OOIR: Observatory of International Research

Papers

(The TQCC of Educational Philosophy and Theory is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-08-01 to 2026-08-01.)

Article	Citations
Bioinformational philosophy and postdigital knowledge ecologies, edited by Michael A. Peters, Petar Jandrić́, & Sarah Hayes, Springer, 2022, 350 pp., USD109, ISBN: 978-3-030-95006-4 (e-book)Bioinf	155
Filipinising colonial gender values: A history of gender formation in Philippine higher education	61
Science, power, and subjectivity: Vaccine (mandate) resistance and ‘truth telling’ in times of right-wing populism	56
Considerations for classroom management in the absence of libertarian free will	44
The gongfu of Fred Rogers: A Confucian synthesis of Rogers’ philosophy of education	42
An intense calling: How ethics is essential to education	42
Creating scyborg assemblages of hope in UK higher education	28
Correction	22
Opening up and closing down teachers’ political dialogues: Dialectic and dialogic strategic orientations	19
Learn to become a unique interrelated person: An alternative of social-emotional learning drawing on Confucianism and Daoism	19
Intersubjectivity, embodiment and enquiry: A Merleau-Ponty and Husserlian informed perspective for contemporary educational contexts	19
Is philosophy of education Western? Views from Asia and beyond	18
First as tragedy, then as curriculum: Why educational reform fails	17
Educational justice and formula funding: A complex adaptive systems perspective	17
Affirmative critique as counter-archiving and an-archiving: For another academic freedom to come	15
The Travails of Trumpification	15
‘Dance with shackles on’: Navigating critical thinking in English language classrooms during COVID-19 and beyond	14
Human rights education as a human right – A logical analysis based on Kanger’s theory of rights	13
Educational research and the question(s) of time	13
Education for people-yet-to-come: Imaginary projects in the Anthropocene	13
Desire, education and teaching: A Lacanian Perspective	13
The possibility of a healthy life through education in Athenaeus of Attalia	12
Inverted Odysseys: Adventure and homecoming in the global subrogation of women’s care work in Jose Y. Dalisay’s Soledad’s Sister	11
Being together in/with place: Reimagining educational philosophies and pedagogies in transformational times	11
Revisiting Rancière’s ‘radical democracy’ for contemporary education policy analysis	11

Correction	10
Gaza: We need to talk!	10
Decolonizing knowledge in the postdigital era: Pedagogical strategies for navigating AI-driven epistemic transformations	10
Epistemic injustice and indigenous education in the Philippines	10
Nature, art, and education in East Asia: A collective paper of the ALPE ¹	9
Knowledge culture in the postdigital era: Reclaiming knowledge as a public good	9
Diasporic identities, multiculturalism and pedagogic challenges	9
Discovering tacit intellectual traditions in epistemology and ontology: An East-West philosophical comparison	9
“The unbearable lightness of being” a post-industrial learner: Contemporary capitalism, education and critique	9
Culturally constituted self in Taylor and Gramsci: A concern for philosophy of education	9
The craft of acting as a pedagogical model for living a flourishing life in a world of tensions and contradictions	9
Toward a coherent critical theory of learner autonomy in language learning: Exploring its political implications in higher education and limitations in the literature	9
Reflections on techno-solutionism in education: Manifestations and causes	9
Unlearning Cartesian consciousness: On the source of Anglo-American prejudice towards East Asian education	9
‘More than nature needs’: Clock-time, ethical play and the child in Rabindranath Tagore’s not-so-‘useful’ education	9
Higher education as a public good – An EPAT special issue	9
The politics of memory: A response to Jackson’s ‘never forget?’	8
Phenomenological Marxism in China	8
Can attempts to make schools more reliable render them less trustworthy?	8
Conceptualising praxis, agency and learning: A postabyssal exploration to strengthen the struggle over alternative futures	8
Reviving the present through tradition: Insights from the Georgian philosophy of education	8
Veganism as a comprehensive worldview: Rethinking educational philosophy through ethical and ecological lenses	8
Reconsidering the ‘positionality’ of teachers in disaster education: From the perspective of the ‘voyager’ and the ‘Kyôji-sha (person who concerns jointly)’	8
Making the big words small: What China’s knowledge ambitions mean for everyday education	8
The practice of phenomenology in educational research	7
Chronotopic thresholds: A feeling for the future	7
Correction	7
Is there a future in future-oriented education?	7
Further considerations in engaging with Jiddu Krishnamurti’s ideas in Philosophy of Education	7
Minor pedagogy: Education as continuous variation	7
Colonial assemblage and its rhizomatic network of education in Quito	7
The curator’s cure – Curing visual stupidity in the age of symbolic misery	7
Seeing the invisible work of caring: Migrant domestic workers in East Asian films	7
Questioning the machine: Education, thinking, writing, and large language models	7
Civilisational Collapse and the Philosophy of Post-Apocalyptic Survival by Michael A. Peters and Thomas Meier (Eds.), Peter Lang, 2025, 600 pp., USD62.95 (e-book)	7
The nonhuman animal in social studies: Using critical animal studies for empathy	7
To have or to be - Reimagining the focus of education for sustainable development	7
Rethinking contemporary schooling in Muslim contexts: An Islamic conceptual framework for reconstructing K-12 education	7
Re-articulating care and carelessness in precarious times: An introduction	6
Negotiating attention: An ecology of reading in the digital age	6
Mus(ick)ing on pedagogical relations as the art of encounter	6
Pedagogists’ modes of response and what might be unique to their work: Some reflections on pedagogy in Canadian early childhood education	6
A narrative approach exploring phenomenology in education and educational research: The use and abuse of phenomenology	6
Attuning to geostories: Learning encounters with urban plants	6
Why co-present groups? Affective processing to produce meaningfulness	6
The voice of artificial intelligence: Philosophical and educational reflections	6
The experiences of Indigenous academics in the diaspora	6
Retraction statement	6
A socio-political critique of educational technology and the digital reshaping of pedagogy	6
About the need for a common and tentatively formal theory of ESD and self-critical reflections	6

