and the hermeneutics of the self. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1826302

George Yancy. (2020) Black disciplinary zones and the exposure of whiteness. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1830062

Bakhtiar Shabani Varaki & Reza Mohammadi Chaboki. (2020) Iranian philosophy of education. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1837619

Michael A. Peters. (2020) Alas America! Lament for a shattered dream on the eve of political breakdown. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1837620

Michael A. Peters. (2020) The coming pandemic era. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835647

The Long Read

Fazal Rizvi, Michael A. Peters, Michalinos Zembylas, Shivali Tukdeo, Mark Mason, Lynn Mario de Souza, Wang Chengbing, Crain Soudien, Bob Lingard, Paul Tarc, Aparna Tarc, Conrad Hughes, Annette Bamberger, Lew Zipin & A. G. Rud. (2020) On the global relevance of the US elections. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1824784

Articles

Antti Saari & John Mullen. (2020) Strange loops, oedipal logic, and an apophatic ecology: Reimagining critique in environmental education. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1829466

Facundo Norberto Bey. (2020) State Typohumanism and its role in the rise of völkisch-racism: Paideía and humanitas at issue in Jaeger’s and Krieck’s ‘political Plato’. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835642

Sharon Stein, Vanessa Andreotti, Rene Suša, Cash Ahenakew & Tereza Čajková. (2020) From “education for sustainable development” to “education for the end of the world as we know it”. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835646

Joseph Ulatowski & Ruth Walker.  (2020) Missing in action: Exposing the moral failures of universities that desert researchers facing court-ordered disclosure of confidential information. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1830061

Emnet Tadesse Woldegiorgis. (2020) Decolonising a higher education system which has never been colonised’. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835643

Neil Harrison. (2020) Learning in the presence of others: Using the body as a resource for teaching. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835645

Michael A. Peters, E. Jayne White, Marek Tesar, Andrew Gibbons, Sonja Arndt, Niina Rutanen, Sheila Degotardi, Andi Salamon, Kim Browne, Bridgette Redder, Jennifer Charteris, Kiri Gould, Alison Warren, Andrea Delaune, Olivera Kamenarac, Nina Hood & Sean Sturm. (2020) Infantologies. An EPAT collective writing project. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835648

Jason James Wallin. (2020) The Holocene Simulacrum. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835644

Jian Li & Eryong Xue. (2020) “Teach to adapt or adapt to teach”: qualitative study on the new “special-post teachers” in China’s rural schools. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1840350

We are pleased to announce the Impact Factor for Educational Philosophy and Theory (EPAT) 2019 is 1.415. In the Journal Citation Reports, Category: Education & Educational Research, it is 162 out of 263 journals in Quartile 3. This is an increase on the 2018 impact Factor.

The theme for 2020 International Open Access Week, to be held October 19-25, is  “Open with Purpose: Taking Action to Build Structural Equity and Inclusion.”…

PESA supports open access in several ways: our journal, ACCESS: Contemporary Issues in Education is Open Access, as is PESA Agora, and all Educational Philosophy and Theory Editorials as well as some articles.