"Barrierefreiheit" is a key term in the German inclusion movement, in education and more generally. Sometimes translated as "accessibility," it refers not just to absence of barriers but to freedom from barriers, which in turn indicates a significant social and ethical component. It signals an active, conscious intervention by…

In this article, Rafal Godon responds to Kai Horsthemke's article (this issue), "Inclusive Education and 'Barrierefreiheit': Some Social-Epistemological Considerations" (EJ1130978). The question raised by Kai Horsthemke, Godon says, draws readers' attention to a very specific aspect of the conference theme, "Philosophy as…

In response to the current literature on possible systematic differences in the epistemological beliefs of men and women and between members of different cultures, this paper examines the way psychological constructs associated with gender (i.e. gender orientation) and culture (i.e. values) are related to individual's epistemological beliefs.…

This paper is a contribution to the debate in Germany and beyond in Europe on future directions for education. It builds on and extends earlier work by the authors, on democratic experimentalism (Moss, 2009; Fielding & Moss, forthcoming) and early childhood workforce professionalism (Urban, 2008, 2009, 2010; Dalli & Urban 2010). At a time…