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Education Sciences
Special Issues
Critical Perspectives on the Philosophy of Education
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Critical Perspectives on the Philosophy of Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (28 February 2026) | Viewed by 9894

Special Issue Editors

Prof. Dr. Stephen Roderick Dobson

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Guest Editor
School of Education and the Arts, Central Queensland University, Norman Gardens, QLD 4701, Australia
Interests: assessment; ethnicity; educational philosophy and the practice of education
Dr. Vidar Skogvoll

E-Mail Website
Guest Editor
University College of Norwegian Correctional Service, Lillestrøm, Norway
Interests: educational theory; narrative practice; conflict management

Special Issue Information

Dear Colleagues,

This Special Issue seeks submissions on the philosophical basis for education in different professions. In philosophical discussion, an often under-thematised topic in professional education is the relationship between tacit and explicit, rule-governed evidence-based knowledge, practical skills, and sound judgement.

The editors of this Special Issue welcome submissions inspired by classical philosophers, such as Rousseau, Locke, Aristotle, and more modern writers, including, but not limited to, Arendt, Noddings, and Nussbaum, among others. The scope of submissions will explore the philosophical basis of identity work for professionals in a critical fashion:

  • navigating liminality;
  • the art of storying and story sharing;
  • the importance of an enabling context;
  • the relationship between the novice and expert mentor and/or teacher;
  • reflective professional teams;
  • professional and non-professional judgements.

Prof. Dr. Stephen Roderick Dobson
Dr. Vidar Skogvoll
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • professional education
  • identity work
  • Bildung
  • storytelling
  • narratology
  • narratives
  • liminality
  • enabling context
  • tacit knowledge
  • novice
  • expert
  • mentoring

