Take a look at this University of Illinois news article marking the 75th anniversary of Educational Theory: education.illinois.edu/about/news-e...

In this article, I argue that this pairing highlights the ways in which both Rancière and Cavell approach the figure I call the skeptical pedagogue. They share the term “stultification” for the effect of this figure on the process of learning and teaching.”

From the Abstract: “There are striking similarities between Jacques Rancière's treatment of the pedagogue in The Ignorant Schoolmaster and Stanley Cavell's treatment of the skeptical instructor in the second chapter of Conditions Handsome and Unhandsome.

Egalitarian Education and the Skeptical Pedagogue: Jacques Rancière and Stanley Cavell on the Scene of Education There are striking similarities between Jacques Rancière's treatment of the pedagogue in The Ignorant Schoolmaster and Stanley Cavell's treatment of the skeptical instructor in the second chapter of ...

New Article: “Egalitarian Education and the Skeptical Pedagogue: Jacques Rancière and Stanley Cavell on the Scene of Education” by Scott Robinson
doi.org/10.1111/edth...

A Framework for a Culturally Sustaining “Science of Reading” For decades, the “reading wars” have unfolded between two paradigms: a holistic, meaning-oriented approach, and a cognitively oriented skills-based approach. The “wars” have long complicated educatio...

This article uses theory-building to explore these paradigms and illuminate the prismatic dimensions of culturally sustaining reading instruction.” --From the Abstract

doi.org/10.1111/edth...

A Framework for a Culturally Sustaining “Science of Reading” For decades, the “reading wars” have unfolded between two paradigms: a holistic, meaning-oriented approach, and a cognitively oriented skills-based approach. The “wars” have long complicated educatio...

The ‘wars’ have long complicated educational research, policy, and practice. Yet, neither the holistic nor the cognitive paradigm has historically centered strengths of linguistically and culturally diverse communities.

A Framework for a Culturally Sustaining “Science of Reading” For decades, the “reading wars” have unfolded between two paradigms: a holistic, meaning-oriented approach, and a cognitively oriented skills-based approach. The “wars” have long complicated educatio...

New Article: “A Framework for a Culturally Sustaining ‘Science of Reading’” by Jeanne Sinclair and Nevra Ozoren Sener

“For decades, the ‘reading wars’ have unfolded between two paradigms: a holistic, meaning-oriented approach, and a cognitively oriented skills-based approach.

I introduce prompting (l)iteracy, a sociotechnical capacity that is simultaneously iterative (built through cycles of prompt revision and reflection) and critical (attuned to the economic logics, linguistic hierarchies, and distributed agencies that shape AI dialogue).”

From the Abstract: “This article advances the debate on artificial intelligence (AI) use in education by moving beyond the mechanistic notion of 'prompt engineering' and the human-centered focus of prevailing AI-literacy frameworks.

Beyond Prompt Engineering: Prompting (L)iteracy, Linguistic Capital, and Educational Inequality This article advances the debate on artificial intelligence (AI) use in education by moving beyond the mechanistic notion of “prompt engineering” and the human-centered focus of prevailing AI-literac....

New Article Alert: “Beyond Prompt Engineering: Prompting (L)iteracy, Linguistic Capital, and Educational Inequality” by Orhan Agirdag
doi.org/10.1111/edth...

In this article, we argue that universities should not be viewed as singular entities but as a constellation of distinct spaces, each with its own normative context. The appropriate balance between safety and speech depends on the specific functions and values of each space.

From the abstract:

Contemporary events on university campuses have spotlighted the perceived conflict between free speech and safe spaces. While both values are widely acknowledged as essential, reconciling them in practice remains difficult.

SAFE SPACES AND FREE SPEECH ON CAMPUS: A GUIDED TOUR OF CAMPUS CONTEXTS Contemporary events on university campuses have spotlighted the perceived conflict between free speech and safe spaces. While both values are widely acknowledged as essential, reconciling them in pra....

New Article: Safe Spaces and Free Speech on Campus: A Guided Tour of Campus Contexts by Bryan R. Warnick, Jamie Herman, and Kyle Williams

doi.org/10.1111/edth...

New issue alert: Explore 7 new articles in Educational Theory, vol. 76-2.

onlinelibrary.wiley.com/toc/17415446...

AI and the Future of (Philosophy of) Education I forcefully argue that generative AI presents an unprecedented and existential threat to the project of education. Reflecting on how we have historically understood the work of philosophers of educa...

the work of philosophers of education, I argue that our work going forward will be to defend the importance of requiring everyone to cultivate their minds when it is possible for them to outsource most tasks to a machine.”

Read the full article: doi.org/10.1111/edth...

AI and the Future of (Philosophy of) Education I forcefully argue that generative AI presents an unprecedented and existential threat to the project of education. Reflecting on how we have historically understood the work of philosophers of educa...

