Pub Date : 2021-11-01DOI: 10.1177/14778785211062580
Jack Marley‐Payne
Ameliorative analysis is a powerful new approach to understanding concepts, stemming from cutting-edge work at the intersection of philosophy of language, philosophy of mind and metaphysics. It offers the potential to improve our understanding of a range of subject matters. One topic to which it has not yet been applied is the concept of education. Doing so can enhance our understanding of this vital subject matter and, in particular, help in the push for educational justice. While philosophers and policymakers alike have preferred a broad understanding of education that encompasses many aspects of human development, ameliorative considerations favour a narrower concept, tightly connected to formal schooling. This is because effective pursuit of an egalitarian agenda requires education working alongside a range of other welfare priorities, and it is important that our concept of education does not muddy the waters or undermine other aspects of the pursuit of justice.
{"title":"An ameliorative analysis of the concept of education","authors":"Jack Marley‐Payne","doi":"10.1177/14778785211062580","DOIUrl":"https://doi.org/10.1177/14778785211062580","url":null,"abstract":"Ameliorative analysis is a powerful new approach to understanding concepts, stemming from cutting-edge work at the intersection of philosophy of language, philosophy of mind and metaphysics. It offers the potential to improve our understanding of a range of subject matters. One topic to which it has not yet been applied is the concept of education. Doing so can enhance our understanding of this vital subject matter and, in particular, help in the push for educational justice. While philosophers and policymakers alike have preferred a broad understanding of education that encompasses many aspects of human development, ameliorative considerations favour a narrower concept, tightly connected to formal schooling. This is because effective pursuit of an egalitarian agenda requires education working alongside a range of other welfare priorities, and it is important that our concept of education does not muddy the waters or undermine other aspects of the pursuit of justice.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44338494","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 : 2021-10-26DOI: 10.1177/14778785211052199
Veli-Mikko Kauppi, Johannes Drerup
There is a steady line of academic discourse around the topic of controversial issues and how to approach them in and through education. In this line of discourse, discussion is widely seen as a primary method of democratic education that is especially suitable to foster its major educational aims, such as tolerance, reciprocal respect, or political autonomy. The aim of this contribution is to show that the widespread emphasis on the educational and political value of discussions as a way to handle controversial issues in education can be problematic and one-sided. It is argued that the focus on discussions sometimes tends to be interpreted as a ‘magic bullet’ to all different sorts of controversies, without sufficient inquiry into the details that make up the controversy. This uniform solution threatens to downplay and underestimates other relevant components which are essential for the intelligent handling of controversial issues, such as practices of inquiry. Instead of questioning the political value and central educational role of discussing controversial issues tout court, the contribution points out some of the blind spots of the current debate and thereby aims to broaden the spectrum of theoretical and practical perspectives on how to approach controversial issues in education.
{"title":"Discussion and inquiry: A Deweyan perspective on teaching controversial issues","authors":"Veli-Mikko Kauppi, Johannes Drerup","doi":"10.1177/14778785211052199","DOIUrl":"https://doi.org/10.1177/14778785211052199","url":null,"abstract":"There is a steady line of academic discourse around the topic of controversial issues and how to approach them in and through education. In this line of discourse, discussion is widely seen as a primary method of democratic education that is especially suitable to foster its major educational aims, such as tolerance, reciprocal respect, or political autonomy. The aim of this contribution is to show that the widespread emphasis on the educational and political value of discussions as a way to handle controversial issues in education can be problematic and one-sided. It is argued that the focus on discussions sometimes tends to be interpreted as a ‘magic bullet’ to all different sorts of controversies, without sufficient inquiry into the details that make up the controversy. This uniform solution threatens to downplay and underestimates other relevant components which are essential for the intelligent handling of controversial issues, such as practices of inquiry. Instead of questioning the political value and central educational role of discussing controversial issues tout court, the contribution points out some of the blind spots of the current debate and thereby aims to broaden the spectrum of theoretical and practical perspectives on how to approach controversial issues in education.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45999086","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 : 2021-09-18DOI: 10.1177/14778785211043020
K. Alexander, C. H. Gonzalez, Paul Vermette, Sabrina Di Marco
At the heart of the teaching practice is the art of questioning. Costa and Kallick noted that questions are the means by which insights unlock thinking. Effective questioning is essential to effective teaching. Despite this, a cohesive theory on the method of questioning has yet to be developed. A discussion of questioning is vital to moving the teaching profession forward. In this article, we propose a model of effective questioning that we see as the first step toward identifying a unifying theory of questioning. Our model contains the following three components: (1) a well-structured item (a good question), (2) clear expectations for the response (which we call ‘the five considerations’), and (3) a constructivist conversation. This work succeeds in bridging the gap between practice and theory that may otherwise limit good teachers from utilizing their questions in the most effective manner. Because of this, our model should be of use to teachers, teacher educators, professional developers, educational researchers, and theoreticians. We hope that a continued discussion of questioning ensues in all of these circles, so that our field can move closer toward the development of a theory of questioning.
