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Instruction in the Age of Misinformation: Pedagogical Implications for Educating Responsible Knowers 错误信息时代的教学：培养负责任的知识分子的教学意义
IF 1
EDUCATIONAL THEORY Pub Date : 2025-03-19 DOI: 10.1111/edth.70008
Martha Perez-Mugg
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引用次数: 0
On the Special Epistemic Obligations of the Educator 论教育者的特殊认识义务
IF 1
EDUCATIONAL THEORY Pub Date : 2025-03-19 DOI: 10.1111/edth.70007
Jeff Standley
{"title":"On the Special Epistemic Obligations of the Educator","authors":"Jeff Standley","doi":"10.1111/edth.70007","DOIUrl":"https://doi.org/10.1111/edth.70007","url":null,"abstract":"<p>This paper examines the relationship between educators' epistemic character and their professional responsibilities, arguing that the role of educator carries unique epistemic obligations. Drawing on virtue epistemology and the ethics of belief, Jeff Standley contends that these obligations stem from education's core epistemic aims: cultivating knowledge and understanding, teaching reliable methods of inquiry, and fostering intellectual virtues. The paper demonstrates how educators' epistemic character influences their ability to navigate complex epistemic environments, serve as role models, and avoid impediments to teaching caused by evidentially unsupported beliefs. While acknowledging that perfect epistemic character is unattainable, Standley argues for a “good enough” standard where educators must at minimum avoid significant intellectual vices that could hinder responsible epistemic inquiry and harm student development. He concludes by considering practical implications for educator recruitment and development, advocating for greater attention to epistemic qualities in these processes.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 2","pages":"208-226"},"PeriodicalIF":1.0,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143770584","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 Communicative Dimensions of Social Epistemologies 社会认识论的交际维度
IF 1
EDUCATIONAL THEORY Pub Date : 2025-03-19 DOI: 10.1111/edth.70005
Nicholas C. Burbules
{"title":"The Communicative Dimensions of Social Epistemologies","authors":"Nicholas C. Burbules","doi":"10.1111/edth.70005","DOIUrl":"https://doi.org/10.1111/edth.70005","url":null,"abstract":"<p>Like other papers in this symposium, this essay approaches the question of responsible belief through the lens of social epistemology: what are the processes by which knowledge claims, evidence, perspectives, and arguments get shared within knowledge-making communities? In this paper, Nicholas Burbules argues that these processes are essentially communicative, and that we need to examine the conditions that make such communication knowledge-productive. Among these conditions are the enactment of <i>communicative virtues</i>: skills, attitudes, habits, and dispositions that are more likely to support responsible dialogue and deliberation about knowledge claims. In this argument, each of these communicative virtues is actually a cluster of interrelated qualities, not a laundry list of discrete items. Burbules explores how these virtues are learned and enacted in practice, not things that people “have” or possess. Finally, he discusses a number of potential candidates for consideration as communicative virtues.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 2","pages":"192-207"},"PeriodicalIF":1.0,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143770583","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
Educational Engagement: On the Entangled Possibilities of Investments in Education 教育参与：论教育投资的纠缠可能性
IF 1
EDUCATIONAL THEORY Pub Date : 2025-03-17 DOI: 10.1111/edth.70003
Jan Frode Haugseth
{"title":"Educational Engagement: On the Entangled Possibilities of Investments in Education","authors":"Jan Frode Haugseth","doi":"10.1111/edth.70003","DOIUrl":"https://doi.org/10.1111/edth.70003","url":null,"abstract":"<p>In this article, Jan Frode Haugseth discusses a multidimensional model of educational engagement by outlining Laurent Thévenot's regimes of engagement in an educational setting. Haugseth argues that six intertwined regimes of educational engagement could be perceived to exist in tension with each other: formality, justice, familiarity, exploration, love/care, and retreat, all reflecting the relationship between cognition, bodies, and the environment (immediate surroundings as well as cultural and historical configurations). The regimes are simultaneously valid on a personal level, as engagement is established and maintained individually, and on a collective level, since engagement is shared and negotiated in a dynamic social space. The regimes differ from and complement each other, providing notions of benefits, tensions, and investments, while allowing for various forms of confidence and doubt. Many researchers study the causes of dropout and disengagement without a clear idea of what engagement truly entails: when students engage in all the rich facets of educational engagement and are able to freely transition among regimes, they develop a real sense of power over their own education.