Educational Philosophy and Theory

Papers
(The TQCC of Educational Philosophy and Theory is 3. 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 2021-06-01 to 2025-06-01.)
ArticleCitations
From the Carracci to Joseph Beuys—on the principles of dissent in art education93
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)Bioinf46
Filipinising colonial gender values: A history of gender formation in Philippine higher education45
Intersubjectivity, embodiment and enquiry: A Merleau-Ponty and Husserlian informed perspective for contemporary educational contexts37
Eurasianism as the deep history of Russia’s discontent37
Educational justice and formula funding: A complex adaptive systems perspective32
The gongfu of Fred Rogers: A Confucian synthesis of Rogers’ philosophy of education30
Time we do not have: The challenges of silence in an emancipatory, conversation-oriented curriculum29
What is the value essence of “double reduction” (Shuang Jian) policy in China? A policy narrative perspective28
Replicable quantitative psychological and educational research: Possibility or pipe dream?26
From play to self-cultivation: Contesting the opposition between Bildung and Ausbildung in language education21
Opening up and closing down teachers’ political dialogues: Dialectic and dialogic strategic orientations20
Science, power, and subjectivity: Vaccine (mandate) resistance and ‘truth telling’ in times of right-wing populism19
An intense calling: How ethics is essential to education19
Learn to become a unique interrelated person: An alternative of social-emotional learning drawing on Confucianism and Daoism18
Affirmative critique as counter-archiving and an-archiving: For another academic freedom to come18
“The unbearable lightness of being” a post-industrial learner: Contemporary capitalism, education and critique17
Inverted Odysseys: Adventure and homecoming in the global subrogation of women’s care work in Jose Y. Dalisay’s Soledad’s Sister16
Educational research and the question(s) of time15
Correction14
Epistemic injustice and indigenous education in the Philippines14
Trust, distrust, and testimonial injustice12
Towards a philosophy of education built on fragile parts: Technological rationality and knowledge of pathos12
Comparative philosophy of education: Reading Zehou Li (李泽厚)’s philosophy in a postcolonial time12
Human rights education as a human right – A logical analysis based on Kanger’s theory of rights11
‘Dance with shackles on’: Navigating critical thinking in English language classrooms during COVID-19 and beyond11
Education for people-yet-to-come: Imaginary projects in the Anthropocene11
The Travails of Trumpification11
Revisiting Rancière’s ‘radical democracy’ for contemporary education policy analysis11
The implications of the thinking paradigms of British neo-Marxism10
Misunderstanding vaccine hesitancy: A case study in epistemic injustice10
A Foucauldian ethics of positivity in initial teacher education9
Postdigital positionality: Developing powerful inclusive narratives for learning, teaching, research and policy in higher education, by Sarah Hayes, Leiden: Brill, 2021, 318 pp., USD52.00 (paperback),9
Exploring the education power in China: The basic connotation, key index, and strategic pathway9
Phenomenological Marxism in China9
Culturally constituted self in Taylor and Gramsci: A concern for philosophy of education9
Nature, art, and education in East Asia: A collective paper of the ALPE 19
Contemporary Chinese Marxism: Social visions and philosophy of education – An EPAT collective project8
Higher education as a public good – An EPAT special issue8
Conceptualising praxis, agency and learning: A postabyssal exploration to strengthen the struggle over alternative futures8
Repurposing field analysis for a relational and reflexive sociology of Chinese diasporas8
The craft of acting as a pedagogical model for living a flourishing life in a world of tensions and contradictions8
‘More than nature needs’: Clock-time, ethical play and the child in Rabindranath Tagore’s not-so-‘useful’ education8
Toward a coherent critical theory of learner autonomy in language learning: Exploring its political implications in higher education and limitations in the literature8
Statement of retraction: The opening up of education in the new era communist part of China CCP and the Central Committee7
Correction7
Seeing the invisible work of caring: Migrant domestic workers in East Asian films7
The religious left: How the left lost its argument and fell into a moral abyss7
Mapping historical trends of sustainable rural education policy development in China7
Review of Michael Bonnett: Environmental consciousness, nature and the philosophy of education7
What is critical in language studies: Disclosing social inequalities and injustice6
Self-cultivation through art: Chinese calligraphy and the body6
Negentropy for the anthropocene; Stiegler, Maori and exosomatic memory6
To have or to be - Reimagining the focus of education for sustainable development6
Foundations of embodied learning: a paradigm for education6
Mykola Shlemkevych (1894–1966): anthropological principles of human research6
Can attempts to make schools more reliable render them less trustworthy?6
Rethinking contemporary schooling in Muslim contexts: An Islamic conceptual framework for reconstructing K-12 education5
Correction5
The practice of phenomenology in educational research5
The voice of artificial intelligence: Philosophical and educational reflections5
The death of the educative subject? The limits of criticality under datafication5
Re-articulating care and carelessness in precarious times: An introduction5
Exploring the epistemology of internationalization at home: A scoping review approach5
Climate-change education and critical emotional awareness (CEA): Implications for teacher education5
The interpretation of love and its educational realization: A comparative analysis of Nel Noddings’ caring and Confucius’ ren5
The nonhuman animal in social studies: Using critical animal studies for empathy5
Freireian and Ubuntu philosophies of education: Onto-epistemological characteristics and pedagogical intersections5