{"title":"Questions in secondary classrooms: Toward a theory of questioning","authors":"K. Alexander, C. H. Gonzalez, Paul Vermette, Sabrina Di Marco","doi":"10.1177/14778785211043020","DOIUrl":"https://doi.org/10.1177/14778785211043020","url":null,"abstract":"At the heart of the teaching practice is the art of questioning. Costa and Kallick noted that questions are the means by which insights unlock thinking. Effective questioning is essential to effective teaching. Despite this, a cohesive theory on the method of questioning has yet to be developed. A discussion of questioning is vital to moving the teaching profession forward. In this article, we propose a model of effective questioning that we see as the first step toward identifying a unifying theory of questioning. Our model contains the following three components: (1) a well-structured item (a good question), (2) clear expectations for the response (which we call ‘the five considerations’), and (3) a constructivist conversation. This work succeeds in bridging the gap between practice and theory that may otherwise limit good teachers from utilizing their questions in the most effective manner. Because of this, our model should be of use to teachers, teacher educators, professional developers, educational researchers, and theoreticians. We hope that a continued discussion of questioning ensues in all of these circles, so that our field can move closer toward the development of a theory of questioning.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48536382","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 : 2021-08-06DOI: 10.1177/14778785211040347
The surname of the first author Mark E. Jonas of the book reviewed here should be spelt “Jonas” and not “Jones” as was used mistakenly within the review.
本书书评的第一作者马克·e·乔纳斯的姓氏应该拼写为“乔纳斯”，而不是书评中错误使用的“琼斯”。
{"title":"Corrigendum to “Book Review: Mark E. Jonas and Yoshiaki Nakazawa, A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms” by Avi I. Mintz. Published in Theory and Research in Education, volume 19, issue 2, pp. 206–208. DOI: 10.1177/14778785211029756","authors":"","doi":"10.1177/14778785211040347","DOIUrl":"https://doi.org/10.1177/14778785211040347","url":null,"abstract":"The surname of the first author Mark E. Jonas of the book reviewed here should be spelt “Jonas” and not “Jones” as was used mistakenly within the review.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528842","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: 10.1177/14778785211029756
Avi I. Mintz
demonstrations as pedagogical tools to raise consciousness, and make education central to promoting policies that both undermine capitalism and give meaning to what socialist society looks like’ (p. 117). As such, he adds, ‘education both in its emancipatory symbolic and institutional forms has a central role to play in fighting the resurgence of fascist cultures, mythic historical narratives, and the emerging ideologies of white supremacy and white nationalism’ (p. 127). As formal education systems and wider society continue to shift in response to the pandemic, perhaps there is a silver lining. Perhaps these COVID-19 times become not only a lens but also an opportunity for implementing change, shaping a collective future that fosters deeper critical thinking in societal systems and spaces. Giroux implores us to overhaul our systems, placing critical education at the center. I think he might be onto something.
