The paper critically discusses the neoliberal politics of knowledge and the soft normative regime that steers and directs the material condition of existence of educational research, starting from the case of Italy. The fundamental aspects, which regard the form, the ends (and indirectly the content) of a research, are to a substantial degree…

This article focuses on negative exemplarity-related emotions (NEREs) and on their educational implications. In this article, we first argue for the nonexpendability of negative emotions broadly conceived by defending their instrumental and intrinsic role in a good and flourishing life. We make the claim more specific by focusing on the narrower…

Learning and teaching in the university sector is at an impasse. Almost every university one surveys seeks to produce graduates who are adaptive, creative, curious, and entrepreneurial. But the learning and teaching quality assurance frameworks upon which universities rely to prepare such graduates are comprised of rigidly prescriptive norms,…

Since first conceived, the concept of pedagogical content knowledge (PCK) has attracted much attention. Despite being lauded by educationalists as the unique knowledge base of teachers, research on the concept over the past 30 years has yet to result in a universally accepted definition being presented. Much of the contentions surrounding the lack…

Despite the growing debate about scholarly impact, an analysis of the onto-epistemic grammar underlying impact has remained absent. By taking a different analytical approach to examining impact, we interrogate the concept through the lens of decolonial thought. We offer an empathetic review of the impact scholarship and illuminate the limits of…

Context: As athletic training continues to evolve as a profession, several epistemological considerations must be considered. These include how we generate professional knowledge and how we secure and legitimize it in both professional and public spheres. Objective: The purpose of this commentary is to provide an overview of how athletic training…

This paper argues that education itself, properly understood, is intimately concerned with an individual's being in the world, and therefore is ineluctably environmental. This is guaranteed by the ecstatic nature of consciousness. Furthermore, it is argued that a central dimension of this environment with which ecstatic human consciousness is…

Internationally, an interest is emerging in a growing body of work on what has become known as "diffractive methodologies" drawing attention to ontological aspects of research. Diffractive methodologies have largely been developed in response to a dissatisfaction with practices of "reflexivity", which are seen to be grounded in…

This article focuses on the use of "paradigm" as a historiographical concept in art education research from the 1980s onward and examines what kind of understanding of time and history it has promoted. While Thomas Kuhn's paradigm theory has lost its relevance for the current historical research in art education, art educators still…

When applied to education, Heidegger's analysis of Da-sein suggests that in his ontology the epistemological problem of clarifying cognition is replaced by the existential problem of the cognition of the understanding individual. Thus, Heidegger treats "education" ontologically as the ability to achieve Da-sein as one's own true and…

There is an extensive body of philosophical, educational, and popular literature explaining Socratic pedagogy's epistemological and educational ambitions. However, there is virtually no literature clarifying the relationship between Socratic method and doxastic responsibility. This article fills that gap in the literature by arguing that the…

The disembodiment of cognitive science has resulted in curricula with disembodied concepts and practice. The emergence of the embodied cognitive science provoked public reflections on the nature of the curriculum. This has elevated the body from the "peripheral" position to the "central" position, acting as the subject in…

This article identifies historical, pedagogical and epistemological problems which distance the school science curriculum from social questions, and issues of social justice more specifically. Drawing on a critical realist approach it addresses these problems and aims to demonstrate that social justice lies at the heart of inquiry in science in…

Recognizing cognitive imperialism in the emerging postqualitative regime, we propose a hesitation, a perturbation to think the other-than-ness of the west. Asserting the postqualitative regime as west reinforces hegemonic epistemological violence; we look to the East and Africa--progenitors of the west-termed postqualitative regime and seek to…

In his 1980 book "Against Empiricism: On Education, Epistemology and Value," British philosopher R. F. Holland (1923-2013) exposes the inadequacies of a philosophy of education originating from an empiricist worldview. By following Plato's view that the issue of what qualifies as knowledge has to be understood with reference to whether…