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 3","pages":"531-557"},"PeriodicalIF":1.0,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118075","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
Using Institutional Habitus to Position Colleges and Universities as Social Actors 运用制度习惯定位高校社会行动者
IF 1
EDUCATIONAL THEORY Pub Date : 2025-02-17 DOI: 10.1111/edth.12686
derria byrd
{"title":"Using Institutional Habitus to Position Colleges and Universities as Social Actors","authors":"derria byrd","doi":"10.1111/edth.12686","DOIUrl":"https://doi.org/10.1111/edth.12686","url":null,"abstract":"<p>In this article, derria byrd contends that more robust interrogation of the organizational contribution to inequity in higher education would be aided by understanding higher education organizations as social actors. Organizational social actor theory demonstrates that colleges and universities are more than inert contexts in which marginalized students' experiences and outcomes play out. They are entities that possess unique dispositional orientations, motives, and inclinations toward action. This conceptual article argues that engagement with <i>institutional habitus</i>, grounded in Pierre Bourdieu's theory of practice, situates colleges and universities as social actors whose structural positions generate interests, beliefs, and behaviors that tend to constrain opportunity for students. The concept shifts the empirical gaze from students to colleges and universities in examinations of education inequity and facilitates analysis of how colleges' social position and the organizational identity, opportunities, and limitations it engenders support and/or inhibit organizational practice, including transformation toward equity. byrd crafts this argument in five parts: (1) exploration of organizational social actorhood theory, (2) overview of Bourdieu's theoretical framework and key conceptual tools, (3) expansions on Bourdieu's foundational formula to demonstrate how <i>institutional habitus</i> supplements the theorist's framework, (4) purposeful engagement with critiques of how <i>institutional habitus</i> has been employed in educational research, and (5) guiding principles for empirical engagement with <i>institutional habitus</i>. Throughout, byrd employs a collective case study of three college campuses to ground the theoretical review in empirical realities and uncover the invisible influence of social power on organizational practice. Given Bourdieu's attention to higher education and broad concern for systemic inequities reproduced at this level, this article focuses on higher education but has implications for educational research more broadly.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 1","pages":"51-80"},"PeriodicalIF":1.0,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143475731","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
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. 高等教育中的伦理：通过基于案例的调查促进公平和包容†，由丽贝卡M.泰勒和阿什利弗洛伊德昆茨编辑，哈佛教育出版社，2021年，268页。
IF 1
EDUCATIONAL THEORY Pub Date : 2025-02-15 DOI: 10.1111/edth.70001
Ellis Reid
{"title":"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.","authors":"Ellis Reid","doi":"10.1111/edth.70001","DOIUrl":"https://doi.org/10.1111/edth.70001","url":null,"abstract":"","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 1","pages":"160-165"},"PeriodicalIF":1.0,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143475368","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
Democracy and Mathematics Education: Rethinking School Math for Our Troubled Times, by  Kurt Stemhagen and Catherine Henney, Routledge, 2021, 212 pp. 民主与数学教育：为我们的麻烦时代重新思考学校数学，Kurt Stemhagen和Catherine Henney著，Routledge出版社，2021年，212页。
IF 1
EDUCATIONAL THEORY Pub Date : 2025-02-15 DOI: 10.1111/edth.70000
Bryan R. Warnick
