Studies in Philosophy and Education

Papers
(The TQCC of Studies in Philosophy and Education is 1. 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 2022-05-01 to 2026-05-01.)
ArticleCitations
“Who Am I?” Skating on Thin Ice—An Exploration of Zhao’s Subjectivity and Infinity25
Virtual Training, Virtual Teachers: On Capacities and Being-at-Work19
Prospects for the Call to Teach Today: Replies to Di Paolantonio and Moon16
An Intense Calling: A Response to Jessica Harrison’s Review12
An Ethos of Wander Time: Staying with the Trouble to Make Sense During Crises11
For an Educational Engagement with Crisis10
Philosophical Reflections on Teachers’ Ethical Dilemmas in a Global Pandemic10
Beyond the Performance Principle: A Contribution to a Liberatory Educational Scenario for the Future9
“On Drumming, Nightmares and Utopian Dreams”; Review of Education and Democracy at the End: The Crisis of Sense7
Exploring Criticality in Chinese Philosophy: Refuting Generalisations and Supporting Critical Thinking7
Death and Education: A Continuing Conversation6
Evading a Post-Truth World: Rorty’s Foundationless Philosophy for an Acculturating Education6
Contesting Populist Imaginaries in European Higher Education: An Affective-Political Approach6
Generative AI and the Irreducible Role of Teachers as Callers into Subjectness: A Placebo–Nocebo–Treatment Framework5
What does it mean to Teach for Human Dignity? Response to Furman and Traugh, Descriptive Inquiry in Teacher Practice5
A Duty to Repair: Navigating the Context and Complexity of Discussing Controversial Issues5
Existential Intelligence, Peim’s Critique of Pure Education, and Tanabe’s Metanoetics5
“Cheerleaders” and “Mama Bears”: Combatting Sexist Teacher Strike Discourse5
Review of Samuel D. Rocha’s the Syllabus as Curriculum: A Reconceptualist Approach5
Why Global Philosophical Perspectives on Teacher Education Matter Introduction To Beyond Epistemic Bubbles and Echo Chambers: Global Perspectives on Philosophy in Teacher Education5
Addressing Democracy and Its Threats in Education: Exploring a Pluralist Perspective in Light of Finnish Social Studies Textbooks5
Learning about Aesthetic Value: A Reply To Annie Schultz5
Restricted by Measures Against the Coronavirus? Difficulties at the Transition from School to Work in Times of a Pandemic4
Radicalizing the Role of the Emancipatory Teacher in the Crisis of Democracy: Erich Fromm’s Psychoanalytic Approach to Deweyan Democratic Education4
Transhumanism, Society and Education: An Edusemiotic Approach4
Towards a Theory of the Imaginative Dialogue: Four Dialogical Principles4
Response to Critic4
Education as the Answer? Review of Hannah Spector, In Search of Responsibility as Education: Traversing Banal and Radical Terrains4
Unlearning and the Art of Losing is No Easy Task: A Response To Isabelle Bishop’s Review of Teaching the Actuality of Revolution: Aesthetics, unlearning, and the Sensations of Struggle4
Democratic Aims and Student Participation: the Problem Ill-Preparation Poses to Institutional Success4
Collaboration and its Dark Sides4
What Counts as (Anthropocentric) Education Theorizing?4
Relational (Re)Organization: A Case for a Relational Reading of Relational Pedagogy3
Advancing Justice in Society: Reframing the Role of Education Through Systems and Complexity Theories3
Examining Failure in Pedagogy and Baseball3
Hermeneutics: Understanding Educational Experience—A Response to Wilfred Carr’s Review3
Resisting Edutainment: How Reward Deficiency Syndrome Fuels the Student Attention Crisis3
Addressing the Sense of a Futureless Future Education and Democracy at the End: The Crisis of Sense (Palgrave, 2023)3
Bataille and the Poverty of Academic Form3
Rethinking the Purposes of Schooling in a Global Pandemic: From Learning Loss to a Renewed Appreciation for Mourning and Human Excellence3
On Why ‘Trust’ Constitutes an Appropriate Synonym for ‘Certainty’ in Wittgenstein’s Sense: What Pupils Can Learn from Its Staging2
