Pub Date : 2021-07-01DOI: 10.1177/14778785211029516
I. Kidd, J. Chubb, Joshua Forstenzer
Contemporary epistemologists of education have raised concerns about the distorting effects of some of the processes and structures of contemporary academia on the epistemic practice and character of academic researchers. Such concerns have been articulated using the concept of epistemic corruption. In this article, we lend credibility to these theoretically motivated concerns using the example of the research impact agenda during the period 2012–2014. Interview data from UK and Australian academics confirm that the impact agenda system, at its inception, facilitated the development and exercise of epistemic vices. As well as vindicating theoretically motivated claims about epistemic corruption, inclusion of empirical methods and material can help us put the concept to work in ongoing critical scrutiny of evolving forms of the research impact agenda.
{"title":"Epistemic corruption and the research impact agenda","authors":"I. Kidd, J. Chubb, Joshua Forstenzer","doi":"10.1177/14778785211029516","DOIUrl":"https://doi.org/10.1177/14778785211029516","url":null,"abstract":"Contemporary epistemologists of education have raised concerns about the distorting effects of some of the processes and structures of contemporary academia on the epistemic practice and character of academic researchers. Such concerns have been articulated using the concept of epistemic corruption. In this article, we lend credibility to these theoretically motivated concerns using the example of the research impact agenda during the period 2012–2014. Interview data from UK and Australian academics confirm that the impact agenda system, at its inception, facilitated the development and exercise of epistemic vices. As well as vindicating theoretically motivated claims about epistemic corruption, inclusion of empirical methods and material can help us put the concept to work in ongoing critical scrutiny of evolving forms of the research impact agenda.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"19 1","pages":"148 - 167"},"PeriodicalIF":1.2,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14778785211029516","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42514713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1177/14778785211029755
Mark T. S. Currie
Although at different intensities and urgencies in different places, the world is currently navigating the ongoing COVID-19 pandemic. As millions of people have contracted the virus and lost their lives to it, our societal discourse has changed. The way we interact (or not) with others has changed. Where, how, and if we work and go to school has changed. I was surprised in reading Henry A. Giroux’s Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis. In the bigger picture, Giroux suggests that societal foundations have not really changed, but they need to. Despite being written in the midst of the COVID-19 pandemic, and having a focus on education, this book is not about education in relation to the ongoing battle with the virus per se. Rather, Giroux uses COVID-19 as a jumping-off point, a phenomenon that highlights societal inequalities and violence fostered by the entrenched systemic pandemic of neoliberalism. He prefaces his detailed discussion by stating that ‘the pandemic crisis [. . .] is much more than a medical crisis. At its core, it is both a political and ideological crisis’ (p. xvi). He argues that neoliberalism perpetuates capitalist exploitation and racism under the guise of creating opportunities for people to climb the socioeconomic ladder. More specifically for the American context that Giroux focuses on, he suggests that former US President Trump embodied in his political role the rise of fascist neoliberalism. To put it mildly, Giroux is not a Trump fan. He recalls a great many of Trump’s harmful statements and actions, and shows them as permitted within and even representative of the American political context. These recollections are meant to exemplify how neoliberalism is enacted, and it is an effective tactic but runs the risk of enabling non-American readers to view the highlighted racism, poverty, and sexism as only American problems happening over there. Thankfully, beyond railing against Trump, Giroux shares important messages applicable to global audiences about the ways modern state governments maintain neoliberalism through what he calls ‘pandemic pedagogy’. 1029755 TRE0010.1177/14778785211029755Theory and Research in EducationBook reviews book-review2021
{"title":"Book review: Henry A. Giroux, Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis","authors":"Mark T. S. Currie","doi":"10.1177/14778785211029755","DOIUrl":"https://doi.org/10.1177/14778785211029755","url":null,"abstract":"Although at different intensities and urgencies in different places, the world is currently navigating the ongoing COVID-19 pandemic. As millions of people have contracted the virus and lost their lives to it, our societal discourse has changed. The way we interact (or not) with others has changed. Where, how, and if we work and go to school has changed. I was surprised in reading Henry A. Giroux’s Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis. In the bigger picture, Giroux suggests that societal foundations have not really changed, but they need to. Despite being written in the midst of the COVID-19 pandemic, and having a focus on education, this book is not about education in relation to the ongoing battle with the virus per se. Rather, Giroux uses COVID-19 as a jumping-off point, a phenomenon that highlights societal inequalities and violence fostered by the entrenched systemic pandemic of neoliberalism. He prefaces his detailed discussion by stating that ‘the pandemic crisis [. . .] is much more than a medical crisis. At its core, it is both a political and ideological crisis’ (p. xvi). He argues that neoliberalism perpetuates capitalist exploitation and racism under the guise of creating opportunities for people to climb the socioeconomic ladder. More specifically for the American context that Giroux focuses on, he suggests that former US President Trump embodied in his political role the rise of fascist neoliberalism. To put it mildly, Giroux is not a Trump fan. He recalls a great many of Trump’s harmful statements and actions, and shows them as permitted within and even representative of the American political context. These recollections are meant to exemplify how neoliberalism is enacted, and it is an effective tactic but runs the risk of enabling non-American readers to view the highlighted racism, poverty, and sexism as only American problems happening over there. Thankfully, beyond railing against Trump, Giroux shares important messages applicable to global audiences about the ways modern state governments maintain neoliberalism through what he calls ‘pandemic pedagogy’. 