{"title":"Book review: Mark E. Jonas and Yoshiaki Nakazawa, A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms","authors":"Avi I. Mintz","doi":"10.1177/14778785211029756","DOIUrl":"https://doi.org/10.1177/14778785211029756","url":null,"abstract":"demonstrations as pedagogical tools to raise consciousness, and make education central to promoting policies that both undermine capitalism and give meaning to what socialist society looks like’ (p. 117). As such, he adds, ‘education both in its emancipatory symbolic and institutional forms has a central role to play in fighting the resurgence of fascist cultures, mythic historical narratives, and the emerging ideologies of white supremacy and white nationalism’ (p. 127). As formal education systems and wider society continue to shift in response to the pandemic, perhaps there is a silver lining. Perhaps these COVID-19 times become not only a lens but also an opportunity for implementing change, shaping a collective future that fosters deeper critical thinking in societal systems and spaces. Giroux implores us to overhaul our systems, placing critical education at the center. I think he might be onto something.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14778785211029756","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41522014","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: 10.1177/14778785211029758
Colin M. Macleod
interlocutors’ characters – their concerns, their experiences and their acts before or after the dramatic date of the dialogues in which they appear – colours every Socratic conversation. Jones and Nakazawa are primarily interested in addressing the scholarship that ignored Plato’s characterization and drama and focused instead on dividing his corpus into periods of his alleged intellectual development. Although they note that identifying dialogues as ‘early’, ‘middle’ and ‘late’ has increasingly lost defenders, that developmental framework grounds their analysis; they discuss separately, for example, intellectualism in the early dialogues and intellectualism in the middle dialogues. In my view, Jones and Nakazawa would have offered an even richer view of the psychological nuance in Plato’s theory of moral education had they drawn more heavily on scholars who have looked at the interplay between drama and philosophy in the dialogues. Nevertheless, this is perhaps an unfair critique. Given the array of scholarly approaches to Plato, there are many interpretive frameworks available to Plato scholars, and Jones and Nakazawa have certainly embraced one that has long had a great deal of influence. Had they drawn more on scholarship about Plato’s use of character and drama, their conclusion would be the same and no less original and important: Habituation and epiphany are central to the Platonic theory of moral education.
{"title":"Book review: Robert F. Ladenson, Moral Issues in Special Education: An Inquiry into the Basic Rights, Responsibilities and Ideals","authors":"Colin M. Macleod","doi":"10.1177/14778785211029758","DOIUrl":"https://doi.org/10.1177/14778785211029758","url":null,"abstract":"interlocutors’ characters – their concerns, their experiences and their acts before or after the dramatic date of the dialogues in which they appear – colours every Socratic conversation. Jones and Nakazawa are primarily interested in addressing the scholarship that ignored Plato’s characterization and drama and focused instead on dividing his corpus into periods of his alleged intellectual development. Although they note that identifying dialogues as ‘early’, ‘middle’ and ‘late’ has increasingly lost defenders, that developmental framework grounds their analysis; they discuss separately, for example, intellectualism in the early dialogues and intellectualism in the middle dialogues. In my view, Jones and Nakazawa would have offered an even richer view of the psychological nuance in Plato’s theory of moral education had they drawn more heavily on scholars who have looked at the interplay between drama and philosophy in the dialogues. Nevertheless, this is perhaps an unfair critique. Given the array of scholarly approaches to Plato, there are many interpretive frameworks available to Plato scholars, and Jones and Nakazawa have certainly embraced one that has long had a great deal of influence. Had they drawn more on scholarship about Plato’s use of character and drama, their conclusion would be the same and no less original and important: Habituation and epiphany are central to the Platonic theory of moral education.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14778785211029758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44459197","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: 10.1177/14778785211029516
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":null,"pages":null},"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
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Pub Date : 2021-07-01DOI: 10.1177/14778785211033376
Ben Kotzee
{"title":"Editor’s Introduction","authors":"Ben Kotzee","doi":"10.1177/14778785211033376","DOIUrl":"https://doi.org/10.1177/14778785211033376","url":null,"abstract":"","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14778785211033376","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43997732","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: 10.1177/14778785211028400
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.
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