EDUCATIONAL THEORY最新文献

Distribution Double Bind: On the Ethical Implications of “How”† 发行的双重束缚：论“如何”的伦理意蕴

IF 0.9

EDUCATIONAL THEORY Pub Date : 2025-08-22 DOI: 10.1111/edth.70045

Megan L. Bogia

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引用次数: 0

Pedagogical Reforms in School Science Education for Mitigating Damaging Misinformation in a “Post-Truth” World 在“后真相”世界中减轻破坏性错误信息的学校科学教育教学改革

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EDUCATIONAL THEORY Pub Date : 2025-08-19 DOI: 10.1111/edth.70040

Owen Towler

{"title":"Pedagogical Reforms in School Science Education for Mitigating Damaging Misinformation in a “Post-Truth” World","authors":"Owen Towler","doi":"10.1111/edth.70040","DOIUrl":"https://doi.org/10.1111/edth.70040","url":null,"abstract":"The modern day is known as the “post-truth” era, characterized by the widespread dissemination of false information, as well as personal opinions and emotions taking precedence over established facts in public decision-making. For students, as future democratically engaged citizens, to make well-informed science-based decisions on matters of personal health and public policy, they require the knowledge and skills to identify false from accurate scientific information online. In this article, I argue that current school science curriculum are outdated in the context of modern social media and internet-centric media environment, requiring changes in education to successfully prepare students for some of the more pernicious features of the post-truth era. An increased focus on forms of social and digital media literacy, as well as knowledge about how science produces reliable information, are essential content for addressing this issue. It is important to emphasize that focusing on content-based changes alone is not sufficient. Methodological shifts are needed to ensure that the socially embedded aspects of scientific knowledge production and the application of knowledge in socio-political contexts are taught and communicated in ways that allows students to effectively employ their content-based education.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 5","pages":"865-890"},"PeriodicalIF":0.9,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unveiling Ableism in Education: A Critical Examination of its Normativity and Implications for Learning in Schools 揭露教育中的残疾歧视：对其规范性及其对学校学习的影响的批判性考察

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EDUCATIONAL THEORY Pub Date : 2025-08-16 DOI: 10.1111/edth.70044

Franziska Felder

引用次数: 0

Educational Semantics, Anthropocene, and the Human Individual: A New Paradigm for The Education System? 教育语义学、人类世与人类个体：教育体系的新范式？

IF 0.9

EDUCATIONAL THEORY Pub Date : 2025-08-06 DOI: 10.1111/edth.70043

Julio Labraña, Marco Billi

{"title":"Educational Semantics, Anthropocene, and the Human Individual: A New Paradigm for The Education System?","authors":"Julio Labraña, Marco Billi","doi":"10.1111/edth.70043","DOIUrl":"https://doi.org/10.1111/edth.70043","url":null,"abstract":"In this article, we examine the transformative influence of Anthropocene-driven semantics on the education system through Luhmann's social systems theory. We analyze how the historical and current concepts of “Human” and individuality have shaped educational semantics and influenced the system's self-description. Critical perspectives from pedagogy, poststructuralism, decolonial, intersectional theories, and “Anthropocene” discussions are reviewed, highlighting a semantic shift from individual development to systemic interdependencies among humans, social structures, and ecological contexts. While fostering intellectual reflection, this shift paradoxically reasserts the normative focus on individual improvement, as education systems aim to teach individual betterment while rejecting the concept itself. We suggest that Anthropocene discourse might catalyze a new normative identity integrating human improvement and non-human interactions, potentially reshaping education's guiding values — though no outcomes are guaranteed. This analysis offers sociologically grounded insights into education's evolving role in shaping human development amid systemic and ecological complexities.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 5","pages":"891-912"},"PeriodicalIF":0.9,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Critical Reflection on Teacher Education: Why Future Teachers Need Educational Philosophy, by Howard Woodhouse, Routledge, 2023, 152 pp. 对教师教育的批判性反思：为什么未来的教师需要教育哲学，霍华德·伍德豪斯著，劳特利奇出版社，2023年，152页。

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EDUCATIONAL THEORY Pub Date : 2025-07-31 DOI: 10.1111/edth.70041

