The article presents the results of a systematic review conducted according to the integrative review method, which investigates both the empirical and theoretical-descriptive literature to combine academic reflection with professional practices implemented in educational contexts. The review question aims at identifying effective educational practices to promote civic engagement in the 6-13 age group, regarding school contexts. We conducted the search of the records through disciplinary and generalist databases and with the use of digital libraries. The analysis of the (...) included materials made it possible to identify some recursive elements that characterize the educational activities aimed at promoting civic engagement in this age group. In this contribution, these elements will be analysed, highlighting how they can contribute to the design of an educational research path having as its focus the promotion of civic engagement and the sense of community. (shrink)

When you enrol as a student you are assigned a ‘place’ in education. This assignment will gradually imply an assessment of you as a human being. We argue that these are processes taking place in educational practice. In our orientation in educational research an orientation towards a theory of action has been inspired by the French philosopher Paul Ricoeur. In our search for an educational practice that could describe what it is that makes the student (...) a capable human being we continue in the spirit of Ricoeur. The text is divided in two parts. In the first part, Basic Capabilities in Education, we are asking: Who is the student if education is the process where the student learns to be a capable human being? We try to answer this with the help of Ricoeur’s phenomenology of the capable human being which is structured around the capacity to speak, to act, to tell and finally to impute. In the second part, Institutional Mediations of Capabilities in Education, we try to show how the transmission of the human capacities to an actualization through education at an institutional level, represented by the teacher, is necessary. If the student shall become a capable human being s/he has to have conditions for actualizations of her capacities. A paradigm for this is found in the process of assigning and assessing in education. (shrink)

The intention of this article is to make an educational analysis of Merleau-Ponty’s theory of experience in order to see what it implicates for educational practice as well as educational research. In this way, we can attain an understanding what embodied experience might mean both in schools and other educational settings and in researching educational activities. The analysis will take its point of departure in Merleau-Ponty’s analysis and criticism of empiricist and neokantian theories of (...) experience. This will be followed up by an introduction of some central concepts in Merleau-Ponty’s own understanding of experience with emphasis on their relevance for educational analysis. This way of presenting the theory of embodied experience has the advantage of being able to indicate the difference it makes in the field of theories of experience. (shrink)

Can precarity and vulnerability be reimagined as tools to challenge domination? Are art and education suitable practices for reflecting on these concepts and activating their emancipatory potential? This chapter aims to answer these questions affirmatively by drawing on feminist political philosophy and its application to artistic and educational practices. In the first section, I explore the concepts of precariousness and vulnerability, interpreting the latter as encompassing both political and bodily dimensions. Building on this analysis, the second section applies these (...) insights to the examination of artistic-educational practices, at the same times as assessing the potential of these practices to foster emancipation and social transformation. My discussion begins with an exploration of research on precariousness and vulnerability, as their ambivalent definitions and interconnections harbor a certain critical and constructive energy. These concepts serve a dual purpose: they provide tools to describe pressing social issues—such as the precarious state of public institutions or the violation of human rights—while also establishing the ontological foundations for resistance and transformation. To illustrate this potential, I draw on examples such as affective communities and the ethics of care, which exemplify how these concepts can inspire collective action and social change. (shrink)

This paper discusses operationalization of open educational practices (OEP) using innovative, Internet-influenced pedagogies to expose dangers of post-truth narratives. The first part reviews interpretations of OEP (associated with open-access and tools, collaboration, problem-centered learning, and democratic pedagogy) and explores possibilities for creating educational initiatives where students learn to create problem-solving communities mirroring an informationally healthy society. The second part suggests our society has reached a post-truth crossroads. Post-truth was initially discussed in the 1990s—a reification of critical theorists’ pessimism (...) of social structures, controlling narratives and ways members react to critical events, whether through obedience to institutional authority or support for destructive adventurism, creating situations producing cybernetic double binds. The third part contextualizes OEP as ecologically grounded pedagogies through an open source educational processes framework focusing on productive many-to-many online communication and community formation, offering practical examples of open source educational processes curricula implemented in a higher education setting. (shrink)

Christians called to academic vocations need authentic hope to sustain their work, and they need to be able to share that hope with a weary world. Combining theology and practical application, essays from master practitioners focus on how six educational practices can cultivate hope for educators, their students, and everyone they serve.

