EDUCATIONAL THEORY最新文献_第6页

Twisted at the Root: Capitalist Alienation, its Re-Inscription, and Implications for Education 扭曲的根源：资本主义的异化，它的重新铭刻，以及对教育的启示

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EDUCATIONAL THEORY Pub Date : 2025-10-07 DOI: 10.1111/edth.70046

Lana Parker

{"title":"Twisted at the Root: Capitalist Alienation, its Re-Inscription, and Implications for Education","authors":"Lana Parker","doi":"10.1111/edth.70046","DOIUrl":"https://doi.org/10.1111/edth.70046","url":null,"abstract":"Capitalism inheres alienation as a fundament of modern life, twisting the root of being such that a sense of pervasive estrangement becomes the condition undergirding much of our phenomenal existence. Alienation, I argue, formed in the cleavage of capital mediation, leaves us reinscribing its tenor across multiple spheres, as we are compelled to not only maximize capitalist growth, but also maintain the fullness of capitalism beyond the economic realm. To locate this argument, I begin with a brief description of Marx's analysis of capital as an alienating force. In the second section of the article, I employ Heidegger's existential analytic to argue that capitalist alienation is a perversion that shifts and informs how we exist, as we are called not only to accumulate but also to justify capitalism as a reifying force. I approach the analysis by looking at three phenomena: first, the issue of transcendental debt; second, the emergence of neoliberal idle talk as a supplement to capitalism; third, the oppression of the built environment, as capitalist efficiencies are prioritized in a globalizing world. Given the robustness of phenomenal encounters with capitalism, it is increasingly difficult to argue that education might offer solutions for issues of alienation. Nonetheless, this very prevalence is what makes the stakes of some kind of educational response clear. As such, I conclude the article with an exploration of what might be done to disrupt capitalist tendencies through a pedagogy of respite.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 6","pages":"1002-1022"},"PeriodicalIF":0.9,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145449851","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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Pronouns, Dignity, and Academic Freedom: How Inclusive Classrooms Advance the University's Epistemic Mission 代词、尊严和学术自由：包容性课堂如何推进大学的认知使命

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EDUCATIONAL THEORY Pub Date : 2025-10-07 DOI: 10.1111/edth.70049

M. Afton Greco

{"title":"Pronouns, Dignity, and Academic Freedom: How Inclusive Classrooms Advance the University's Epistemic Mission","authors":"M. Afton Greco","doi":"10.1111/edth.70049","DOIUrl":"https://doi.org/10.1111/edth.70049","url":null,"abstract":"On the standard picture, membership in the set of utterances “academic speech” is both necessary and sufficient for an utterance to enjoy the protections of academic freedom. In this article, I challenge the sufficiency claim by showing that there are significant epistemic and pedagogical benefits to be had by delineating a class of utterances that qualify as academic speech but that are not entitled to academic freedom protections. To this end, I adopt Eamonn Callan's (2016) distinction between “intellectual safety” and “dignity safety” and argue that there are some utterances that contribute to intellectually productive learning environments but also undermine the dignity of some members of the classroom. While such utterances count as academic speech (or so I argue), they should not enjoy academic freedom protections because this would be detrimental not only to the instructional and social aims of the university, but also (and perhaps surprisingly) to the knowledge aim. While my account of the relationship between academic speech and academic freedom is not as simple as the standard account, it can bypass two serious objections that the standard account must contend with—namely, that it relies on either a conception of academic speech that is underinclusive, or a conception of academic freedom that is overinclusive. I use these objections to highlight the importance of independence between our theoretical conceptions of academic speech and academic freedom.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 6","pages":"985-1001"},"PeriodicalIF":0.9,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145449867","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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The Educative as Violence: Anti-Educational Impossibilities/Possibilities 作为暴力的教育：反教育的不可能/可能性

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EDUCATIONAL THEORY Pub Date : 2025-10-07 DOI: 10.1111/edth.70050

Brad Bierdz

{"title":"The Educative as Violence: Anti-Educational Impossibilities/Possibilities","authors":"Brad Bierdz","doi":"10.1111/edth.70050","DOIUrl":"https://doi.org/10.1111/edth.70050","url":null,"abstract":"This article critiques the inherent violence within conventional education systems, examining their determinative and coercive constructions as forms onto-epistemic violence. While marginalized groups experience intensified forms of this violence, all students are subjected to educational normativity that disciplines, regulates, and constrains learning through compulsory structures. Drawing on poststructural theorists such as Henry Giroux, Judith Butler, and Michel Foucault, the article explores how curricula, disciplinary practices, and performativity perpetuate explicit and implicit violence. Butler's symbolic violence elucidates how schools structure intelligibility, determining whose knowledge and being are legitimized. Similarly, Foucault's analysis of disciplinary mechanisms reveals how schools function as instruments of social control, limiting onto-epistemic possibilities. Positioning crip theory as the primary framework, with decolonial and posthumanist perspectives as complementary, this article examines how cripped subjectivities are both sites of systemic violation and forces of disruption that unsettle educational normativity. The article argues for aleatory and non-determinative educational formations that refuse stable architectures, advocating for crip (non)pedagogies, mutual aid-based learning, and nomadic subjectivities that challenge the fixity of knowledge and being. This deimagining demands the fundamental undoing of normative educational reproductions of cognition and being, allowing for more fluid, interdependent, and generative onto-epistemic formations.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 6","pages":"1083-1106"},"PeriodicalIF":0.9,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145449866","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

