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 2021-11-01 to 2025-11-01.)
ArticleCitations
“Who Am I?” Skating on Thin Ice—An Exploration of Zhao’s Subjectivity and Infinity19
Virtual Training, Virtual Teachers: On Capacities and Being-at-Work18
Prospects for the Call to Teach Today: Replies to Di Paolantonio and Moon17
An Intense Calling: A Response to Jessica Harrison’s Review13
Exploring Criticality in Chinese Philosophy: Refuting Generalisations and Supporting Critical Thinking12
An Ethos of Wander Time: Staying with the Trouble to Make Sense During Crises10
Philosophical Reflections on Teachers’ Ethical Dilemmas in a Global Pandemic8
Death and Education: A Continuing Conversation7
Evading a Post-Truth World: Rorty’s Foundationless Philosophy for an Acculturating Education7
Addressing Democracy and Its Threats in Education: Exploring a Pluralist Perspective in Light of Finnish Social Studies Textbooks6
Contesting Populist Imaginaries in European Higher Education: An Affective-Political Approach6
Why Global Philosophical Perspectives on Teacher Education Matter Introduction To Beyond Epistemic Bubbles and Echo Chambers: Global Perspectives on Philosophy in Teacher Education5
“Cheerleaders” and “Mama Bears”: Combatting Sexist Teacher Strike Discourse5
What does it mean to Teach for Human Dignity? Response to Furman and Traugh, Descriptive Inquiry in Teacher Practice5
Transhumanism, Society and Education: An Edusemiotic Approach4
Education as the Answer? Review of Hannah Spector, In Search of Responsibility as Education: Traversing Banal and Radical Terrains4
From Instrumental to Integral Mindfulness: Toward a More Holistic and Transformative Approach in Schools4
Review of Samuel D. Rocha’s the Syllabus as Curriculum: A Reconceptualist Approach4
Learning about Aesthetic Value: A Reply To Annie Schultz4
Radicalizing the Role of the Emancipatory Teacher in the Crisis of Democracy: Erich Fromm’s Psychoanalytic Approach to Deweyan Democratic Education4
Review of René V. Arcilla's Wim Wenders’s Road Movie Philosophy: Education Without Learning (Bloomsbury USA Academic, 2020)4
A Duty to Repair: Navigating the Context and Complexity of Discussing Controversial Issues4
Dispositions and Influences4
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
Response to Critic3
Towards a Theory of the Imaginative Dialogue: Four Dialogical Principles3
Democratic Aims and Student Participation: the Problem Ill-Preparation Poses to Institutional Success3
Commentary on Children, Religion and the Ethics of Influence3
Bataille and the Poverty of Academic Form3
Restricted by Measures Against the Coronavirus? Difficulties at the Transition from School to Work in Times of a Pandemic3
Rethinking the Purposes of Schooling in a Global Pandemic: From Learning Loss to a Renewed Appreciation for Mourning and Human Excellence3
The Integrative, Ethical and Aesthetic Pedagogy of Michel Serres2
When the Project is Not Understanding: Music Education for the Incomprehensible2
Artificial Intelligence and the Aims of Education: Makers, Managers, or Inforgs?2
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
Immigrants and Refugees: The Jewish Mitzvah of Hospitality and Its Implications for the Field of Education2
Necessarily Free: Why Teachers Must be Free2
Philosophy of Education in a Dehumanizing World2
Being and Becoming in the World Beyond Virtue: Behind the Curtain2
Against the Spell of Modern Knowledge: Education as Multiplicity or the Need for Focused Arbitrariness2
Guoping Zhao’s Subjectivity and Infinity: Questions for Education in Times of Climate Emergency2
Response to the Review Symposium on Reading Plato’s Dialogues to Enhance Learning and Inquiry: Exploring Socrates’ Use of Protreptic for Student Engagement2
Peace and Philosophical Disarmament2
Children’s Epistemic Rights in Education2
The Quest to Cultivate Tolerance Through Education2
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
On Why ‘Trust’ Constitutes an Appropriate Synonym for ‘Certainty’ in Wittgenstein’s Sense: What Pupils Can Learn from Its Staging2
Thinking About Pedagogy: A Collection of Articles2
Response by Gabor Csepregi2
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
Theories of Immanence as a Way Forward for Teacher Education1
Calvinist’ Exercises in Educational Theory: Introduction1
Outsourcing Humanity? ChatGPT, Critical Thinking, and the Crisis in Higher Education1
The Ramblings of an Angry Pig: Disruptive Counter-Imaginaries and the Meaning of Work at the University of Galway1
Hesitating Worlds into Being: Moving Slowly Through Decolonial Practices of Study1
On Digital Bildung: Raising a Critical Awareness of Digital Matters1
Thematic Coherence in Classroom Discourse: A Question Centered Approach1
Politicised or Political: On Agonism and School as ‘Free Time’1
An Argument for the Necessity of Craft Learning in Liberal Education1
Hegel’s Phenomenology of Spirit as Bildungsroman1
Dialogue, Horizon and Chronotope: Using Bakhtin’s and Gadamer’s Ideas to Frame Online Teaching and Learning1
Educational Utopianism beyond the “Real versus Blueprint” Dichotomy1
Comenius’s Theory of Knowledge: Method, Philosophy, and Education (Bildung)1
Rehumanizing Education: Review of Peter Roberts’ Performativity, Politics and Education: from Policy to Philosophy (Brill: Leiden, 2022)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
Review of Hannah Spector’s, In Search of Responsibility as Education: Traversing Banal and Radical Terrains1
Subjectivity and Infinity: Time and Existence: A Reader Responds1
Questions as Dialogue Games. The Pragmatic Dimensions of “Authentic” Questions1
Prolegomena to the Discussion on Teaching Controversial Issues1
Conversational Learning in the Age of ChatGPT1
Where Merleau-Ponty Meets Dewey: Habit, Embodiment, and Education1
Inoculative Education1
Hope and Resistance in Lyotard’s Concept of Infancy1
Can Educational Responsibility be Eudaimonic?1
Pragmatic Hope and the Cultivation of Response-Ability1
Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship1
The Call to Teach Without a “Call” to Teach1
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