Wilfred Carr; What is an Educational Practice?, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 163–175, https://doi.org/10.1111/j.14.

The aim of this paper is to reconstruct and critically assess the evidential relationship between neuroscience and educational practice. To do this, I reconstruct a standard way in which evidence from neuroscience is used to support recommendations about educational practice, that is, testing pedagogical interventions using neuroimaging methods, and discuss and critically assess the inference behind this approach. I argue that this inference rests on problematic assumptions, and, therefore, that neuroimaging intervention studies have no special evidential (...) status for basing educational practice. I conclude arguing that these limitations could be resolved by integrating evidence from neurocognitive and educational science. (shrink)

The educational use of museums offers diverse learning opportunities for social knowledge, as well as for the development of democratic citizenship. Therefore, in this study, we investigate the conceptions and practices of primary school teachers regarding the use of these cultural spaces to teach and learn social knowledge. This research, ethnographic and qualitative, has involved 81 teachers who have been interviewed The results show a broad appreciation of museums as educational resources; however, there are limitations that hinder their (...) use, such as a lack of teacher training, the shortage of materials and resources to guide teaching work or the difficulty of organizing outings outside the school context to visit these places. The conclusion is that it is necessary to improve teacher training and strengthen a more effective integration of museum collections into educational practice. (shrink)

Ruth Jonathan; What is an Educational Practice? A Reply to Wilfred Carr, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 177–180, htt.

This study analyzed the relationship between food and education at different levels of schooling, considering its social, cultural, pedagogical, and political dimensions. The research adopted a qualitative, exploratory, and descriptive approach, based on a bibliographic and documentary review of academic works, legislation, and official programs such as the National School Feeding Program (PNAE). The analysis was organized into four categories: early childhood education, elementary education, high school, and higher education. The results showed that food plays a central role in students’ (...) integral development, influencing both school performance and socialization. It was identified that, while food in early childhood education favors the construction of habits and social bonds, in elementary education the PNAE operates as a policy to combat inequalities. In high school, students’ autonomy and the influence of the food industry pose challenges such as the consumption of fast food and ultra-processed products. In higher education, food issues are closely related to socioeconomic conditions and academic permanence. It is concluded that eating in educational settings goes beyond its biological function, becoming an educational practice and a fundamental human right that must be strengthened by integrated public policies. (shrink)

1. The study of education is an activity that could involve a range of research traditions, scholarly societies and organisations with differing processes of knowledge production (Furlong and Whitt...

Since the publication of Alasdair MacIntyre’s After Virtue in 1981, tensions inherent to the relationship between morally educative practices and the institutions that house them have been widely noted. We propose a taxonomy of the ways in which the pursuit of external goods by institutions undermines the pursuit of the internal goods of practices. These comprise substitution, where the institution replaces the pursuit of one type of good by another; frustration, where opportunities for practitioners to discover goods or develop new (...) standards of excellence are frustrated by institutional priorities and resource allocation; and injustice, which undermines the integrity of relationships within the organization and/or with partners. These threats, though analytically distinct, are often mutually reinforcing. This conceptual contribution is illustrated both by the extant literature and by a novel context, the three-ring circus. (shrink)

Keith Thompson; Philosophy of Education and Educational Practice, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 45–60, https://doi.o.

Richard Pring; Philosophy of Education and Educational Practice, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 61–75, https://doi.or.

