OOIR: Observatory of International Research

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 2022-06-01 to 2026-06-01.)

Article	Citations
“Who Am I?” Skating on Thin Ice—An Exploration of Zhao’s Subjectivity and Infinity	27
Virtual Training, Virtual Teachers: On Capacities and Being-at-Work	20
Prospects for the Call to Teach Today: Replies to Di Paolantonio and Moon	17
An Intense Calling: A Response to Jessica Harrison’s Review	13
An Ethos of Wander Time: Staying with the Trouble to Make Sense During Crises	11
Philosophical Reflections on Teachers’ Ethical Dilemmas in a Global Pandemic	10
For an Educational Engagement with Crisis	10
Beyond the Performance Principle: A Contribution to a Liberatory Educational Scenario for the Future	9
“On Drumming, Nightmares and Utopian Dreams”; Review of Education and Democracy at the End: The Crisis of Sense	8
Exploring Criticality in Chinese Philosophy: Refuting Generalisations and Supporting Critical Thinking	7
Generative AI and the Irreducible Role of Teachers as Callers into Subjectness: A Placebo–Nocebo–Treatment Framework	6
Evading a Post-Truth World: Rorty’s Foundationless Philosophy for an Acculturating Education	6
Addressing Democracy and Its Threats in Education: Exploring a Pluralist Perspective in Light of Finnish Social Studies Textbooks	6
Death and Education: A Continuing Conversation	6
Existential Intelligence, Peim’s Critique of Pure Education, and Tanabe’s Metanoetics	5
What does it mean to Teach for Human Dignity? Response to Furman and Traugh, Descriptive Inquiry in Teacher Practice	5
A Duty to Repair: Navigating the Context and Complexity of Discussing Controversial Issues	5
Contesting Populist Imaginaries in European Higher Education: An Affective-Political Approach	5
Review of Samuel D. Rocha’s the Syllabus as Curriculum: A Reconceptualist Approach	5
Transhumanism, Society and Education: An Edusemiotic Approach	5
Why Global Philosophical Perspectives on Teacher Education Matter Introduction To Beyond Epistemic Bubbles and Echo Chambers: Global Perspectives on Philosophy in Teacher Education	5
“Cheerleaders” and “Mama Bears”: Combatting Sexist Teacher Strike Discourse	5
Learning about Aesthetic Value: A Reply To Annie Schultz	5
Unlearning and the Art of Losing is No Easy Task: A Response To Isabelle Bishop’s Review of Teaching the Actuality of Revolution: Aesthetics, unlearning, and the Sensations of Struggle	4
Democratic Aims and Student Participation: the Problem Ill-Preparation Poses to Institutional Success	4

