New Perspectives in the Philosophy of Education

Dear Colleagues,

In a weak sense, “philosophy of education” refers to any set of beliefs that drive educational policy and practice. This very broad umbrella includes many perspectives that lack rigorous investigation. In a stronger, but narrower sense, philosophy of education as an academic discipline has been dominated by analytical work, positioning the philosopher as underlabourer attempting to clarify and critique concepts at play in educational discourse. There are, of course, many other influences on published work in the field, including a range of Continental philosophies, from Hegelianism to poststructuralism, and North American pragmatism. This Special Issue seeks to move beyond this established range to give a platform to some of the most exciting contemporary philosophers of education, incorporating perspectives such gender, deep ecology, non-Western belief systems, posthumanism, and semiotics, drawing on a range of philosophical sources beyond that commonly encountered in the major journals. The focus will not be on educational policy and practice at the level of detail, but rather on a rigorous examination of what should guide them. This is timely, given that educational thinking in much of the world is driven by a narrow performative agenda with scant attention to foundational issues.

Prof. Dr. Andrew Stables
Guest Editor

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