1029755 TRE0010.1177/14778785211029755Theory and Research in EducationBook reviews book-review2021","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"19 1","pages":"204 - 206"},"PeriodicalIF":1.2,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14778785211029755","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42103305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1177/14778785211033376
Ben Kotzee
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Pub Date : 2021-07-01DOI: 10.1177/14778785211028400
D. Lepianka
The coexistence, not always peaceful, of multiple and often rival, conceptions of justice in education policy and practice is well recognized and problematized in the academic literature. Relatively little is known, however, about what kind of justice-related considerations occupy the ‘public mind’ and/or inform what Nancy Fraser calls ‘folk paradigms of justice’. The current article seeks to shed light on the public construction of the ‘what’ of justice in the realm of education by analysing selected debates on minority education politics that occur in news and social media in five European countries. Fraser’s tripartite model of justice as redistribution, recognition and representation constituted the starting point of the investigation. The results of a qualitative analysis of selected media content show that while Fraser’s framework resonates well with the popular understandings of justice, the tripartite typology is not exhaustive in accounting for all justice claims evoked in the public domain. In the light of the debates analysed, three types of ‘alternative’ claims seem particularly relevant for theorizing justice in education and/or seeking legitimacy for education policy: claims that appeal to civil rights and liberties, claims that appeal to procedural justice and claims that appeal to epistemic justice.
{"title":"Less-standard claims to justice through the lens of media debates on minority education","authors":"D. Lepianka","doi":"10.1177/14778785211028400","DOIUrl":"https://doi.org/10.1177/14778785211028400","url":null,"abstract":"The coexistence, not always peaceful, of multiple and often rival, conceptions of justice in education policy and practice is well recognized and problematized in the academic literature. Relatively little is known, however, about what kind of justice-related considerations occupy the ‘public mind’ and/or inform what Nancy Fraser calls ‘folk paradigms of justice’. The current article seeks to shed light on the public construction of the ‘what’ of justice in the realm of education by analysing selected debates on minority education politics that occur in news and social media in five European countries. Fraser’s tripartite model of justice as redistribution, recognition and representation constituted the starting point of the investigation. The results of a qualitative analysis of selected media content show that while Fraser’s framework resonates well with the popular understandings of justice, the tripartite typology is not exhaustive in accounting for all justice claims evoked in the public domain. In the light of the debates analysed, three types of ‘alternative’ claims seem particularly relevant for theorizing justice in education and/or seeking legitimacy for education policy: claims that appeal to civil rights and liberties, claims that appeal to procedural justice and claims that appeal to epistemic justice.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"19 1","pages":"127 - 147"},"PeriodicalIF":1.2,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14778785211028400","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46945066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1177/14778785211028408
Hannah Read
A primary aim of any comprehensive democratic education is to prepare citizens for full and active participation in the public sphere. Crucial to meeting this aim is the development of key cognitive-emotional skills, such as perspective-taking. At the same time, many of the social institutions in which cognitive-emotional skill training might be implemented – such as schools – are insufficiently diverse, particularly with respect to race and socio-economic status. Yet, without a sufficiently diverse setting in which to train perspective-taking and other cognitive-emotional skills, we run the risk of simply learning to exercise these skills with those who are similar to us. Philosophers have already drawn attention to the benefits and risks of widespread and thorough integration as a strategy for addressing the insufficient diversity problem. Against these alternatives, I argue that measures can be taken to create more integrated contexts in which to train cognitive-emotional skills and engage constructively with diverse others as part of a comprehensive democratic education under current non-ideal conditions – what I call taking a Purposeful Interaction Approach. The Purposeful Interaction Approach may even promote more sustainable versions of other, more robust forms of integration. Far from replacing them, the Purposeful Interaction Approach is thus meant to amplify a variety of efforts to achieve the broader social justice goal of promoting diversity, equity, and inclusion in public life.