The practice of adult learning and education in Hong Kong is lesser known to the wider community of ALE practitioners due to lack of exchanges with international peers. There is a small community of full-time ALE practitioners working mainly in university continuing education schools but a larger body of uncharacterised or alternative practitioners can also be found. Essentially, both types of practitioners are conservative in their outlook and they adopt strategies that align with market needs and priorities set by (...) public funders. Under the backdrop of neoliberalism which has harmonised ALE practice worldwide, a dominant form of individualised learning makes it difficult to promote group learning for societal advancement. ALE practitioners in Hong Kong are no exception to this influence and have been found to profess philosophical orientations favouring the behaviourist/narrowed progressivist notions of learner empowerment for economic and personal gains. Given recent worldwide renewed enthusiasm in making ALE responsive to societal issues, this paper examines the options and learning areas that ALE practitioners in Hong Kong can make their contributions to, such as: health advocacy, climate justice, and media literacy. Through engaging in these aspects of work, practitioners will have to incorporate methods of facilitating group learning in formal and non-formal ALE programmes and courses. An embrace by practitioners of the original notion of progressivist philosophy in adult education may emerge as one of the outcomes to make ALE practice inclusive, relevant and socially responsible. Even with the ongoing COVID-19 health crisis, it is deemed even more pressing to pursue a balanced practice approach that can take care of individual's skills transformation for post-COVID economy as well as developing human bonds that would help to make society progressive as a countercheck to neoliberal-inspired individualistic adult learning. (shrink)

While Bioethics is now taught at all medical colleges in the United States as well as in other nations, and while discussions about Bioethics have become frequent in most medical journals there are increasing barriers to teaching and incorporating what has been taught into daily practice. I shall discuss some of these barriers and suggest that integrating the teaching of Bioethics throughout the curriculum after presenting some of the basic theory and methodology is the most effective way of teaching (...) this vital subject. Furthermore, courses in health care ethics are often taught as something distinct and distinguishable from one's medical practice. I shall emphasize what I consider to be the failure of Bioethics to participate effectively in creating a context whereby what has been taught can be put into praxis. In this brief article I will discuss such barriers and suggest several approaches and remedies. (shrink)

This is a collection of essays that sets out to understand precisely the relationship between Krishnamurti's perspective and processes within institutional and non-institutional spaces. It is about mainstream private and government linked education of one kind and offers thoughts, reflections, and practice about what such education has to offer other mainstream institutions in contemporary India.

ABSTRACT: This study investigates the role of the National School Feeding Program (PNAE) and other food education initiatives implemented at Hélio Pellegrino State School, in Campo Grande (RJ), in strengthening the relationship between food and education. Through theoretical and documentary research combined with fieldwork, the study links the right to food with the right to education, highlighting how the PNAE strengthens family farming, encourages conscious eating habits, and brings the school closer to the community. The article concludes that school feeding (...) has the potential to become part of the pedagogical process, engaging students, staff, and the local community. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

This paper is concerned with the transformation of the field of early education in Germany. It poses the question whether these changes can be generally related to the German concept of Bildung – as denoting the children's autonomous activity of engaging themselves and the world. Investigating film material on practices of documentation in early education the paper seeks to clarify the impacts that Bildung has for the constitution of children's subjectivity. Does Bildung bring about a regime of individualization that obfuscates (...) modes of sociality and being with? Are there alternative ways to interpret the modes of subjection in observation? (shrink)

This article offers a preliminary analysis of how Hartmut Rosa's concept of resonance might meaningfully participate in the transformation of educational practices and institutions, through an exploration of its operational potential. The paper begins by briefly framing the issue of relational vs. individualized educational goals and addressing the complicated relationship between resonance and skill development. Two hypotheses that open up avenues for further research are then explored. The first hypothesis addressed the relationship between resonance theory and moral education (...) through a confrontation with recent literature in education sciences on the development of responsibility, following the idea that, for educational policy to shift away from the skills approach that gels uncomfortably with resonance pedagogy, the latter would need to articulate its capacity to effectively promote a wide range of desirable outcomes beyond the theoretically indigenous aim of dispositional resonance. The second hypothesis posits two ways that resonance theory might affect decision‐making processes within educational institutions, examining the role that teachers might play in securing the institutional conditions of resonant pedagogical relationships and proposing a preliminary practical interpretation of Rosa's idea of a resonance compass. The paper closes with a short reflection on the practical distinction between resonance and responsiveness as conceptual levers for educational change, examining what sets resonance pedagogy apart from other relational approaches. (shrink)