{"title":"Democracy and Mathematics Education: Rethinking School Math for Our Troubled Times, by  Kurt Stemhagen and Catherine Henney, Routledge, 2021, 212 pp.","authors":"Bryan R. Warnick","doi":"10.1111/edth.70000","DOIUrl":"https://doi.org/10.1111/edth.70000","url":null,"abstract":"","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 1","pages":"153-159"},"PeriodicalIF":1.0,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143475726","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
A Reconceptualization of Schooling and Teaching: A Renewed Interest in Bildung-Oriented Didaktik and Transactional Realism 学校教育和教学的重新概念化：对以培养为导向的Didaktik和交易现实主义的新兴趣
IF 1
EDUCATIONAL THEORY Pub Date : 2025-02-15 DOI: 10.1111/edth.12687
Bettina Vogt, Ninni Wahlström
{"title":"A Reconceptualization of Schooling and Teaching: A Renewed Interest in Bildung-Oriented Didaktik and Transactional Realism","authors":"Bettina Vogt,&nbsp;Ninni Wahlström","doi":"10.1111/edth.12687","DOIUrl":"https://doi.org/10.1111/edth.12687","url":null,"abstract":"<p>This study aims to contribute to the ongoing scholarly conversation about education through the lenses of the German philosophy of <i>Bildung</i> and the American philosophy of pragmatism. More concretely, in this article, the two philosophies are represented by the traditions of critical-constructive <i>Didaktik</i>, based on Wolfgang Klafki's work, and transactional realism, based on John Dewey's. Against the background of the widespread outcomes-based modes of education today, the authors seek to shed light on the necessary reconceptualization of schooling and teaching and to explore the possibilities for constructive routes forward for curriculum theorizing. They outline the aspects of knowledge and the learning concepts that the two philosophies share and those about which they differ. The authors also analyze the consequences that these similarities and differences have for the educational approaches of critical-constructive <i>Didaktik</i> and transactional realism. Finally, the authors present an empirical example from a Swedish year-eight classroom, drawing conclusions based on their findings and considering corresponding implications about the two traditions' potential to contribute to an understanding of teaching as a pedagogical responsibility.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 1","pages":"129-152"},"PeriodicalIF":1.0,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12687","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143475327","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 Plausibility of Klafki's Model of Exemplary Teaching 克拉夫基模范教学模式的合理性
IF 1
EDUCATIONAL THEORY Pub Date : 2025-02-14 DOI: 10.1111/edth.12680
Antti Moilanen
{"title":"The Plausibility of Klafki's Model of Exemplary Teaching","authors":"Antti Moilanen","doi":"10.1111/edth.12680","DOIUrl":"https://doi.org/10.1111/edth.12680","url":null,"abstract":"<p>In this article Antti Moilanen assesses criticisms of Wolfgang Klafki's model of exemplary teaching made by Meinert Meyer and Hilbert Meyer and by Chi-Hua Chu. “Exemplary teaching” is a style of discovery-based teaching in which students study concrete examples of general principles in such a way that they acquire transferable knowledge and skills. Put differently, the aim of exemplary teaching is to foster categorical <i>Bildung</i>. Klafki's model of exemplary teaching is based on Martin Wagenschein's didactics and his own theory of the categorical <i>Bildung</i>. Here, Moilanen explicates and analyzes Klafki's theory of categorical <i>Bildung</i>, Wagenschein's concepts related to exemplary teaching, Klafki's conception of the conditions and principles of exemplary teaching, and criticisms of Klafki's didactics set out by Meyer and Meyer and by Chu. He then examines whether Meyer and Meyer as well as Chu have adequately understood Klafki's model of exemplary teaching and whether their criticisms are justified, concluding that their criticisms do not credibly question the validity of exemplary teaching.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 1","pages":"81-106"},"PeriodicalIF":1.0,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12680","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143475492","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
Doubt and Transformation in Education 教育中的怀疑与变革
IF 1
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":"<p>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 <i>aspirational doubt</i> 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.</p>","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}
引用次数: 0
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