Studies in Philosophy and Education

Papers
(The TQCC of Studies in Philosophy and Education is 2. 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 2022-01-01 to 2026-01-01.)
ArticleCitations
Virtual Training, Virtual Teachers: On Capacities and Being-at-Work18
“Who Am I?” Skating on Thin Ice—An Exploration of Zhao’s Subjectivity and Infinity18
Prospects for the Call to Teach Today: Replies to Di Paolantonio and Moon14
An Intense Calling: A Response to Jessica Harrison’s Review12
Philosophical Reflections on Teachers’ Ethical Dilemmas in a Global Pandemic9
Beyond the Performance Principle: A Contribution to a Liberatory Educational Scenario for the Future9
An Ethos of Wander Time: Staying with the Trouble to Make Sense During Crises8
Exploring Criticality in Chinese Philosophy: Refuting Generalisations and Supporting Critical Thinking6
Evading a Post-Truth World: Rorty’s Foundationless Philosophy for an Acculturating Education6
Contesting Populist Imaginaries in European Higher Education: An Affective-Political 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
“Cheerleaders” and “Mama Bears”: Combatting Sexist Teacher Strike Discourse5
Death and Education: A Continuing Conversation5
Response to Critic4
Review of Samuel D. Rocha’s the Syllabus as Curriculum: A Reconceptualist Approach4
Transhumanism, Society and Education: An Edusemiotic Approach4
Radicalizing the Role of the Emancipatory Teacher in the Crisis of Democracy: Erich Fromm’s Psychoanalytic Approach to Deweyan Democratic Education4
Restricted by Measures Against the Coronavirus? Difficulties at the Transition from School to Work in Times of a Pandemic4
Learning about Aesthetic Value: A Reply To Annie Schultz4
Review of René V. Arcilla's Wim Wenders’s Road Movie Philosophy: Education Without Learning (Bloomsbury USA Academic, 2020)4
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
Education as the Answer? Review of Hannah Spector, In Search of Responsibility as Education: Traversing Banal and Radical Terrains4
A Duty to Repair: Navigating the Context and Complexity of Discussing Controversial Issues4
What does it mean to Teach for Human Dignity? Response to Furman and Traugh, Descriptive Inquiry in Teacher Practice4
Relational (Re)Organization: A Case for a Relational Reading of Relational Pedagogy3
Resisting Edutainment: How Reward Deficiency Syndrome Fuels the Student Attention Crisis3
Advancing Justice in Society: Reframing the Role of Education Through Systems and Complexity Theories3
Democratic Aims and Student Participation: the Problem Ill-Preparation Poses to Institutional Success3
Towards a Theory of the Imaginative Dialogue: Four Dialogical Principles3
Response to the Review Symposium on Reading Plato’s Dialogues to Enhance Learning and Inquiry: Exploring Socrates’ Use of Protreptic for Student Engagement3
Bataille and the Poverty of Academic Form3
Being and Becoming in the World Beyond Virtue: Behind the Curtain3
Rethinking the Purposes of Schooling in a Global Pandemic: From Learning Loss to a Renewed Appreciation for Mourning and Human Excellence3
When the Project is Not Understanding: Music Education for the Incomprehensible2
The Art of Aesthetic Education: Value and the Role of Schools2
Children’s Epistemic Rights in Education2
Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship2
Review of Hannah Spector’s, In Search of Responsibility as Education: Traversing Banal and Radical Terrains2
Response by Gabor Csepregi2
Thinking About Pedagogy: A Collection of Articles2
On Why ‘Trust’ Constitutes an Appropriate Synonym for ‘Certainty’ in Wittgenstein’s Sense: What Pupils Can Learn from Its Staging2
Immigrants and Refugees: The Jewish Mitzvah of Hospitality and Its Implications for the Field of Education2
Free Speech and Inclusion in Higher Education: Systemic Vices and Near Future Considerations?2
Correction: Humanities on Demand and the Demands on the Humanities: Between Technological and Lived Time2
Politicised or Political: On Agonism and School as ‘Free Time’2
Thematic Coherence in Classroom Discourse: A Question Centered Approach2
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
Guoping Zhao’s Subjectivity and Infinity: Questions for Education in Times of Climate Emergency2
Against the Spell of Modern Knowledge: Education as Multiplicity or the Need for Focused Arbitrariness2
Artificial Intelligence and the Aims of Education: Makers, Managers, or Inforgs?2
Peace and Philosophical Disarmament2
Philosophy of Education in a Dehumanizing World2
Pragmatic Hope and the Cultivation of Response-Ability2
The Quest to Cultivate Tolerance Through Education2
The Integrative, Ethical and Aesthetic Pedagogy of Michel Serres2
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
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