Intergenerational Formative Epistemic Injustice: A Wittgensteinian Critique of Dominant World-Pictures 代际形成的认知不公：维特根斯坦对占主导地位的世界图景的批判

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EDUCATIONAL THEORY Pub Date : 2025-10-07 DOI: 10.1111/edth.70052

Maristela do Nascimento Rocha, Cristiane Maria Cornelia Gottschalk

{"title":"Intergenerational Formative Epistemic Injustice: A Wittgensteinian Critique of Dominant World-Pictures","authors":"Maristela do Nascimento Rocha, Cristiane Maria Cornelia Gottschalk","doi":"10.1111/edth.70052","DOIUrl":"https://doi.org/10.1111/edth.70052","url":null,"abstract":"This article critically examines dominant formulations of epistemic injustice, focusing on Miranda Fricker's tradition and its broader influence. We argue that much of the literature on epistemic injustice is formulated within a specific Western world-picture, and we discuss its implications. A significant source of this confinement is the view of language as merely a tool for communication. Drawing on Wittgenstein, we argue that this way of conceiving language ignores its deeper connections to our forms of life and that the generalization of epistemic injustice definitions, intended to be universally applicable, perpetuates intergenerational formative epistemic injustice, which has persisted since colonial times. This, in turn, limits epistemic capacity formation and the theory's applicability in different contexts, such that claims of including marginalized ways of knowing may, in fact, facilitate their co-optation and assimilation within a Western framework. Given the global diversity of epistemic harm and its intergenerational character, this article argues that the disaggregation of the scholarship and the recognition of diverse world-pictures as constitutive of its conceptual formation are essential to disrupting epistemic injustice.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 6","pages":"1060-1082"},"PeriodicalIF":0.9,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145449865","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}

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Ethics, AI, and Irresistible Temptations 伦理、人工智能和不可抗拒的诱惑

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EDUCATIONAL THEORY Pub Date : 2025-10-05 DOI: 10.1111/edth.70053

Kathy Hytten

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AI and the Future of (Philosophy of) Education 人工智能与教育哲学的未来

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EDUCATIONAL THEORY Pub Date : 2025-10-05 DOI: 10.1111/edth.70058

Lauren Bialystok

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Reflecting on Democratic Citizenship Education: Compassionate and Imaginative Action, Educational Encounters, and Civic Reconciliation 反思民主公民教育：富有同情心和想象力的行动、教育遭遇和公民和解

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EDUCATIONAL THEORY Pub Date : 2025-10-05 DOI: 10.1111/edth.70059

Yusef Waghid

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Philosophy of Education as a Global Field 作为全球领域的教育哲学

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EDUCATIONAL THEORY Pub Date : 2025-09-23 DOI: 10.1111/edth.70056

Liz Jackson

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Why Philosophy of Education is Basic to Philosophy 为什么教育哲学是哲学的基础

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EDUCATIONAL THEORY Pub Date : 2025-09-23 DOI: 10.1111/edth.70055

Nicholas C. Burbules

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

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

Megan L. Bogia

{"title":"Distribution Double Bind: On the Ethical Implications of “How”†","authors":"Megan L. Bogia","doi":"10.1111/edth.70045","DOIUrl":"https://doi.org/10.1111/edth.70045","url":null,"abstract":"When weighing how much aid we should give, policymakers also wonder: how should the state distribute that aid? Issues of implementation and feasibility are, after all, an essential component of policy decision-making and effectiveness. Yet, when philosophers of education consider the ethical trade-offs between these postsecondary policies, few have incorporated these considerations into their accounts. In this article, I seek to advance the larger project that questions of implementation and feasibility pose discrete problems of justice that are therefore worth considering when philosophers weigh the trade-offs between pursuing different postsecondary options. I do this through introducing one such problem within this much wider anticipated genre: the problem of what I call “the distribution double bind” when pursuing means-tested financial aid in the United States. I argue that the distribution double bind arises when the available options to distribute a given benefit — in this case, financial aid via the FAFSA — are either meaningfully coarse or meaningfully fine. I contend this new dilemma generates distinct ethical concerns that are relevant to our philosophical considerations of how the state should fund higher education.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 5","pages":"781-801"},"PeriodicalIF":0.9,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013194","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}

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