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Frankenstein, Emile, ChatGPT: Educating AI between Natural Learning and Artificial Monsters 弗兰肯斯坦，埃米尔，ChatGPT：在自然学习和人工怪物之间教育人工智能
IF 1
EDUCATIONAL THEORY Pub Date : 2025-05-19 DOI: 10.1111/edth.70025
Gideon Dishon
{"title":"Frankenstein, Emile, ChatGPT: Educating AI between Natural Learning and Artificial Monsters","authors":"Gideon Dishon","doi":"10.1111/edth.70025","DOIUrl":"https://doi.org/10.1111/edth.70025","url":null,"abstract":"<p>The emergence of ChatGPT, and other generative AI (GenAI) tools, has elicited dystopian and utopian proclamations concerning their potential impact on education. This paper suggests that responses to GenAI are based on often-implicit perceptions of naturalness and artificiality. To examine the depiction and function of these concepts, Gideon Dishon analyzes two pivotal texts in thinking about the natural and artificial — <i>Emile</i> and <i>Frankenstein</i>. These are complemented by a third text — a “conversation” between Microsoft's Bing chatbot and <i>New York Times</i> columnist Kevin Roose. Analyses of the natural–artificial relations across the three texts are explored along three key educational aspects: (i) the child's innate nature; (ii) how learning takes place; and (iii) the educators' role. These analyses offer three key implications for thinking about the natural–artificial in education in general, and with respect to AI specifically: (1) illuminating the centrality and ambiguity of notions of naturalness in educational discourse, often conflating its descriptive and normative use; (2) outlining how the natural and artificial are dialectically constructed across the three texts, with an emphasis on the relational view of artificiality in <i>Frankenstein</i>; (3) suggesting that what is novel about GenAI is not its artificial intelligence (AI), but rather its “artificial emotions” (AE) — the emotions attributed to it by humans, and the ensuing relations humans develop with such machines.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 4","pages":"702-719"},"PeriodicalIF":1.0,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144681433","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
Phenomenological Arguments for Teaching about Religions in Public Schools Beyond Civic Purpose 超越公民目的的公立学校宗教教学现象学论证
IF 1
EDUCATIONAL THEORY Pub Date : 2025-05-12 DOI: 10.1111/edth.70019
Carmelo Galioto
{"title":"Phenomenological Arguments for Teaching about Religions in Public Schools Beyond Civic Purpose","authors":"Carmelo Galioto","doi":"10.1111/edth.70019","DOIUrl":"https://doi.org/10.1111/edth.70019","url":null,"abstract":"<p>This paper develops the following thesis: teaching about religions in public school holds meaning and value beyond civic purpose, aiming also to educate the existential and spiritual dimensions of students. In developing this thesis, Carmelo Galioto employs a phenomenological approach in considering the place and role of religion in public schools. First, he reconstructs the prevailing liberal arguments regarding the purpose of teaching religion in public schools. Second, drawing on some of Edith Stein's claims, he proposes that public schools contribute not only to the development of civic friendship and critical thinking, but also to existential purposes. Third, he presents how Simone Weil's reflections help us to see the connection between teaching religion in public schools and accomplishing important existential and spiritual purposes. Finally, Galioto details how teaching religion serves as a key element in the existential and spiritual development of students, taking into account various issues related to this educational aim. The phenomenological approach, he concludes, contributes to a specific conception of religion as an educational subject in the public school system, one focused on teaching about and from religions.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 3","pages":"558-576"},"PeriodicalIF":1.0,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144117904","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
Aristotle's Theoria in Contemplative Education 亚里士多德的沉思教育理论
IF 1
EDUCATIONAL THEORY Pub Date : 2025-05-12 DOI: 10.1111/edth.70020
Tomas de Rezende Rocha
