Studies in Philosophy and Education

Papers
(The TQCC of Studies in Philosophy and Education is 1. 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 2020-02-01 to 2024-02-01.)
ArticleCitations
Postdigital We-Learn34
Towards an Ubuntu Philosophy of Higher Education in Africa24
Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities22
Aristotelian Character Friendship as a ‘Method’ of Moral Education17
Dewey’s Theory of Experience, Traumatic Memory, and Music Education11
Who Needs Sensory Education?9
Ecosocial Philosophy of Education: Ecologizing the Opinionated Self9
A Third Conception of Epistemic Injustice8
A Global Dialogue on Learning and Studying7
Divisive Concepts in Classrooms: A Call to Inquiry6
Spinoza on Ingenium and Exemplarity: Some Consequences for Educational Theory5
Educating the Senses: Explorations in Aesthetics, Embodiment and Sensory Pedagogy5
An Interpretation of the 2019 Chicago Teachers’ Strike Through the Ethics of Care5
Walter Benjamin in the Age of Post-critical Pedagogy4
Flourishing with Shared Vitality: Education based on Aesthetic Experience, with Performance for Meaning4
An Introduction to Everyday Aesthetics in Education4
Emerging Neoliberal Academic Identities: Looking Beyond Homo economicus4
Errant Learning for a Foam World: Glissant, Sloterdijk, and the Foam of Pedagogy3
Ongoing Challenges for White Educators Teaching White Students About Whiteness3
From Instrumental to Integral Mindfulness: Toward a More Holistic and Transformative Approach in Schools3
Education, Contact and the Vitality of Touch: Membranes, Morphologies, Movements3
Education and Ignorance: Between the Noun of Knowledge and the Verb of Thinking3
Immature Adults and Playing Children: On Bernard Stiegler’s Critique of Infantilization3
Accounting for Oneself in Teaching: Trust, Parrhesia, and Bad Faith3
The Presence of the Body in Digital Education: A Phenomenological Approach to Embodied Experience3
Education, Attention and Transformation:3
Chinese Landscape Painting and the Study of Being: An Imagined Encounter Between Martin Heidegger and Xia Gui3
The Tyranny of ‘Teaching and Learning’3
Considering Diversity in (Special) Education: Disability, Being Someone and Existential Education3
Education in Theory and Practice: Derrida’s Enseignement Supérieur2
Response to Alexis Gibbs’ Review of Philosophical Presentations of Raising Children: The Grammar of Upbringing2
The Uncanny Challenge of Self-Cultivation in the Anthropocene2
Ceder, S. (2018). Towards a Posthuman Theory of Educational Relationality. Abingdon; New York, NY: Routledge2
The Affective and Political Complexities of White Shame and Shaming: Pedagogical Implications for Anti-Racist Education2
Calibrating Study and Learning as Hermeneutic Principles Through Greco-Christian Seeing, Rabbinic Hearing, and Chinese Yijing Observing2
Teaching Philosophy of Science to Science Students: An Alternative Approach2
The Diplomatic Teacher: The Purpose of the Teacher in Gert Biesta’s Philosophy of Education in Dialogue with the Political Philosophy of Bruno Latour2
Who Cares About Young People? An Ethical Reflection on the Losses Suffered by Adolescents, Beyond Those of School and Education, During the COVID-19 Pandemic2
Response to the Review Symposium on Reading Plato’s Dialogues to Enhance Learning and Inquiry: Exploring Socrates’ Use of Protreptic for Student Engagement2
Studying in the Superdiverse City: System_D and the Challenge of Solidarity in Brussels2
Derrida on Language and Philosophical Education2
Prolegomena to the Discussion on Teaching Controversial Issues2
Insisting on Action in Education: Students are Unique but not Irreplaceable2
A Tool for Reflecting on Questionable Numbers in Society2
Educating Our Nerves in Unnerving Times: Cinematic Innervation as a Collectivising Experience in Tyson Lewis’s Walter Benjamin’s Antifascist Education2