Cara Furman, Mattilda Rice

引用次数: 0

The Educational Value of Gratitude 感恩的教育价值

IF 0.9

EDUCATIONAL THEORY Pub Date : 2025-07-18 DOI: 10.1111/edth.70035

Nick Hebbink, Doret de Ruyter, Anders Schinkel

{"title":"The Educational Value of Gratitude","authors":"Nick Hebbink, Doret de Ruyter, Anders Schinkel","doi":"10.1111/edth.70035","DOIUrl":"https://doi.org/10.1111/edth.70035","url":null,"abstract":"This article offers a theoretical investigation of the educational value of gratitude. We make the case that it is possible to learn from and through gratitude experiences. More specifically, gratitude experiences include understandings regarding and a reflective awareness of the value, contingency and vulnerability of certain goods as well as one's dependency in relation to these goods. We argue that such experiences can transform one's outlook on life in a sense that is educationally relevant and valuable in relation to one's flourishing. Building on this, we claim that gratitude can contribute to the development of wisdom. However, since the interpretations of the world inherent in gratitude can be epistemically inaccurate and/or morally inappropriate, gratitude experiences must also be guided by wisdom. Instead of blindly accepting the perceptions implicit in gratitude experiences, people must reflect on these with genuine care for the truth and for justice. We suggest that educators can bring their wisdom and concern for justice to bear in stimulating and guiding others' gratitude experiences in a desirable manner, especially in the case of young people, whose reflective capacities are still developing. We conclude that gratitude experiences should be recognized as a potential source of educationally valuable forms of awareness and insights.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 5","pages":"802-822"},"PeriodicalIF":0.9,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Why Teach Philosophy in Schools? The Case for Philosophy on the Curriculum, by Jane Gatley, Bloomsbury Publishing, 2023, 216 pp. 为什么要在学校教授哲学？《课程中的哲学》，简·盖特利著，布卢姆斯伯里出版社，2023年，216页。

IF 0.9

EDUCATIONAL THEORY Pub Date : 2025-07-17 DOI: 10.1111/edth.70042

Jana Mohr Lone, Melissa Diamond

引用次数: 0

Unveiling the Layers of Reality: An Exploration of Critical Realism in Interdisciplinary Research 揭示现实的层次：跨学科研究中的批判现实主义探索

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EDUCATIONAL THEORY Pub Date : 2025-07-11 DOI: 10.1111/edth.70039

Alexandros Stavrianos

引用次数: 0

Friendship for Virtue, by Kristján Kristjánsson, Oxford University Press, 2022, 213 pp. 《以德为友》，Kristján Kristjánsson，牛津大学出版社，2022年，213页。

IF 1

EDUCATIONAL THEORY Pub Date : 2025-06-30 DOI: 10.1111/edth.70033

Dan Mamlok

引用次数: 0

The Worrisome Potential of Outsourcing Critical Thinking to Artificial Intelligence 将批判性思维外包给人工智能的潜力令人担忧

IF 1

EDUCATIONAL THEORY Pub Date : 2025-06-30 DOI: 10.1111/edth.70037

Ron Aboodi

{"title":"The Worrisome Potential of Outsourcing Critical Thinking to Artificial Intelligence","authors":"Ron Aboodi","doi":"10.1111/edth.70037","DOIUrl":"https://doi.org/10.1111/edth.70037","url":null,"abstract":"As Artificial Intelligence (AI) keeps advancing, Generation Alpha and future generations are more likely to cope with situations that call for critical thinking by turning to AI and relying on its guidance without sufficient critical thinking. I defend this worry and argue that it calls for educational reforms that would be designed mainly to (a) motivate students to think critically about AI applications and the justifiability of their deployment, as well as (b) cultivate the skills, knowledge, and dispositions that will help them do so. Furthermore, I argue that these educational aims will remain important in the distant future no matter how far AI advances, even merely on outcome-based grounds (i.e., without appealing to the final value of autonomy, or authenticity, or understanding, etc.; or to any educational ideal that dictates the cultivation of critical thinking regardless of its instrumental value). For any “artificial consultant” that might emerge in the future, even with a perfect track record, it is highly improbable that we could ever justifiably rule out or assign negligible probability to the scenario that (a) it will mislead us in certain high-stakes situations, and/or that (b) human critical thinking could help reach better conclusions and prevent significantly bad outcomes.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 4","pages":"626-645"},"PeriodicalIF":1.0,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144681572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0