{"title":"Cognitive-emotional skills and democratic education","authors":"Hannah Read","doi":"10.1177/14778785211028408","DOIUrl":"https://doi.org/10.1177/14778785211028408","url":null,"abstract":"A primary aim of any comprehensive democratic education is to prepare citizens for full and active participation in the public sphere. Crucial to meeting this aim is the development of key cognitive-emotional skills, such as perspective-taking. At the same time, many of the social institutions in which cognitive-emotional skill training might be implemented – such as schools – are insufficiently diverse, particularly with respect to race and socio-economic status. Yet, without a sufficiently diverse setting in which to train perspective-taking and other cognitive-emotional skills, we run the risk of simply learning to exercise these skills with those who are similar to us. Philosophers have already drawn attention to the benefits and risks of widespread and thorough integration as a strategy for addressing the insufficient diversity problem. Against these alternatives, I argue that measures can be taken to create more integrated contexts in which to train cognitive-emotional skills and engage constructively with diverse others as part of a comprehensive democratic education under current non-ideal conditions – what I call taking a Purposeful Interaction Approach. The Purposeful Interaction Approach may even promote more sustainable versions of other, more robust forms of integration. Far from replacing them, the Purposeful Interaction Approach is thus meant to amplify a variety of efforts to achieve the broader social justice goal of promoting diversity, equity, and inclusion in public life.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"19 1","pages":"168 - 184"},"PeriodicalIF":1.2,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14778785211028408","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43616500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-22DOI: 10.1177/14778785211017102
Keiji Nishiyama
While the discussion on education for deliberative democracy is increasingly gaining prominence, there is a deep gap between the theories of deliberative democracy and democratic education with respect to what deliberative democracy is and ought to be. As a result, theories and practices of democratic education tend to be grounded in a narrow understanding of the meaning of deliberative competencies, students’ deliberative agency, and the role of schools in deliberative democracy. Drawing on the latest theorization of deliberative democracy – deliberative system theory – this article aims to question and revise these assumptions. The article suggests that meta-deliberation is a key practice that can reconcile the gap between the two theories.
{"title":"Democratic education in the fourth generation of deliberative democracy","authors":"Keiji Nishiyama","doi":"10.1177/14778785211017102","DOIUrl":"https://doi.org/10.1177/14778785211017102","url":null,"abstract":"While the discussion on education for deliberative democracy is increasingly gaining prominence, there is a deep gap between the theories of deliberative democracy and democratic education with respect to what deliberative democracy is and ought to be. As a result, theories and practices of democratic education tend to be grounded in a narrow understanding of the meaning of deliberative competencies, students’ deliberative agency, and the role of schools in deliberative democracy. Drawing on the latest theorization of deliberative democracy – deliberative system theory – this article aims to question and revise these assumptions. The article suggests that meta-deliberation is a key practice that can reconcile the gap between the two theories.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"19 1","pages":"109 - 126"},"PeriodicalIF":1.2,"publicationDate":"2021-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14778785211017102","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41442812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-20DOI: 10.1177/14778785211016322
Ilya Zrudlo
Indoctrination is an ongoing concern in education, especially in debates about moral education. One approach to this issue is to come up with a rational procedure that can robustly justify potential items of moral education content. I call this the ‘rationalistic justification project’. Michael Hand’s recent book, A Theory of Moral Education, is representative of this approach. My essay has three parts. First, I show that Hand’s justificatory procedure – the problem-of-sociality justification – cannot serve the purposes he has in mind; it fails on its own terms and may even cause the teacher to inadvertently slide into indoctrination. Second, I argue that the causes of this failure lie deeper than Hand’s particular approach to the rationalistic justification project; rather, it is the broader project itself that is misguided, largely due to its narrow conceptions of morality and rationality. Third, I offer an alternative way of framing the issue of indoctrination, by drawing on Aristotle’s philosophy of rhetoric. My suggested approach recontextualizes the issue of indoctrination and brings into focus a broader set of relevant features of the teaching–learning situation.