Grammars of “Onlife” Identities: Educational Re-significations2
Hope and Resistance in Lyotard’s Concept of Infancy2
Reworking the Social Order: Skam as an Instance of Public Moral Education2
Categories of Goals in Philosophy for Children2
To Do or To Listen? Student Active Learning vs. the Lecture2
Education for Critical Community and the Pedagogy of Asylum: Two Responses to the Crisis Of University Education2
Necessarily Free: Why Teachers Must be Free1
A Russellian Plea for ‘Useless’ Knowledge: Role of Freedom in Education1
Luck Egalitarianism and COVID-19: The Case for Compensating Children for School Closures1
Gatherings of Studying: Looking at Contemporary Study Practices in the University1
A Review of Naomi Hodgson and Stefan Ramaekers, 2019, Philosophical Presentations of Raising Children: The Grammar of Upbringing. Palgrave Macmillan1
An Odd Coupling: Nietzsche and W.E.B. Du Bois on 21st Century Philosophy of Education1
Radicalizing the Role of the Emancipatory Teacher in the Crisis of Democracy: Erich Fromm’s Psychoanalytic Approach to Deweyan Democratic Education1
Interrogating the Affective Politics of White Victimhood and Resentment in Times of Demagoguery: The Risks for Civics Education1
Contradictions in Educational Thought and Practice: Derrida, Philosophy, and Education1
Sensing Feeling Alive: Attentiveness to Movements in/with Embodied Teaching1
An Argument for the Necessity of Craft Learning in Liberal Education1
“Cultivating the Art of Living”: The Pleasures of Bertolt Brecht’s Philosophising Theatre Pedagogy1
The Incoherence of the Interactional and Institutional Within Freire’s Politico-Educational Project1
The Fearful Ethical Subject: On the Fear for the Other, Moral Education, and Levinas in the Pandemic1
Pushing Back the Boundaries of Doubt1
The Quest to Cultivate Tolerance Through Education1
Bataille and the Poverty of Academic Form1
Rethinking the Large Ensemble Paradigm: Moving Toward Epistemic Justice1
Rethinking the Purposes of Schooling in a Global Pandemic: From Learning Loss to a Renewed Appreciation for Mourning and Human Excellence1
Pedagogies of Non-self as Practices of Freedom1
On the Autonomy of Educational Studies as a Second-Level Discipline1
“Skam” (shame) as Ethical–Political Education1
Human Flourishing, Wonder, and Education1
The Skin as Seen: Thinking Through Racialized Subjectivities and Pedagogy with Levinas1
Religious Certainty: Peculiarities and Pedagogical Considerations1
Philosophical Reflections on Child Poverty and Education1
Cinema, Philosophy and Education1
Tracing Lines: On the Educational Significance of Drawing1
“Never Again the Everyday”: On Cinema, Colportage and the Pedagogical Possibilities of Escapism1
Teaching Towards the Post-human: The Courage to Entangle1
Subjectivity and Infinity: Time and Existence: A Response to the Critics1
Teaching as Altered Knowledge: Rethinking the Teaching Practice with Michel De Certeau1
Fragile Visions of the Social: Rethinking Solidarity with the Performance Piece Faust and the TV-series Skam1
Ignorant Cognition: A Response to Copeland, Ervas, and Osta-Vélez1
Second Nature, Becoming Child, and Dialogical Schooling1
On Online Practices of Hospitality in Higher Education1
Making Sense of Ourselves with Others: Review of American Philosophy in Translation by Naoko Saito1
Conversing with Friends or (Higher) Education Beyond the Logic of Production1
A Contribution to the Author Meets Critics Session: Tyson Lewis’s Walter Benjamin’s Antifascist Education1
Fear, Angst, and the “Startling Unexpected”. Three Figures of Teaching During the COVID-19 Pandemic1
Language Subjects: Placing Derrida’s Monolingualism in Global Education1
Education for Loneliness as a Consequence of Moral Decision-Making: An Issue of Moral Virtues1
In Defense of Walter Benjamin’s Constellational Curriculum: A Response to the Critics1
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