{"title":"Aristotle's Theoria in Contemplative Education","authors":"Tomas de Rezende Rocha","doi":"10.1111/edth.70020","DOIUrl":"https://doi.org/10.1111/edth.70020","url":null,"abstract":"<p>This essay analyzes Pierre Hadot's reading of Aristotelian <i>theoria</i> in order to evaluate <i>theoria'</i>s relevancy for the contemporary field of Contemplative Education. It emphasizes the limited engagement with <i>theoria</i> against a backdrop of heightened attention to mindfulness-based practices. The essay critiques the conflation of Plato and Aristotle's appropriations of diplomatic <i>theoria</i> and reveals shortcomings in Hadot's attempt to characterize <i>theoria</i> as a spiritual exercise of self-cultivation at the core of an Aristotelian way of life. The critique underscores the need for a clearer delineation of Plato and Aristotle's contribution to contemporary Contemplative Education and points to the possibility of a richer exploration of <i>theoria</i> beyond Hadot's interpretation.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 3","pages":"439-459"},"PeriodicalIF":1.0,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118149","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
Habits of Tolerance: The Reformative Power of Pragmatism 宽容的习惯：实用主义的改革力量
IF 1
EDUCATIONAL THEORY Pub Date : 2025-05-10 DOI: 10.1111/edth.70024
Katariina Holma, Hanna-Maija Huhtala
{"title":"Habits of Tolerance: The Reformative Power of Pragmatism","authors":"Katariina Holma,&nbsp;Hanna-Maija Huhtala","doi":"10.1111/edth.70024","DOIUrl":"https://doi.org/10.1111/edth.70024","url":null,"abstract":"<p>Tolerance, a key characteristic in contemporary societies, is particularly urgent in the wake of globalization and its associated challenges. This study critiques the mainstream concept of tolerance and its educational implications, proposing an approach to education for tolerance based on the epistemological framework of philosophical pragmatism and pragmatist interpretation of the concept of habit. The mainstream definition of tolerance relies on two problematic dichotomies — reason versus emotion and individual versus social — leading to a definition of tolerance that entails the suffering of tolerant individuals. Pragmatist epistemology perceives reason and emotion as integral aspects of the holistic apparatus by which humans cultivate habits of thought and action through interactions with the material and social worlds. Habits develop only in appropriate social and emotional contexts; therefore, education for tolerance should construct pedagogical communities in which tolerance is cultivated alongside the emotionally rewarding experiences of membership and belonging.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 3","pages":"460-477"},"PeriodicalIF":1.0,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118184","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
Distinctions Between Soul and Spirit in Dewey's Philosophy: Growth Toward an Aesthetic Ideal in Learning 杜威哲学中灵魂与精神的区别：向学习审美理想的成长
IF 1
EDUCATIONAL THEORY Pub Date : 2025-05-10 DOI: 10.1111/edth.70021
Becky L. Noël Smith, Randy Hewitt
{"title":"Distinctions Between Soul and Spirit in Dewey's Philosophy: Growth Toward an Aesthetic Ideal in Learning","authors":"Becky L. Noël Smith,&nbsp;Randy Hewitt","doi":"10.1111/edth.70021","DOIUrl":"https://doi.org/10.1111/edth.70021","url":null,"abstract":"<p>The differences between soul and spirit can be quite difficult to understand throughout the works of John Dewey. What are they, how do they differ, and how do they relate to meaningful growth? Drawing from his personal correspondence and an analysis of the work in the later part of his life, Becky Noël Smith and Randy Hewitt conclude that, in reference to growth and flourishing specifically, Dewey's writings contain three nuanced meanings of soul. First, Noël Smith and Hewitt provide a framework for understanding his naturalized conception of soul and spirit. Then, they explore how these can help reframe how we think and talk about learning experience, relationships, and processes. The aim is to recover an inspired view of education, one grounded in a fuller sense of human becoming and rich in democratic and aesthetic dimensions.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 3","pages":"478-500"},"PeriodicalIF":1.0,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118185","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
Touchy Subject: The History and Philosophy of Sex Education, Lauren Bialystok and Lisa M. F. Andersen, The University of Chicago Press, 2022, 232 pp. 《敏感话题：性教育的历史和哲学》，劳伦·比亚利斯托克和丽莎·m·f·安德森著，芝加哥大学出版社，2022年，232页。
IF 1
EDUCATIONAL THEORY Pub Date : 2025-05-09 DOI: 10.1111/edth.70022
Cris Mayo