Never again in the age of historical amnesia	5
Retheorising environmental sustainability education for the Anthropocene	5
Postanarchism as a framework for educational authority in higher education	5
Beyond situational meaning: From Dewey’s aesthetic experience to sensuous abstraction for deep learning	5
Exploring the foundations of Ziran-oriented education: Insights from traditional Chinese philosophy	5
Resonant Postdigital Education? Resonanzpädagogik: Wenn Es im Klassenzimmer Knistert (2nd ed.),	5
Epstein, ICE, anger, and education	5
Spinoza: Fiction and Manipulation in Civic Education, by Johan Dahlbeck, Springer Singapore, 2021, 90 pp., USD59.85 (e-book), ISBN 978-981-16-7124-1 Spinoza: Fiction and manipulation in	5
Rethinking educational theory: Education as expanding dialogue, by Rupert Wegerif, Edward Elgar Publishing, 2025, 156 pp., USD105.50 (hardcover), ISBN: 978 1 80392 640 7	5
A pedagogy of generosity: On the topicality of Deleuze and Guattari’s thought in the philosophy of education	5
Retracted Article: New materialist thought and moral education: Reconstruction of moral education through agential realism, posthumanism, and new materialism	5
Centennial evolution of Marxist philosophy of education in China	5
Education rejected and intergenerational failures	5
Toward a pedagogy of humility as experience	5
T.A. Priest: Foundation member of the philosophy of education Society of Australasia	5
An epistemology of education research: Consequences for reporting	5
The manliness of artificial intelligence	5
Revisiting the origin of critical thinking	4
Refugee youth, interrupted schooling, and settlement in Nova Scotia	4
The emerging multipolar world order: A preliminary analysis	4
Book review as method: Writing philosophical autoethnography	4
Decolonising knowledge, validating how? On epistemic justice and methodological justice	4
Difficult critique: Some psychoanalytic provocations from Freud and Lacan for anti-racist pedagogies in post-truth times	4
On the natural and the artificial in Pinocchio’s (mis)education	4
Educating (for) the blossomest of blossoms: Finitude and the temporal arc of the counterfactual	4
Open science in China: Openness, economy, freedom & innovation	4
So long as equality is elusive: Lessons for education of Dalits from Ambedkar’s life and work	4
Anti-Oedipus in the Anthropocene : Education and the deterritorializing machine	4
Science, truth and conspiracy in the age of Trump	4
Understanding colonialism and fostering a decolonizing emancipatory education through Paulo Freire	4
Sensations and cinema: Reframing the real in democracy and education	3
From post-truth to post-reality: Ontology, epistemology, and education’s task of reality maintenance	3
Critique and education under new climatic and digital conditions: From a logic of division to a logic of gathering	3
John Cage and the aesthetic pedagogy of chance & silence	3
Back to the university’s future: The second coming of Humboldt	3
Tsunami shock and philosophical dialogue: Philosophy for/with children (p4c) in Hawaiʻi & Miyagi, Japan	3
New imperialisms in the making? The geo-political economy of transnational higher education mobility in the UK and China	3
The ethico-aesthetics of teaching: Toward a theory of relational practice in education	3
This special issue as complexity theory in action	3
Nordic early childhood education policies and virulent nationalist trends	3
Complexity theory and learning: Less radical than it seems?	3
Using leverage points to reconsider the sociopolitical drivers of exclusion from education	3
Poisoned schools and automated students: The crisis of social reproduction	3
Artificial intelligence or artificial education? Anti-lessons from fiction	3
Who is ‘society’ in the societal impact debate? – A critical discussion of policies of closure	3
Learning from exemplars in Confucius’Analects: The centrality of reflective observation	3
Beyond Western models: A postcolonial approach to South Korean teachers’ professional standards based on indigenous knowledge	3
Making Sense of the World: Living, Learning and Teaching with Radical Philosophy of Education show	3
Diffracting child-virus multispecies bodies: A rethinking of sustainability education with east–west philosophies	3
The caring university: Making the case for students’ agency and capabilities	3
Usefulness happens while we do other things	3
Introduction	3
STEAM-based inclusive science education: Envisioning Brahma-Vishnu-Shiva epistemology	3
Wilhelm von Humboldt’s theory of Bildung as a moral conception of the good life	3
Towards an East Asian educational dialogue: Kyoto School and New Confucianism as philosophical resources	3
Lessons from pragmatism: Organizational learning as resolving tensions at work	3
AI and the future of humanity: ChatGPT-4, philosophy and education – Critical responses	3
Higher education and the public good as a repair project	3
Authoritarian personality, antidemocratic behavior, and ethnocentrism in Brazil	3
Education and #StopAsianHate: A global conversation	3
A post-foundational ontology for a democratic instrumentality of education	3
Reimagining the call to teach: A witness to teachers and teaching Reimagining the call to teach: A witness to teachers and teaching , by David T. Hansen, Teachers Colleg	3
Fluidizing the ‘South Korea as method’ praxis using poststructuralist/postmodern framework: Reshaping postcolonial/post-oriental educational studies	3
Review of Gareth B. Matthews, The Child’s Philosopher	3
Taking the angle of the student: Exploring the educational significance of student resistance	3
Treat me as a place: On the (onto)ethics of place-responsive pedagogy	3
‘Datafied dividuals and learnified potentials’: The coloniality of datafication in an era of learnification	3
Educational posthumanism at the limits of modern humanism: Logos, pathos, and the circulation between humanism and posthumanism	3