Education as the Answer? Review of Hannah Spector, In Search of Responsibility as Education: Traversing Banal and Radical Terrains	4
Collaboration and its Dark Sides	4
Advancing Justice in Society: Reframing the Role of Education Through Systems and Complexity Theories	4
Radicalizing the Role of the Emancipatory Teacher in the Crisis of Democracy: Erich Fromm’s Psychoanalytic Approach to Deweyan Democratic Education	4
Response to Critic	4
Restricted by Measures Against the Coronavirus? Difficulties at the Transition from School to Work in Times of a Pandemic	4
What Counts as (Anthropocentric) Education Theorizing?	4
Bataille and the Poverty of Academic Form	3
Rethinking the Purposes of Schooling in a Global Pandemic: From Learning Loss to a Renewed Appreciation for Mourning and Human Excellence	3
Examining Failure in Pedagogy and Baseball	3
Against the Spell of Modern Knowledge: Education as Multiplicity or the Need for Focused Arbitrariness	3
The Time a Book Requires; Response to Roberts and Mukherjee	3
Resisting Edutainment: How Reward Deficiency Syndrome Fuels the Student Attention Crisis	3
Hermeneutics: Understanding Educational Experience—A Response to Wilfred Carr’s Review	3
Response to the Review Symposium on Reading Plato’s Dialogues to Enhance Learning and Inquiry: Exploring Socrates’ Use of Protreptic for Student Engagement	3
Artificial Intelligence and the Aims of Education: Makers, Managers, or Inforgs?	3
Indigenous Metaphorical Epistemologies of Power: Implications for Urban Education	3
Towards a Theory of the Imaginative Dialogue: Four Dialogical Principles	3
Relational (Re)Organization: A Case for a Relational Reading of Relational Pedagogy	3
Addressing the Sense of a Futureless Future Education and Democracy at the End: The Crisis of Sense (Palgrave, 2023)	3
Being and Becoming in the World Beyond Virtue: Behind the Curtain	3
Review of Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools by Cara Furman and Cecelia Traugh for Studies in Philosophy and Education	3
When the Project is Not Understanding: Music Education for the Incomprehensible	2
Who Cares About Young People? An Ethical Reflection on the Losses Suffered by Adolescents, Beyond Those of School and Education, During the COVID-19 Pandemic	2
Immigrants and Refugees: The Jewish Mitzvah of Hospitality and Its Implications for the Field of Education	2
Children’s Epistemic Rights in Education	2
The Art of Aesthetic Education: Value and the Role of Schools	2
Guoping Zhao’s Subjectivity and Infinity: Questions for Education in Times of Climate Emergency	2
Response by Gabor Csepregi	2
Time, Signs and Symbols: Toward a Schutzian Phenomenology of Education	2
The Quest to Cultivate Tolerance Through Education	2
On Why ‘Trust’ Constitutes an Appropriate Synonym for ‘Certainty’ in Wittgenstein’s Sense: What Pupils Can Learn from Its Staging	2
The Integrative, Ethical and Aesthetic Pedagogy of Michel Serres	2
Peace and Philosophical Disarmament	2
Free Speech and Inclusion in Higher Education: Systemic Vices and Near Future Considerations?	2
Comenius’s Theory of Knowledge: Method, Philosophy, and Education (Bildung)	1
The Ethical Force and Hermeneutical Impasses in Our Being with Each Other in Education Today: David Hansen’s Reimagining the Call to Teach: A Witness to Teachers and Teaching	1
Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship	1
Correction: Humanities on Demand and the Demands on the Humanities: Between Technological and Lived Time	1
Thematic Coherence in Classroom Discourse: A Question Centered Approach	1
Hesitating Worlds into Being: Moving Slowly Through Decolonial Practices of Study	1
Can Mindfulness Disrupt Temporalities of Contemporary Schooling?	1
Dialogue, Horizon and Chronotope: Using Bakhtin’s and Gadamer’s Ideas to Frame Online Teaching and Learning	1
Inoculative Education	1
Where Merleau-Ponty Meets Dewey: Habit, Embodiment, and Education	1
The Ramblings of an Angry Pig: Disruptive Counter-Imaginaries and the Meaning of Work at the University of Galway	1
Pragmatic Hope and the Cultivation of Response-Ability	1
Collaboration: A Response	1
Philosophy of Education in a Dehumanizing World	1
On Digital Bildung: Raising a Critical Awareness of Digital Matters	1

Subjectivity and Infinity: Time and Existence: A Reader Responds	1
Hope and Resistance in Lyotard’s Concept of Infancy	1
An Argument for the Necessity of Craft Learning in Liberal Education	1
Educational Utopianism beyond the “Real versus Blueprint” Dichotomy	1
Hegel’s Phenomenology of Spirit as Bildungsroman	1
Correction: Learning about Aesthetic Value: A Reply To Annie Schultz	1
Theories of Immanence as a Way Forward for Teacher Education	1
Figuring the apocalypse: Jessie Beier’s Pedagogy at the end of the world	1
Review of Hannah Spector’s, In Search of Responsibility as Education: Traversing Banal and Radical Terrains	1
Politicised or Political: On Agonism and School as ‘Free Time’	1
Rehumanizing Education: Review of Peter Roberts’ Performativity, Politics and Education: from Policy to Philosophy (Brill: Leiden, 2022)	1
Can Educational Responsibility be Eudaimonic?	1
An Engaging Dialogue: A Review of Education as the Practice of Eco-Social-Cultural Change (by Mark Fettes and Sean Blenkinsop)	1
The Call to Teach Without a “Call” to Teach	1
Calvinist’ Exercises in Educational Theory: Introduction	1
Conversational Learning in the Age of ChatGPT	1
Questions as Dialogue Games. The Pragmatic Dimensions of “Authentic” Questions	1
“Thick” Ethical Concepts and School-Based Moral Education	1