Resumo: O pensamento educacional confucionista é um sistema teórico educacional completo, baseado no pensamento ético de Confúcio, cada vez mais enriquecido e aperfeiçoado na herança e desenvolvimento contínuo dos pensadores confucionistas posteriores. O pensamento educacional confucionista é diferente da teoria educacional ocidental. Toma a educação moral como núcleo e a ética como característica, com forte teor da humanística chinesa. Na educação moderna, o pensamento educacional do confucionismo ainda é comentado pelas pessoas. Do ponto de vista da análise filosófica, este artigo (...) faz um estudo do principal propósito, conteúdo e método do pensamento educacional confucionista. Investiga a ideia filosófica por trás do pensamento educacional confucionista e resume seu importante esclarecimento para a educação contemporânea. (shrink)

The recent revival of character education in educational systems around the world was bound to experience a backlash, just as the previous wave of interest did in the USA in the 1980s. At that time...

The last twenty-five years in education: a record and an evaluation, edited by L. Fernig.--Contemporary education theory: an analysis and assessment, edited by J. Bowen.

Designed for those wanting to be teachers, administrators, or other educational practitioners, this work shows how the study of educational philosophy should ...

Haraway foregrounds many stories that we, in a late capitalist era, tell ourselves in order to justify, or not even notice, actions that are harmful to all living things. While I am mindful of Haraway’s excellent attention to the ways that ‘stories tell stories, thoughts think thoughts, and knots knot knots,’ I argue that we must take great care when we, as educators, blur the lines between facts and fiction; reality and art. When everything becomes a story—with some stories simply (...) being more compelling than other stories—we run the risk of contributing to the very sense of unmooring that has led us to the status quo where arctic icecaps are melting, living things are becoming extinct, and humans are suffering from man-made pollution. In this paper, I trouble the use of stories to draw attention to the ecological harm we have done to our earth. While stories can be powerful, there are risks associated with how we tell stories; and particular risks when we blur the lines between critical storytelling and the idea of something as ‘factual’. Storytelling, and blurring the lines between stories and facts, can have negative implications for our quest to generate a sense of ‘response-ability’ for our planet and all who live on it. In order to make that argument, I first talk about my own story and the ways that I have used stories in the classroom. I then touch on Haraway and her particular use of stories. I then foreground the practice of telling truths with stories by exploring the use of critical fiction and narrative inquiry. I conclude with implications for pedagogy. (shrink)

Informal instructional approaches have long been an important component of a complete education in general and of music education in particular. But informal approaches have often been subject to bandwagon over-enthusiasm, with proponents inflating their virtues beyond what the concept appears to warrant. In this paper I will, first, examine the theoretical underpinnings of informal learning practices, and compare them to those of more formal learning practices to clarify what might be distinctive and valuable about using informal instructional practices in (...) formal music educational settings; second, take a critical look at one empirical study in which informal learning practices were brought into the formal setting, examining some of the favorable and unfavorable aspects of the methods used; and third, briefly argue that informal instructional practices in music education can, along with formal practices, contribute to the formation of an individual learner's identity and agency through engagement with music. (shrink)

In this chapter I raise the question what kind of thoughtfulness should support and inform the practice of education. I discuss how in recent years the idea has taken hold that educational practice is served best by empirically generated evidence about ‘what works,’ that is, about which interventions are most effective in generating desired (measurable) outcomes. My issue with this approach is not epistemological, that is, it is not about the question whether such knowledge is possible or (...) not, but rather praxeological, in that I focus on the question how the practice of education itself is depicted in such research. I argue that the main problem with the idea of research providing evidence about ‘what works’ is that it presents a distorted account of the dynamics and complexities of education. I show how and why this is the case and what kind of ‘push backs’ are meaningful to work towards an account of teaching that ‘makes sense’ from the angle of educational practice. In addition to providing an account of education that is more accurate and more adequate, I also warn against the possibility that the ‘fit’ between research and practice is not sought in modes of research that are adequate for practice, but rather in adjusting educational practice so that it ‘fits’ the research. I conclude by suggesting that this may not just be a theoretical option, but that distorted forms are increasingly transforming educational practice in problematic and ultimately uneducational ways. (shrink)