{"title":"Touchy Subject: The History and Philosophy of Sex Education, Lauren Bialystok and Lisa M. F. Andersen, The University of Chicago Press, 2022, 232 pp.","authors":"Cris Mayo","doi":"10.1111/edth.70022","DOIUrl":"https://doi.org/10.1111/edth.70022","url":null,"abstract":"","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 3","pages":"585-590"},"PeriodicalIF":1.0,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118009","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
Why Boredom Matters: Education, Leisure, and the Quest for a Meaningful Life,, by Kevin Hood Gary, ,Cambridge University Press, 2022, 146 pp. 《为什么无聊很重要：教育、休闲和对有意义生活的追求》，凯文·胡德·加里著，剑桥大学出版社，2022年，146页。
IF 1
EDUCATIONAL THEORY Pub Date : 2025-05-09 DOI: 10.1111/edth.70023
Dini Metro-Roland
{"title":"Why Boredom Matters: Education, Leisure, and the Quest for a Meaningful Life,, by Kevin Hood Gary, ,Cambridge University Press, 2022, 146 pp.","authors":"Dini Metro-Roland","doi":"10.1111/edth.70023","DOIUrl":"https://doi.org/10.1111/edth.70023","url":null,"abstract":"","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 3","pages":"577-584"},"PeriodicalIF":1.0,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118084","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
The Duty of Impartiality in Teaching and the Criteria of “Controversial Issues” 教学公正义务与“争议性问题”的判断标准
IF 1
EDUCATIONAL THEORY Pub Date : 2025-03-27 DOI: 10.1111/edth.70018
Bruce Maxwell
{"title":"The Duty of Impartiality in Teaching and the Criteria of “Controversial Issues”","authors":"Bruce Maxwell","doi":"10.1111/edth.70018","DOIUrl":"https://doi.org/10.1111/edth.70018","url":null,"abstract":"<p>When do teachers need to deal with sociopolitical issues impartially and when are they justified in taking a stand? In the academic literature, attempts to answer this question have centered on the relative merits of four criteria of <i>controversial issues</i>: the epistemic criterion, the behavioral criterion, the politically authentic criterion, and the political criterion. In this paper, Bruce Maxwell first presents a critical survey that details the limitations of these criteria as heuristic methods for reliably distinguishing <i>controversial</i> from <i>uncontroversial</i> issues for pedagogical purposes, and then advances and defends a more promising approach. This approach prioritizes students' rights and teachers' responsibilities at stake and hence aligns with the standard decision procedure that professionals gravitate toward when faced with a problem of professional ethics. The paper concludes with a discussion of the practical value for educators of focusing on teachers' responsibilities and students' rights in the context of professional decision-making about impartiality, rather than referring to the descriptive criteria of controversial issues.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 3","pages":"421-438"},"PeriodicalIF":1.0,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144117895","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
The Syllabus as Curriculum: A Reconceptualist Approach; by Samuel D. Rocha, ,Routledge, 2022, 234 pp. 教学大纲作为课程：一个重新概念主义的视角塞缪尔·d·罗查著，劳特利奇出版社，2022年版，234页。
IF 1
EDUCATIONAL THEORY Pub Date : 2025-03-27 DOI: 10.1111/edth.70014
Barbara S. Stengel
{"title":"The Syllabus as Curriculum: A Reconceptualist Approach; by Samuel D. Rocha, ,Routledge, 2022, 234 pp.","authors":"Barbara S. Stengel","doi":"10.1111/edth.70014","DOIUrl":"https://doi.org/10.1111/edth.70014","url":null,"abstract":"","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 2","pages":"399-405"},"PeriodicalIF":1.0,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143770659","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
The Ethics of Inclusive Education: Presenting a New Theoretical Framework; by Franziska Felder, Routledge, 2022, 254 pp. 全纳教育伦理：一种新的理论框架弗兰兹卡·费尔德著，劳特利奇出版社，2022年版，254页。
IF 1
EDUCATIONAL THEORY Pub Date : 2025-03-27 DOI: 10.1111/edth.70015
Benjamin Kearl
{"title":"The Ethics of Inclusive Education: Presenting a New Theoretical Framework; by Franziska Felder, Routledge, 2022, 254 pp.","authors":"Benjamin Kearl","doi":"10.1111/edth.70015","DOIUrl":"https://doi.org/10.1111/edth.70015","url":null,"abstract":"","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 2","pages":"406-413"},"PeriodicalIF":1.0,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143770660","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
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