{"title":"Moving beyond rationalistic responses to the concern about indoctrination in moral education","authors":"Ilya Zrudlo","doi":"10.1177/14778785211016322","DOIUrl":"https://doi.org/10.1177/14778785211016322","url":null,"abstract":"Indoctrination is an ongoing concern in education, especially in debates about moral education. One approach to this issue is to come up with a rational procedure that can robustly justify potential items of moral education content. I call this the ‘rationalistic justification project’. Michael Hand’s recent book, A Theory of Moral Education, is representative of this approach. My essay has three parts. First, I show that Hand’s justificatory procedure – the problem-of-sociality justification – cannot serve the purposes he has in mind; it fails on its own terms and may even cause the teacher to inadvertently slide into indoctrination. Second, I argue that the causes of this failure lie deeper than Hand’s particular approach to the rationalistic justification project; rather, it is the broader project itself that is misguided, largely due to its narrow conceptions of morality and rationality. Third, I offer an alternative way of framing the issue of indoctrination, by drawing on Aristotle’s philosophy of rhetoric. My suggested approach recontextualizes the issue of indoctrination and brings into focus a broader set of relevant features of the teaching–learning situation.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"19 1","pages":"185 - 203"},"PeriodicalIF":1.2,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14778785211016322","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44331179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/14778785211005695
Freya Aquarone
Using data from a case-study school as a springboard, this article explores how enactments of democratic education might both problematise and illuminate new possibilities for the way we conceptualise social justice in education. Nancy Fraser’s tripartite framework of social justice is used to analyse in-depth interviews with students aged 14–16 from a democratic school in the United Kingdom. The article makes two key arguments: first, it highlights the interdependence of ‘recognition’ and ‘representation’ and, consequently, calls on mainstream policy and practice to make a substantive commitment to participatory democracy as part of the ‘inclusive education’ agenda. Second, it points to the tensions between ‘redistributive’ justice and other social justice aims which may be particularly stark in democratic education (and other progressive education) spaces. The article suggests that a strengthened relationship between democratic schools and research communities would offer a crucial contribution to collective critical reflection on social justice in education.
{"title":"Student experiences of democratic education and the implications for social justice","authors":"Freya Aquarone","doi":"10.1177/14778785211005695","DOIUrl":"https://doi.org/10.1177/14778785211005695","url":null,"abstract":"Using data from a case-study school as a springboard, this article explores how enactments of democratic education might both problematise and illuminate new possibilities for the way we conceptualise social justice in education. Nancy Fraser’s tripartite framework of social justice is used to analyse in-depth interviews with students aged 14–16 from a democratic school in the United Kingdom. The article makes two key arguments: first, it highlights the interdependence of ‘recognition’ and ‘representation’ and, consequently, calls on mainstream policy and practice to make a substantive commitment to participatory democracy as part of the ‘inclusive education’ agenda. Second, it points to the tensions between ‘redistributive’ justice and other social justice aims which may be particularly stark in democratic education (and other progressive education) spaces. The article suggests that a strengthened relationship between democratic schools and research communities would offer a crucial contribution to collective critical reflection on social justice in education.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"19 1","pages":"40 - 64"},"PeriodicalIF":1.2,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14778785211005695","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42658117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/1477878521996304
S. Little
Admiration is often described as having a singular motivational profile – the disposition to imitate. This article provides a developmental assessment of admiration’s action-potential, proposing a series of stages between (1) naïve imitation, a basic mimetic impulse, and (2) non-imitative virtuous actions. The process is marked by an increasing ability to represent the actions and desires of another, becoming the middle term between the learner and the exemplar. This developmental assessment is necessary because the leading accounts of moral development today lean on the idea of imitation as essential to the process of virtue acquisition without providing an explanation of how imitation works, psychologically speaking. Moreover, these accounts treat imitation as a static disposition, rather than one that matures over time. Insight regarding this developmental progression can provide us with a better sense of how to educate using exemplars in order to advance a learner from admiration to moral virtue. This article also fills in gaps in the admiration literature concerning how we regard inimitable excellences and contends that it may not be beneficial to emulate an exemplar’s motivations, in addition to her actions.