Against the Spell of Modern Knowledge: Education as Multiplicity or the Need for Focused Arbitrariness2
The Integrative, Ethical and Aesthetic Pedagogy of Michel Serres2
Time, Signs and Symbols: Toward a Schutzian Phenomenology of Education2
Immigrants and Refugees: The Jewish Mitzvah of Hospitality and Its Implications for the Field of Education2
Children’s Epistemic Rights in Education2
The Art of Aesthetic Education: Value and the Role of Schools2
Guoping Zhao’s Subjectivity and Infinity: Questions for Education in Times of Climate Emergency2
The Time a Book Requires; Response to Roberts and Mukherjee2
Being and Becoming in the World Beyond Virtue: Behind the Curtain2
Review of Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools by Cara Furman and Cecelia Traugh for Studies in Philosophy and Education2
Response by Gabor Csepregi2
Peace and Philosophical Disarmament2
Philosophy of Education in a Dehumanizing World2
When the Project is Not Understanding: Music Education for the Incomprehensible2
Artificial Intelligence and the Aims of Education: Makers, Managers, or Inforgs?2
Response to the Review Symposium on Reading Plato’s Dialogues to Enhance Learning and Inquiry: Exploring Socrates’ Use of Protreptic for Student Engagement2
Who Cares About Young People? An Ethical Reflection on the Losses Suffered by Adolescents, Beyond Those of School and Education, During the COVID-19 Pandemic2
The Quest to Cultivate Tolerance Through Education2
Free Speech and Inclusion in Higher Education: Systemic Vices and Near Future Considerations?2
Pragmatic Hope and the Cultivation of Response-Ability2
Theories of Immanence as a Way Forward for Teacher Education1
An Engaging Dialogue: A Review of Education as the Practice of Eco-Social-Cultural Change (by Mark Fettes and Sean Blenkinsop)1
On Digital Bildung: Raising a Critical Awareness of Digital Matters1
Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship1
Figuring the apocalypse: Jessie Beier’s Pedagogy at the end of the world1
Collaboration: A Response1
Rehumanizing Education: Review of Peter Roberts’ Performativity, Politics and Education: from Policy to Philosophy (Brill: Leiden, 2022)1
Comenius’s Theory of Knowledge: Method, Philosophy, and Education (Bildung)1
Educational Utopianism beyond the “Real versus Blueprint” Dichotomy1
Inoculative Education1
The Ramblings of an Angry Pig: Disruptive Counter-Imaginaries and the Meaning of Work at the University of Galway1
Correction: Learning about Aesthetic Value: A Reply To Annie Schultz1
Hesitating Worlds into Being: Moving Slowly Through Decolonial Practices of Study1
Thematic Coherence in Classroom Discourse: A Question Centered Approach1
Can Educational Responsibility be Eudaimonic?1
Politicised or Political: On Agonism and School as ‘Free Time’1
The Ethical Force and Hermeneutical Impasses in Our Being with Each Other in Education Today: David Hansen’s Reimagining the Call to Teach: A Witness to Teachers and Teaching1
Can Mindfulness Disrupt Temporalities of Contemporary Schooling?1
Questions as Dialogue Games. The Pragmatic Dimensions of “Authentic” Questions1
“Thick” Ethical Concepts and School-Based Moral Education1
Where Merleau-Ponty Meets Dewey: Habit, Embodiment, and Education1
Hegel’s Phenomenology of Spirit as Bildungsroman1
Hope and Resistance in Lyotard’s Concept of Infancy1
The Call to Teach Without a “Call” to Teach1
Review of Hannah Spector’s, In Search of Responsibility as Education: Traversing Banal and Radical Terrains1
Correction: Humanities on Demand and the Demands on the Humanities: Between Technological and Lived Time1
Subjectivity and Infinity: Time and Existence: A Reader Responds1
An Argument for the Necessity of Craft Learning in Liberal Education1
Conversational Learning in the Age of ChatGPT1
Dialogue, Horizon and Chronotope: Using Bakhtin’s and Gadamer’s Ideas to Frame Online Teaching and Learning1
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