EDUCATIONAL THEORY最新文献_第2页

Instruction in the Age of Misinformation: Pedagogical Implications for Educating Responsible Knowers

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EDUCATIONAL THEORY Pub Date : 2025-03-19 DOI: 10.1111/edth.70008

Martha Perez-Mugg

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On the Special Epistemic Obligations of the Educator

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EDUCATIONAL THEORY Pub Date : 2025-03-19 DOI: 10.1111/edth.70007

Jeff Standley

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The Communicative Dimensions of Social Epistemologies

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EDUCATIONAL THEORY Pub Date : 2025-03-19 DOI: 10.1111/edth.70005

Nicholas C. Burbules

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Using Institutional Habitus to Position Colleges and Universities as Social Actors

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EDUCATIONAL THEORY Pub Date : 2025-02-17 DOI: 10.1111/edth.12686

derria byrd

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Ethics in Higher Education: Promoting Equity and Inclusion through Case-Based Inquiry†, Edited by Rebecca M. Taylor and Ashley Floyd Kuntz, Harvard Education Press, 2021, 268 pp.

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EDUCATIONAL THEORY Pub Date : 2025-02-15 DOI: 10.1111/edth.70001

Ellis Reid

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Democracy and Mathematics Education: Rethinking School Math for Our Troubled Times, by Kurt Stemhagen and Catherine Henney, Routledge, 2021, 212 pp.

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EDUCATIONAL THEORY Pub Date : 2025-02-15 DOI: 10.1111/edth.70000

Bryan R. Warnick

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A Reconceptualization of Schooling and Teaching: A Renewed Interest in Bildung-Oriented Didaktik and Transactional Realism

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EDUCATIONAL THEORY Pub Date : 2025-02-15 DOI: 10.1111/edth.12687

Bettina Vogt, Ninni Wahlström

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The Plausibility of Klafki's Model of Exemplary Teaching

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EDUCATIONAL THEORY Pub Date : 2025-02-14 DOI: 10.1111/edth.12680

Antti Moilanen

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Doubt and Transformation in Education

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EDUCATIONAL THEORY Pub Date : 2025-02-10 DOI: 10.1111/edth.12678

Marieke Schaper

{"title":"Doubt and Transformation in Education","authors":"Marieke Schaper","doi":"10.1111/edth.12678","DOIUrl":"https://doi.org/10.1111/edth.12678","url":null,"abstract":"Fostering transformative experiences is a central goal of education. In this article, Marieke Schaper examines the relationship between doubt and transformation in education, specifically problematizing the idea that doubt can serve as a catalyst for transformative experiences in the classroom. Schaper's thesis is that doubt is not valuable by itself; it must encompass certain characteristics if it is to support meaningful transformation while avoiding the risks of transformative education. In making this argument, Schaper proposes the concept of aspirational doubt as an educationally valuable subcategory of doubt. She begins by engaging with the vast philosophical and psychological literature on doubt and, based on this analysis, identifies five main conceptions of doubt that wield influence. Next, she points to the ethical risks of using doubt as an educational catalyst, particularly for transformative purposes, but instead of rejecting the role of doubt in transformative education, she explores the potential of aspirational doubt to circumvent these risks. She concludes with a discussion of the practical implications for fostering aspirational doubt in the classroom.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 1","pages":"5-26"},"PeriodicalIF":1.0,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143475377","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}

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Broadening and Deepening Teachers' Professional Vision through Science and Scientific Theories: A Conversation between John Dewey and Hans-Georg Gadamer

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EDUCATIONAL THEORY Pub Date : 2025-02-09 DOI: 10.1111/edth.12679

Silvia Edling

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