The topic of the second chapter seeks to develop precisely the main theme, namely that of the pedagogical trainer’s attitude and posture towards their trainees. Our aim, in the light of the tools that phenomenology has provided us with (as illustrated in Chap. 1), is to structure, on this basis, a genuine training of the trainer. Before entering into a relationship with the trainees, according to this approach it is necessary to establish a deep relationship with oneself and to prepare (...) oneself, in the light of one’s ‘personal core’, for an authentic encounter with the other. This type of relationship, the subject of the entire chapter, requires first of all the choice to intentionally place oneself in a new way and decidedly against the current with respect to an educational tradition that, in spite of everything, is still predominant. In particular, we will refer to that type of ‘reverseeducation’ that has the characteristic of indoctrinating or educating to homologising behaviour. We will define it as a kind of ‘miseducation’ that ‘does not form’ or worse, ‘deforms’ the trainees. Such training, as will be said, is clearly an improper formation, and a radical change of prosepective is needed today that modifies, not only the school context and its didactic structures (the logistical structures, or the choice of didactic contents), but rather the trainers’ way of disposing themselves towards the trainee and, before that, in the fundamental role that the entire educational process plays for the progress of humanity. Here, phenomenology has great potential: through the phenomenological approach both objectives are possible. Thus for both empathic relationality and a revolution in traditional attitudes, phenomenology will be able to provide us with the appropriate ways and tools. (shrink)

This book offers a collection of effective and insightful practices in academic integrity through diverse perspectives and global contexts. Contributors ranging from faculty, academic integrity leads, academic conduct officers, student support staff, independent researchers and students in nine different countries share their collective knowledge and understanding based on their roles, work and study in academic integrity. The main themes of the chapters focus on innovation and collaboration, community and culture, stakeholders in academic integrity and awareness of breaches and ethics. Within (...) these themes, the contributors explore Artificial Intelligence tools, inclusion, collaboration with students, networks, publishing, setting up research offices, student champions at high school and university, and academic conduct breaches. The chapters end with calls to action and recommendations for readers to incorporate into their practice. In these ways, the book aims to raise awareness of important issues in academic integrity contexts and support the continued development of practice. (shrink)

The emerging discipline of educational neuroscience stands at a crossroads between those who see great promise in integrating neuroscience and education and those who see the disciplinary divide as insurmountable. However, such tension is at least partly due to the hitherto predominance of philosophy and theory over the establishment of concrete mechanisms and agents of change. If educational neuroscience is to move forward and emerge as a distinct discipline in its own right, the traditional boundaries and methods must (...) be bridged, and an infrastructure must be in place that allows for collaborative and productive exchange. In the present paper, we argue that school psychologists have the potential to fulfill this need and represent important agents of change in establishing better connections between research and practice. More specifically, we use theNational Association of School Psychologists (NASP) (2020)Domains of Practice to highlight several areas where school psychology can actively support forging connections between neuroscience and educational practice. School psychologists represent untapped potential in their knowledge, skillset, and placement to serve a vital role in building the bridge between neuroscience and education. (shrink)

From four countries (Canada, England, New Zealand and the United States of America) and five disciplines (Counselling & Guidance, Adult Education, Early Years Education, Indigenous Education and Human Development), five feminists in academia come together to share how feminism affects their practice. Ranging in reflections on teaching, research, service and scholarship, this article describes a cooperative enquiry into feminism in action in Aotearoa, New Zealand.

Do psychological perspectives constitute the only way through which the role of musical creativity in education can be addressed, researched and theorised? This essay attempts to offer an alternative view of musical creativity as a deeply social and political form of human praxis, by proposing a perspective rooted in the thought of the political philosopher and activist Cornelius Castoriadis (1922–1997). This is done in two steps. First, an attempt is made to place the pursuit of the concept of musical creativity (...) within a larger educational and societal context of conflicting trajectories that run through (a) Modernity and (b) Education. Then, I revisit the issue of educational value of improvising and composing through creating conceptual links between the process of music-making through improvisation and composition and the project of political autonomy as conceived by Castoriadis. By foregrounding instituting imaginary over instituted imaginary, improvising and composing become active processes of positing new legitimacies, and of creating a music-making context that searches for its own foundations. It is in and through creative musical praxis that we can think about issues of hierarchies, musical values, social dimensions of different music-making processes, our relationship to past values and to historical dimensions of music. By arguing that improvisation and composition might be seen as ways of positing the issue of political autonomy in musical terms, this paper emphasises the role of improvisation and composition as a mode of potentially transformative educational practice that may foster the development of critical consciousness, linking music education to a larger project of re-discovering and at the same time re-defining democracy. (shrink)