New Article: “AI and the Future of (Philosophy of) Education” by Lauren Bialystok

From the abstract:
“I forcefully argue that generative AI presents an unprecedented and existential threat to the project of education. Reflecting on how we have historically understood

How to Make Philosophy of Education Useful This article considers the difficulties of doing work in philosophy of education that might actually be useful to practical decision-makers and discusses the way that philosophers can collaborate wit...

discusses the way that philosophers can collaborate with social scientists to do such work.”

Read the full article: doi.org/10.1111/edth...

How to Make Philosophy of Education Useful This article considers the difficulties of doing work in philosophy of education that might actually be useful to practical decision-makers and discusses the way that philosophers can collaborate wit...

New Article: “How to Make Philosophy of Education Useful” by Harry Brighouse

From the abstract:
“This article considers the difficulties of doing work in philosophy of education that might actually be useful to practical decision-makers and

Philosophy of Education as a Global Field It is not unusual to hear philosophers of education today describe the field as global. But in what sense is philosophy of education global? In this article, I analyze how and to what extent philosop...

In this article, I analyze how and to what extent philosophy of education can be understood as a global field.”

Read the full article: doi.org/10.1111/edth...

Philosophy of Education as a Global Field It is not unusual to hear philosophers of education today describe the field as global. But in what sense is philosophy of education global? In this article, I analyze how and to what extent philosop...

New Article: “Philosophy of Education as a Global Field” by Liz Jackson

From the abstract:
“It is not unusual to hear philosophers of education today describe the field as global. But in what sense is philosophy of education global?

Revisited: “What Should We Teach as Controversial? A Defense of the Epistemic Criterion” In this invited essay for the 75th Anniversary Special Issue of Educational Theory, I revisit my 2008 article “What Should We Teach as Controversial? A Defense of the Epistemic Criterion.” I briefly ...

For Michael's article: doi.org/10.1111/edth....
The original article: doi.org/10.1111/j.17....
For Quentin's article: doi.org/10.1111/edth....

[E3/S2 E8] Thinking in the Midst | On Teaching Amidst Strong Divides | Ed Theory Special Issue YouTube video by Educational Theory

www.youtube.com/watch?v=Q3jx...
New Episode Alert: Michael Hand and Quentin Wheeler-Bell sat down to talk with Cara about teaching amidst strong divides.

it remains on the margins of education. In this article, we look back at key initiatives that have advanced its growth before looking ahead to what can move philosophy for children to the center of education.

From the abstract:
What began as an innovative idea in the late 1960s—the recognition that even very young children are philosophically disposed—is no longer considered novel. While philosophy for children has transitioned from a fledgling initiative to a worldwide movement,

From the Margins to the Center: The Transformative Promise of Philosophy for Children What began as an innovative idea in the late 1960s—the recognition that even very young children are philosophically disposed—is no longer considered novel. While philosophy for children has transiti...

New article: From the Margins to the Center: The Transformative Promise of Philosophy for Children by Maughn Rollins Gregory, Megan Jane Laverty, and Joe Oyler
doi.org/10.1111/edth...

This episode showcases the 75th Anniversary of Educational Theory.

For their paper: onlinelibrary.wiley.com/doi/1...

For Sandy’s original paper: onlinelibrary.wiley.com/doi/1...

For the 75th Anniversary Issue: ​​​​https://onlinelibrary.wiley.com/toc/1

[E2/S2 E7] Thinking in the Midst | On Gardening with Indigenous Feminisms | Ed Theory Special Issue YouTube video by Educational Theory

New episode out now: youtu.be/dlbBuBTydkg?...

Jessica, Kali, Kat, Mishuana, and Sandy join Cara to talk about indigenous feminists philosophy, why gardening is a rich and fertile metaphor for their work, and tending to communities with care.

Revisited: “What Should We Teach as Controversial? A Defense of the Epistemic Criterion” In this invited essay for the 75th Anniversary Special Issue of Educational Theory, I revisit my 2008 article “What Should We Teach as Controversial? A Defense of the Epistemic Criterion.” I briefly ...

Explore how he revisits his original argument and addresses the major objections it has faced over time.

Read the reflection: doi.org/10.1111/edth....

Read the original article: doi.org/10.1111/j.17....

Revisited: “What Should We Teach as Controversial? A Defense of the Epistemic Criterion” In this invited essay for the 75th Anniversary Special Issue of Educational Theory, I revisit my 2008 article “What Should We Teach as Controversial? A Defense of the Epistemic Criterion.” I briefly ...

Michael Hand offers a reflection on his 2008 article, “What Should We Teach as Controversial? A Defense of the Epistemic Criterion,” for Educational Theory’s 75th anniversary issue.

ACTION AS AN EDUCATIONAL VIRTUE: TOWARD A DIFFERENT UNDERSTANDING OF DEMOCRATIC CITIZENSHIP EDUCATION In this essay I attempt to show that compassionate and imaginative action have the potential to extend some of the fundamental dimensions of democratic citizenship education: deliberative argumentati...

Read the original article:
onlinelibrary.wiley.com/doi/10.1111/...