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

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Research

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14 pages, 607 KB  
Article
Beginning Correctional and Police Officers: Developing a Professional Voice and Sense of Belonging Through ba and anti-ba: In the Still of the Night, We Share Professional Stories
by Vidar Skogvoll and Stephen Roderick Dobson
Educ. Sci. 2026, 16(3), 436; https://doi.org/10.3390/educsci16030436 - 13 Mar 2026
Viewed by 262
Abstract
How might beginning professionals learn a sense of belonging founded upon the norms of the profession and acquire a professional gaze along with their professional voice? We argue for a conceptual model founded upon the interplay between navigating liminality, the art of “storying” [...] Read more.
How might beginning professionals learn a sense of belonging founded upon the norms of the profession and acquire a professional gaze along with their professional voice? We argue for a conceptual model founded upon the interplay between navigating liminality, the art of “storying” and sharing professional experiences, and, lastly, recognising the importance of an enabling context captured by the Japanese concept of ba (from the Japanese word 場, meaning a shared meeting place for emerging relationships). The education of correctional and police officers offers illustrative examples of professional conversations that occur in an iterative fashion, often in confined places such as on night watch in an office or car setting. We contend that the art of “storying” professional experiences and story-sharing are key practices used to come to terms with and navigate critical events and accompanying sensations and experiences. We draw upon the seminal works of Rousseau and more contemporary educational theorists and conclude by proposing a programme of future research. The defining character of this contribution is to emphasise the importance of professional stories and storying that engage with rather than discount emotions. This underpins our desire to acknowledge the work of Rousseau known for “feeling before thinking,” and the work of Brecht, who asserted the priority of cognitive thought in emotionally charged aesthetic experiences. Full article
(This article belongs to the Special Issue Critical Perspectives on the Philosophy of Education)
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16 pages, 301 KB  
Article
Deconstructing Logocentrism and School-Centrism in Indonesia’s Islamic Education: A Critical Epistemological Analysis
by Naupal Asnawi and Muhammad Zuhdi
Educ. Sci. 2025, 15(12), 1615; https://doi.org/10.3390/educsci15121615 - 29 Nov 2025
Cited by 1 | Viewed by 1062
Abstract
This study critically examines how the deep institutionalization of Islamic thought in Indonesia’s religious educational establishments has fallen short in addressing contemporary challenges for Indonesian Muslims. The central argument is that a significant gap remains between the educational ideals of the Qur’an and [...] Read more.
This study critically examines how the deep institutionalization of Islamic thought in Indonesia’s religious educational establishments has fallen short in addressing contemporary challenges for Indonesian Muslims. The central argument is that a significant gap remains between the educational ideals of the Qur’an and Hadith and the lived realities of Muslim life. Employing Muhammad Abed al-Jabiri’s critical-analytical approach, the article advances three main claims: First, Islamic education in Indonesia is still dominated by logocentrism and school-centrism. Second, these paradigms act as obstacles to developing a critically engaged Muslim society capable of responding to global issues. Third, logocentrism encourages dogmatism by promoting a singular truth, while school-centrism entrenches fanaticism, formalism, and, at times, radicalism. The study concludes that only a critical reassessment of these paradigms can drive meaningful educational reform and enable Indonesian Muslims to better confront contemporary realities. Full article
(This article belongs to the Special Issue Critical Perspectives on the Philosophy of Education)
18 pages, 339 KB  
Article
Reading the Word and the World: Overstanding Literacy in Aboriginal and Chinese Classrooms
by Gui Ying (Annie) Yang-Heim
Educ. Sci. 2025, 15(12), 1603; https://doi.org/10.3390/educsci15121603 - 27 Nov 2025
Cited by 1 | Viewed by 509
Abstract
This qualitative comparative case study examines how culturally grounded philosophies of education shape the teaching and learning of reading in two cross-cultural contexts—an Aboriginal Australian classroom and urban Chinese elementary schools. Drawing on interpretive and reflexive methodologies, it investigates how Aboriginal and Confucian [...] Read more.
This qualitative comparative case study examines how culturally grounded philosophies of education shape the teaching and learning of reading in two cross-cultural contexts—an Aboriginal Australian classroom and urban Chinese elementary schools. Drawing on interpretive and reflexive methodologies, it investigates how Aboriginal and Confucian epistemologies influence literacy practices and how these practices align with or resist dominant, decontextualized models of reading instruction. Data sources include classroom observations, reading assessments, teacher interviews, and researcher reflections. Conceptually framed by Gadamer’s hermeneutics, Bourdieu’s theory of cultural capital, Habermas’s typology of knowledge, and the Caribbean concept of overstanding, this research finds that Aboriginal literacy is embedded in relational, land-based knowledge systems, whereas Chinese literacy instruction reflects moral discipline and social hierarchy rooted in Confucian traditions. This study introduces overstanding as a pedagogical stance that foregrounds ethical engagement, cultural respect, and mutual understanding. By challenging universalist models of literacy, this research offers a framework for developing dialogical, culturally responsive, and equity-oriented reading practices. Full article
(This article belongs to the Special Issue Critical Perspectives on the Philosophy of Education)

Review

Jump to: Research

18 pages, 296 KB  
Review
Exploring Tarbiyah in Islamic Education: A Critical Review of the English- and Arabic-Language Literature
by Mohamad Abdalla
Educ. Sci. 2025, 15(5), 559; https://doi.org/10.3390/educsci15050559 - 30 Apr 2025
Cited by 7 | Viewed by 6999
Abstract
This review examines the meaning and scope of tarbiyah and its relationship to other key Islamic educational concepts, such as taʿlīm, tadrīs, and taʾdīb, in the English- and Arabic-language literature. The central question guiding this review is as follows: what [...] Read more.
This review examines the meaning and scope of tarbiyah and its relationship to other key Islamic educational concepts, such as taʿlīm, tadrīs, and taʾdīb, in the English- and Arabic-language literature. The central question guiding this review is as follows: what does tarbiyah signify in primary and secondary sources, and how is it conceptually linked to taʿlīm, tadrīs, and taʾdīb? Employing a narrative review, this study critically examines relevant texts to clarify the distinctions and connections among these foundational concepts, offering insight into their roles within Islamic educational discourse. The English-language literature on the subject reveals divergent views on the meaning and the interplay between these concepts, their relationships, and their hierarchical order. This is less prominent in the Arabic-language literature. A deeper understanding of tarbiyah can help shape the vision and mission of Islamic schools and teacher education programmes, while also guiding the development of educational policies and praxes that are both academically rigorous and grounded in Islamic educational principles. Such an approach supports the holistic intellectual, moral, and spiritual development of learners. Full article
(This article belongs to the Special Issue Critical Perspectives on the Philosophy of Education)
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