This article examines the role of heritage education in the transformation of the Footwear and Industry Museum of Inca (Mallorca), based on empirical research (2017–2023). The aim was to assess the impact of inclusive educational practices on the symbolic appropriation of the museum and to propose a transferable model of institutional change. The methodology followed a mixed design grounded in action research and a four-phase continuous evaluation. Results indicate a reversal of civic disengagement: local awareness rose from 49.3% to (...) 70.2%, average visitor rating increased from 4.93 to 6.34 out of 7, and both visit duration and audience age diversity expanded. In conclusion, heritage education conceived from a critical and participatory perspective acts as a catalyst for museological transformation, positioning local museums as spaces of social mediation and symbolic appropriation of heritage. (shrink)

This paper explores the impact of art and educational practices on fostering the psychosocial well-being and human rights awareness of migrant children residing in shelters at the U.S.-Mexico border. This population often faces acute vulnerabilities due to migratory status and exposure to trauma during transit, including violence, displacement, and family separation. The study emphasizes the collaborative efforts of nongovernmental organizations (NGOs) and early childhood educators within these shelters. Data collection entailed conducting interviews with early childhood educators, art instructors, and (...) literacy mediators who work directly with migrant children. Observations were carried out in reading rooms and multilevel classroom settings, focusing on the structure and flow of activities to ensure they addressed the emotional and psychological needs of the children involved. This research is situated against the backdrop of migrant families and children entrapped at the U.S.-Mexico border due to the Remain in Mexico and Title 42 policies implemented during the COVID-19 pandemic and its aftermath. These policies have resulted in prolonged stays in shelters for asylum-seeking families, creating environments characterized by immigration uncertainty, limited resources, and emotional strain. The findings illuminate the effectiveness of art and educational practices and the crucial role of early childhood educators in helping children process trauma, express their emotions, and develop a sense of identity and agency amidst challenging circumstances. (shrink)

In this contribution, Sharon Todd moves beyond the bounds of what she calls “strong” instrumentalism (one that posits education in a mechanistic fashion and operates politically through a marrying of national educational policies with economic interests) and explores the intrinsic purpose of educational practice specifically through an aesthetic lens. Todd considers how two art projects by the feminist art collective Sisters Hope offer a way of theorizing instrumentalism in a “weak” sense — that is, an instrumentalism that (...) sees pedagogical practices not in terms of social function, but as that which gives form to specifically educational (not social or economic) ideas. She does this by drawing parallels between education and art as fields of practice, informed by notions of experience, relation, and formation/transformation. Drawing on John Dewey's aesthetics and Nicolas Bourriaud's relational aesthetics, Todd argues how these notions are central to an understanding of “weak” instrumentalism in education. (shrink)

By reconsidering the nature of professional work, renowned scholar Douglas E. Mitchell argues for reconceptualizing educational practices and institutional structures in ways that facilitate and protect educator professional responsibility. This book explores ways educators and their political supporters can seize the social and political power necessary to accept professional responsibility for the design of their work environment. Chapters explore how unionization, ethics, public values, political power, school reform, and trust play an important role in the essence of professional responsibility (...) in schools, arguing that we must use organization, management, and accountability mechanisms to encourage responsible civic participation and professional action in support of public education. This new text for graduate studies in teacher and leadership training frames a much needed analysis of where and how professional responsibility for public education is best incorporated into the work roles of teachers, administrators, and university scholars. (shrink)

The paper presents and discusses the processes and the results of a Systematic Review of the scientific literature conducted with the aim to become aware of how the antisocial behaviour of adolescents are understood and educationally managed. The results show how the phenomenon is understood mainly through an explanatory and experimental epistemological and methodological approach. Such approach aims at identifying several risks and protection factors that determine/influence AB as well as at defining indications on the practices to be implemented for (...) the design of adequate prevention programmes. Based on these results, the paper proposes some critical reflections on a deterministic conception of AB. (shrink)