For several decades there has been a broad consensus on the need to promote scientific literacy and, ultimately, to promote the full development of student competency from an early age. However, many of the results recorded in the educational field are not very encouraging. Although interdisciplinarity has a more extensive trajectory, the…

John Baldacchino's discussion of the concept of autonomy in this article runs on the dual track of the arts and education. His aim is to engage with the notion of autonomy in terms of what human beings invent (through art) and know (through education) by what they share as free and intelligent beings who live convivially. Following Luigi…

The aim of this article is to analyze and discuss the role that sociological theory plays in music education scholarship. Using books published internationally and explicitly on the topic of the sociology of music education during the recent decade as well as abstracts published in the programs from the 2017 and 2019 International Symposium on the…

This second chapter of "Interpreting Kant in Education" begins to contrast different interpretations of some of Kant's key terms. Kant makes many distinctions in formulating his view, most notably between spontaneity and intuition, sensibility and the understanding, things in themselves and appearances, and receptive and spontaneous…

The concept of 'knowledge' is central to education, particularly when it comes to the school curriculum. This paper makes the case for engaging in conceptual analysis, and in particularly conceptual engineering, in educational studies. Conceptual engineering emphasises analysing concepts with their purposes in mind. To illustrate the importance of…

This article examines some aspects of the entanglement between aesthetic injustice and epistemic injustice, paying special attention to how aesthetic injustice can be resisted in the classroom. The article brings into conversation Boal's notion of aesthetic injustice with Rancière's work on the overlapping of aesthetics and politics to suggest…

This paper traces a conversation between the authors about their long-standing (Urban) and more recent (Gómez Muñoz, Zárate Pinto) engagement in and with RECE. The conversation revolves around the role and potential of reconceptualist thought in contexts of early childhood realities in the Global South, most prominently in Latin America, where two…

There are increasingly frequent calls for school mathematics curricula to be informed by robust research evidence. One approach to achieving this is designing evidence-informed learning and teaching resources for the classroom. In this paper, we reflect on our experiences of designing a free and fully resourced complete set of secondary…

This article searches for an autonomous discipline of education, one that is a self-governing discipline and exercises the right to organize its own activities and to make independent decisions. In undertaking this quest, it asks: how may education be organized to safeguard its autonomy so as to be able to generate strong and unique educational…

Chapter Eight of "Interpreting Kant in Education" again illustrates the tendency in education theory to attribute to Kant a radical subjectivism, an all-powerful mind, that leads to accusations of intellectualism and a disembedded conception of mind, detached from real life. Interpretations of Kant's terms, previously introduced from…

In this, the first chapter of "Interpreting Kant in Education," contrasting interpretations of some of Kant's central terms and insights are introduced. It is argued that some central assumptions about mind and world, rooted in traditional empiricist epistemology, have acted as obstacles in interpreting Kant. Discussion of John…

In previous chapters of "Interpreting Kant in Education," a particular set of assumptions about mind and world has been identified for their influence on the familiar 'Kantian' picture in education, a picture that receives widespread criticism. In this fourth chapter, various understandings of familiar concepts are again discussed for…

In the earlier chapters of "Interpreting Kant in Education," a reading of Kant was developed that contrasts sharply with the widespread 'Kantian' picture in education theory. Having discussed aspects of Kant's view in relation to empiricist and naturalist (mind-independent) epistemologies, I turn in this sixth chapter to contrast them…

In this final chapter of "Interpreting Kant in Education," I revisit and expand on some of the main differences in interpretation between the reading of Kant being presented and the familiar Kant found in education theory. It has been maintained that some deep-seated presuppositions from empiricist epistemology have influenced…

While white ignorance is primarily produced and reproduced through social-structural processes, philosophy of education scholarship has focused on agent-centered educational solutions. This article argues that agent-centered solutions are ineffective and that education for disrupting white ignorance must be structure-centered. Specifically, the…