EDUCATIONAL THEORY最新文献

{"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":"<p>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 In this article, I argue that current school science curriculum are outdated in the context of modern social media and internet-centric media environment, requiring changes in education to successfully prepare students for some of the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.</p>","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}

{"title":"Unveiling Ableism in Education: A Critical Examination of its Normativity and Implications for Learning in Schools","authors":"Franziska Felder","doi":"10.1111/edth.70044","DOIUrl":"https://doi.org/10.1111/edth.70044","url":null,"abstract":"<p>In this article, I critically examine the concept of ableism within educational contexts, highlighting its normative dimensions and implications for learning in schools. Drawing on neo-institutionalist theories of education, I explore how normative expectations around ability shape educational practices and contribute to the marginalization of students with disabilities. I argue that ableism is not merely a matter of individual prejudice but is embedded in institutional structures and cultural norms. In this article, I critique the conceptual ambiguity in current ableism discourse—particularly the conflation of normativity and normality—and call for a more precise analytical framework. By distinguishing between educational goals and the means to achieve them, I advocate for a multifactorial approach to combating ableism that addresses individual attitudes, institutional practices, and societal norms.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 5","pages":"848-864"},"PeriodicalIF":0.9,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012759","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}

{"title":"Educational Semantics, Anthropocene, and the Human Individual: A New Paradigm for The Education System?","authors":"Julio Labraña,&nbsp;Marco Billi","doi":"10.1111/edth.70043","DOIUrl":"https://doi.org/10.1111/edth.70043","url":null,"abstract":"<p>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.</p>","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}

{"title":"Critical Reflection on Teacher Education: Why Future Teachers Need Educational Philosophy, by Howard Woodhouse, Routledge, 2023, 152 pp.","authors":"Cara Furman,&nbsp;Mattilda Rice","doi":"10.1111/edth.70041","DOIUrl":"https://doi.org/10.1111/edth.70041","url":null,"abstract":"","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 5","pages":"962-969"},"PeriodicalIF":0.9,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013220","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}

{"title":"The Educational Value of Gratitude","authors":"Nick Hebbink,&nbsp;Doret de Ruyter,&nbsp;Anders Schinkel","doi":"10.1111/edth.70035","DOIUrl":"https://doi.org/10.1111/edth.70035","url":null,"abstract":"<p>This article offers a theoretical investigation of the educational value of gratitude. We make the case that it is possible to <i>learn from</i> and <i>through</i> 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.</p>","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}

{"title":"Why Teach Philosophy in Schools? The Case for Philosophy on the Curriculum, by Jane Gatley, Bloomsbury Publishing, 2023, 216 pp.","authors":"Jana Mohr Lone,&nbsp;Melissa Diamond","doi":"10.1111/edth.70042","DOIUrl":"https://doi.org/10.1111/edth.70042","url":null,"abstract":"","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 5","pages":"970-977"},"PeriodicalIF":0.9,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012957","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}

{"title":"Unveiling the Layers of Reality: An Exploration of Critical Realism in Interdisciplinary Research","authors":"Alexandros Stavrianos","doi":"10.1111/edth.70039","DOIUrl":"https://doi.org/10.1111/edth.70039","url":null,"abstract":"<p>In this article, I explore the philosophical foundations of critical realism and its application in mixed methods research. Critical realism, a robust ontological framework, is pivotal for understanding complex phenomena that span across disciplinary boundaries. It introduces a stratified ontology that recognizes distinct layers of reality, each with unique mechanisms and causal powers. By advocating for a dialectical method, critical realism has the potential to provide a contribution to mixed method research, enhances interdisciplinary collaboration and encourages examining the interactions between different reality layers. This approach not only facilitates a holistic understanding of complex issues but also underscores the role of “tendencies rather than deterministic laws. This critical realist perspective significantly contributes to mixed methods research by promoting a democratic, pluralistic approach and enriching our grasp of the multifaceted nature of reality.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 5","pages":"913-935"},"PeriodicalIF":0.9,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012697","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}

{"title":"Friendship for Virtue, by Kristján Kristjánsson, Oxford University Press, 2022, 213 pp.","authors":"Dan Mamlok","doi":"10.1111/edth.70033","DOIUrl":"https://doi.org/10.1111/edth.70033","url":null,"abstract":"","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 4","pages":"765-770"},"PeriodicalIF":1.0,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144681575","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}

{"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":"<p>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.</p>","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}

{"title":"Artificial Intelligence in Education: Use it, or Refuse it?","authors":"Nicholas C. Burbules","doi":"10.1111/edth.70038","DOIUrl":"https://doi.org/10.1111/edth.70038","url":null,"abstract":"&lt;p&gt;This symposium revolves around two shared questions: First, how should educators view artificial intelligence (AI) as an educational resource, and what contributions can philosophy of education make toward thinking through these possibilities? Second, where is the future of AI foreseeably headed, and what new challenges will confront us in the (near) future?&lt;/p&gt;&lt;p&gt;This is a task for philosophy of education: to identify, and perhaps in some cases reformulate, the aims and objectives of education to fit this changing context. It also involves reasserting and defending what cannot be accommodated by AI, even as other aims and objectives must be reexamined in light of AI. For example, is using ChatGPT to produce a student paper considered “cheating”? Does it depend on &lt;i&gt;how&lt;/i&gt; ChatGPT is used? Or do we need to reconsider what we have traditionally meant by “cheating”?&lt;sup&gt;3&lt;/sup&gt;&lt;/p&gt;&lt;p&gt;The articles in this symposium all address these kinds of “third space” questions, and move the discussion beyond either/or choices. Together, they illustrate the importance for all of us to become more knowledgeable about AI and what it can (and cannot) do.&lt;sup&gt;4&lt;/sup&gt; Several focus on ChatGPT and similar generative AI programs that model or mimic human productive activities; others address much broader issues about the future of artificial intelligence — such as the possibilities of an artificial general intelligence (AGI) or even an artificial “superintelligence” (ASI). These articles were originally presented as part of an Ed Theory/PES Preconference Workshop at the 2024 meeting of the Philosophy of Education Society; after those detailed discussions and feedback, the articles were revised further as part of this symposium.&lt;/p&gt;&lt;p&gt;In “Artificial Intelligence on Campus: Revisiting Understanding as an Aim of Higher Education,” Jamie Herman and Henry Lara-Steidel argue that ChatGPT can be useful — for example, as a tutor — but that student reliance on it to produce educational projects jeopardizes the aim of promoting &lt;i&gt;understanding&lt;/i&gt;.&lt;sup&gt;5&lt;/sup&gt; Our assignments and assessment strategies, they argue, emphasize knowledge over understanding. As with other articles in this symposium, often what appear to be issues with uses of AI in education reveal other underlying errors in our educational thinking. Reasserting the importance of understanding as an educational goal, and assessing for understanding, is a broader objective that helps us recognize the value and the limitations of AI as an educational resource.&lt;/p&gt;&lt;p&gt;In “The Worrisome Potential of Outsourcing Critical Thinking to Artificial Intelligence,” Ron Aboodi argues for a limitation of AI's reliability, which stands independently of non-instrumental educational aims, such as promoting understanding for its own sake.&lt;sup&gt;6&lt;/sup&gt; No matter how far AI will advance, reliance on even the best AI tools without sufficient critical thinking may lead us astray and cause significantly bad outcomes. Accordingly, Abood","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 4","pages":"597-602"},"PeriodicalIF":1.0,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144681576","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}