Educational Philosophy and Theory

Papers
(The H4-Index of Educational Philosophy and Theory is 16. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-07-01 to 2025-07-01.)
ArticleCitations
From the Carracci to Joseph Beuys—on the principles of dissent in art education100
Bioinformational philosophy and postdigital knowledge ecologies, edited by Michael A. Peters, Petar Jandrić́, & Sarah Hayes, Springer, 2022, 350 pp., USD109, ISBN: 978-3-030-95006-4 (e-book)Bioinf50
Time we do not have: The challenges of silence in an emancipatory, conversation-oriented curriculum45
Filipinising colonial gender values: A history of gender formation in Philippine higher education37
What is the value essence of “double reduction” (Shuang Jian) policy in China? A policy narrative perspective37
Eurasianism as the deep history of Russia’s discontent33
Intersubjectivity, embodiment and enquiry: A Merleau-Ponty and Husserlian informed perspective for contemporary educational contexts31
Educational justice and formula funding: A complex adaptive systems perspective29
The gongfu of Fred Rogers: A Confucian synthesis of Rogers’ philosophy of education28
From play to self-cultivation: Contesting the opposition between Bildung and Ausbildung in language education28
Opening up and closing down teachers’ political dialogues: Dialectic and dialogic strategic orientations22
An intense calling: How ethics is essential to education21
Science, power, and subjectivity: Vaccine (mandate) resistance and ‘truth telling’ in times of right-wing populism20
Learn to become a unique interrelated person: An alternative of social-emotional learning drawing on Confucianism and Daoism19
Affirmative critique as counter-archiving and an-archiving: For another academic freedom to come19
Replicable quantitative psychological and educational research: Possibility or pipe dream?18
“The unbearable lightness of being” a post-industrial learner: Contemporary capitalism, education and critique16
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