{"title":"The graded engagement model of admiration","authors":"S. Little","doi":"10.1177/1477878521996304","DOIUrl":"https://doi.org/10.1177/1477878521996304","url":null,"abstract":"Admiration is often described as having a singular motivational profile – the disposition to imitate. This article provides a developmental assessment of admiration’s action-potential, proposing a series of stages between (1) naïve imitation, a basic mimetic impulse, and (2) non-imitative virtuous actions. The process is marked by an increasing ability to represent the actions and desires of another, becoming the middle term between the learner and the exemplar. This developmental assessment is necessary because the leading accounts of moral development today lean on the idea of imitation as essential to the process of virtue acquisition without providing an explanation of how imitation works, psychologically speaking. Moreover, these accounts treat imitation as a static disposition, rather than one that matures over time. Insight regarding this developmental progression can provide us with a better sense of how to educate using exemplars in order to advance a learner from admiration to moral virtue. This article also fills in gaps in the admiration literature concerning how we regard inimitable excellences and contends that it may not be beneficial to emulate an exemplar’s motivations, in addition to her actions.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"19 1","pages":"3 - 18"},"PeriodicalIF":1.2,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1477878521996304","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49538119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/14778785211003770
J. Haynes
Feminist philosopher–educator Ann Margaret Sharp co-founded the Philosophy for Children Programme (P4C) with Matthew Lipman. They established a trans-disciplinary field of scholarship in philosophy of education, childhood and pedagogy, sparking an international movement (Gregory et al., 2017; Haynes, 2018). Lipman’s name is well known, and he is often given sole credit for the methods of P4C, while Sharp’s educational activism and scholarship in philosophy, education and P4C have rarely been given the full recognition they deserve. Sharp’s ideas have been lovingly assembled in this rich and skillfully edited collection of a range of her writing, interwoven with appreciative and critical commentaries from a selected group of committed P4C scholars who know her work very well and who genuinely engage with her ideas in their own theorising and practice. One of the many achievements of this volume is that the approach to writing and editing has been carried out in keeping with the spirit and process of community of inquiry, so that the content and style are dancing in dialogic harmony, generating new questions for philosophy and education. Sharp’s educational preoccupations lay with growth and love. She is associated with a politicised relational theory, ethics of care and the emancipatory scope and potential of the community of philosophical inquiry. Her enlivened, subversive sense of the community of inquiry emerged through experience of residential work with marginalised teenagers, college teaching, her feminist life, and reading of literature and philosophers that shaped her thinking, including, among others, Nietzsche, Arendt, Dewey and Weil. Sharp saw the community of inquiry as a democratic practice of engaged philosophy and integral part of her teaching and personal life; making for intergenerational connections through shared philosophical dialogue, fed by imagination and experience, pointing to action for the good. Philosopher practitioners have continued to problematise and creatively enliven this method of the community of inquiry, in professional development, teaching and research 1003770 TRE0010.1177/14778785211003770Theory and Research in EducationBook review book-review2021
女权主义哲学家兼教育家安·玛格丽特·夏普与马修·李普曼共同创立了“儿童哲学项目”(P4C)。他们在教育哲学、儿童和教育学领域建立了一个跨学科的学术领域，引发了一场国际运动(Gregory et al.， 2017;海恩斯,2018)。李普曼的名字是众所周知的，他经常被认为是P4C方法的唯一功劳，而夏普在哲学、教育和P4C方面的教育积极主义和学术研究却很少得到应有的充分认可。夏普的思想被精心地汇集在这本丰富而巧妙地编辑的一系列她的作品中，交织着一群忠诚的P4C学者的欣赏和批评的评论，他们非常了解她的工作，并在自己的理论和实践中真诚地参与她的想法。这一卷的许多成就之一是，写作和编辑的方法已经进行了与精神和过程的社区的调查，使内容和风格舞蹈在对话和谐，产生新的问题，哲学和教育。夏普的教育重点在于成长和爱。她与政治化的关系理论、关怀伦理以及哲学探究共同体的解放范围和潜力联系在一起。她活跃的、颠覆性的探索共同体意识是通过与边缘化青少年的住宿工作、大学教学、她的女权主义生活以及对文学和哲学家的阅读而产生的，这些文学和哲学家塑造了她的思想，其中包括尼采、阿伦特、杜威和威尔。夏普认为探究社区是一种参与哲学的民主实践，是她教学和个人生活的组成部分;通过共同的哲学对话建立代际联系，以想象力和经验为基础，指向善行的行动。哲学家实践者在专业发展、教学和研究中不断提出问题，并创造性地使这种探究共同体的方法活跃起来
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