An ‘accidental or unintentional academic’ on becoming a leading philosopher of education: An interview with Tina Besley5
Correction5
Is there a future in future-oriented education?5
East-West relational imaginaries: Classical Chinese gardens & self cultivation5
Retraction statement5
The experiences of Indigenous academics in the diaspora5
Negotiating attention: An ecology of reading in the digital age5
Ethical leadership means sharing power: An interview with Felicity Haynes5
Biodigital philosophy, supercomputing and technological convergence in the Quantum Age5
Defending science from what?4
Minor pedagogy: Education as continuous variation4
Attuning to geostories: Learning encounters with urban plants4
Why co-present groups? Affective processing to produce meaningfulness4
The curator’s cure – Curing visual stupidity in the age of symbolic misery4
Philosophical reflections on modern education in Japan: Strategies and prospects4
How should liberal arts education evolve in the twenty first century? An exploration of universities in China and beyond14
Problem-Based Service Learning (PB-SL): Constructing a pedagogy of poverty based on Ignacio Ellacuría4
Hannah Arendt on anti-Black racism, the public realm, and higher education4
Colonial assemblage and its rhizomatic network of education in Quito4
Russian apocalypse, Christian fascism and the dangers of a limited nuclear war4
Education rejected and intergenerational failures4
Exploring the foundations of Ziran-oriented education: Insights from traditional Chinese philosophy4
Feeling like a philosopher of education: A collective response to Jackson’s ‘The smiling philosopher’4
Philosophy of education in a new key: Publicness, social justice, and education; a South-North conversation4
The cultural politics of education policy in India today: Sean Sturm interviews Shivali Tukdeo on her book India goes to school: Education policy and cultural politics, Shivali Tukdeo (N4
New directions towards internationalization of higher education in China during post-COVID 19: A systematic literature review4
Chronotopic thresholds: A feeling for the future4
Centennial evolution of Marxist philosophy of education in China4
Mus(ick)ing on pedagogical relations as the art of encounter4
About the need for a common and tentatively formal theory of ESD and self-critical reflections4
Children and the ethics of creativity: Rhythmic affectensities in early childhood education4
An epistemology of education research: Consequences for reporting4
The manliness of artificial intelligence4
Nordic early childhood education policies and virulent nationalist trends3
Fluidizing the ‘South Korea as method’ praxis using poststructuralist/postmodern framework: Reshaping postcolonial/post-oriental educational studies3
Revisiting the origin of critical thinking3
The manosphere goes to school: Problematizing incel surveillance through affective boyhood3
Experiments in negentropic knowledge: Bernard Stiegler and the philosophy of education II3
Treat me as a place: On the (onto)ethics of place-responsive pedagogy3
The emerging multipolar world order: A preliminary analysis3
Retheorising environmental sustainability education for the Anthropocene3
Unpacking policy evaluation and measurement of creating world-class universities in China: An integrated policy analysis3
Philosophy of Minna and moral education: Manabi that encompasses everyone3
Open science in China: Openness, economy, freedom & innovation3
Wilhelm von Humboldt’s theory of Bildung as a moral conception of the good life3
Provoking thought: A predictive processing account of critical thinking and the effects of education3
The mind and teachers in the classroom: Exploring definitions of mindfulness3
This special issue as complexity theory in action3
Understanding colonialism and fostering a decolonizing emancipatory education through Paulo Freire3
Introduction3
An ecopedagogical, ecolinguistical reading of the Sustainable Development Goals (SDGs): What we have learned from Paulo Freire3
Book review as method: Writing philosophical autoethnography3
Beyond situational meaning: From Dewey’s aesthetic experience to sensuous abstraction for deep learning3
Review of Gareth B. Matthews, The Child’s Philosopher3
A pedagogy of generosity: On the topicality of Deleuze and Guattari’s thought in the philosophy of education3
On the natural and the artificial in Pinocchio’s (mis)education3
The changing cityscape of Delhi: A study of the protest art and the site at Jamia Millia Islamia and Shaheen Bagh3
Materialism as a fatal strategy: Jean Baudrillard’s critical path of modernity3
Textological studies and a new understanding of Marx’s thought in contemporary China3
The ethico-aesthetics of teaching: Toward a theory of relational practice in education3
RETRACTED ARTICLE: International education in the Asian Century: Decline of Anglophone dominance?3
Infantographies3
New imperialisms in the making? The geo-political economy of transnational higher education mobility in the UK and China3
Toward a pedagogy of humility as experience3
Science, truth and conspiracy in the age of Trump3
Untangling pedagogical eros: Toward an erotic model of education3
Educating (for) the blossomest of blossoms: Finitude and the temporal arc of the counterfactual3
Neoliberalism and early childhood education: markets, imaginaries and governance3
Anti-Oedipus in the Anthropocene : Education and the deterritorializing machine3
Refugee youth, interrupted schooling, and settlement in Nova Scotia3
Spinoza: Fiction and Manipulation in Civic Education, by Johan Dahlbeck, Springer Singapore, 2021, 90 pp., USD59.85 (e-book), ISBN 978-981-16-7124-1 Spinoza: Fiction and manipulation in3
Cultural Apocalypse, Western colonial domination and ‘ the end of the world’3
Critique and education under new climatic and digital conditions: From a logic of division to a logic of gathering3
Learning from exemplars in Confucius’Analects: The centrality of reflective observation3
Reinventing Paulo Freire’s pedagogy in Finnish non-formal education: The case of Life Skills for All model3
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