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This article explores the nature, strengths and limitations of Roman, Christian, Kantian and utilitarian ethics and their legacy in some modern theories of educative leadership that are educative in intent and outcome. It is shown that Roman, Christian, Kantian, and utilitarian ethics have profoundly shaped transformational, instructional, distributed, and ethical leadership theories. Roman ethics emphasize civic duty, virtue, and community service, influencing leaders to inspire collective goals and improve educational outcomes. Christian ethics highlight love, compassion, and moral integrity, guiding leaders to act as ethical exemplars and nurture followers. Kantian ethics focus on duty, universal principles, and respect for individuals, promoting ethical consistency and dignity in leadership practices. Utilitarian ethics prioritize maximizing happiness and well-being, driving leaders to achieve positive changes and balance individual needs with the greater good. It concludes that these ethical foundations (a) continue to inform contemporary educative leadership practices and (b) underpin recent scholarship that has shown how Roman, Christian, Kantian, and utilitarian ethics can shape moral school leadership and ethical decision-making, offering school leaders a nuanced approach to promote learning and social justice, fairness, and community well-being.

The main reason for the research significance is misconceptions arising in the field when implementing Sekolah Penggerak Program, which started in 2021. Thus, the objectives of this study are to describe programs for enhancing exceptional human resources, and to explore the Kurikulum Operasional Satuan Pendidikan (Education Unit Operational Curriculum), and the Merdeka Curriculum learning. Four elementary schools in Indonesia's urban and rural areas served as the research unit for analysis, which used a qualitative comparative case study design. The results demonstrate that the programs of the Ministry of Education, Culture, Research, and Technology for improving human resources, which includes training and mentoring, have a favourable effect on both rural and urban primary schools. However, only one out of four schools examined the context of the educational unit while creating education unit operational curriculum documents, and every school simply used education unit operational curriculum as a prerequisite for administrative fulfilment. Based on the available components, all teachers developed teaching modules for the Merdeka Curriculum. It was found, nevertheless, that the students were not genuinely exposed to the content of these modules.

In the study reported on here we investigated the impact of Ubuntu on learner behaviour and academic achievement in secondary schools in the Gweru district of Zimbabwe. The study participants comprised 38 learners and 7 teachers from 4 secondary schools in the Gweru district. Data were collected through focus-group discussions, semi-structured interviews, participant observations and document analysis. We established that teachers and learners had a satisfactory understanding of how upholding values of Ubuntu contributed to academic achievement among learners. The findings reveal that in addition to other factors affecting academic achievement, like the school and home environment, learners who upheld the values of Ubuntu were disciplined, focused on their studies, and thus attained higher levels of academic achievement compared to learners who lacked Ubuntu and engaged in substance abuse, pre-marital sex, and lacked focus on their schoolwork. Based on the study we recommend that a course on Ubuntu be introduced in teacher training complemented by professional development workshops for teachers in the field to equip them with skills of integrating values of Ubuntu into the curriculum and thus foster the same among learners.

Educational disparities are one of the most essential issues surrounding education and equity. Previous research includes many empirical studies which have been conducted to eliminate educational disparities. However, the normative question "Why do educational disparities matter?" has not been carefully examined in empirical studies on educational disparities. This question can be answered based on the value of fairness. But what is fairness? Is it enough if a fair educational system is realized? Based on the above concerns, this paper examines the value of fairness, which is a normative assumption of studies on educational disparities. The paper confirms that the value of fairness behind the argument "educational disparities should be corrected" can be clarified and justified by luck egalitarianism, and clarifies the problems associated with pursuing fairness by examining Elizabeth Anderson's critique of luck egalitarianism. Specifically, the paper focuses on the harshness objection and the humiliation objection. It shows that, even if fairness in education is achieved, it may not result in an ideal education for all, because it may leave some children in a harsh situation and humiliate them in the process of providing compensation through redistribution. The paper then discusses three values that should be added to fairness: fresh start, sufficiency, and respect. After that, it discusses why these values are important and what issues should be considered in future empirical research on educational disparities. The paper also presents suggestions toward examining the problems of meritocracy.

This paper focuses first on the issue of measuring education. When we consider "education and equity," we tend to quantify educational outcomes and compare these figures with others. While it is necessary to consider "equity" (or inequity) through comparisons with others, if we quantify the achievement of outcomes and evaluate the management of the organisation, we fall into a "metric fixation." Next, the paper discusses the issue of meritocracy, presenting a perspective on abilities as social and communal rather than individual. Finally, it discusses the concept of "collaborative learning" as presented by the Central Council for Education Report of 2021. This report states the importance of respecting all others as valuable beings. In order to clarify the significance and value of the presence of others in educational relationships, the paper considers a certain high school discussion situation. "Equity" in education cannot be realised by comparing personal figures on a particular scale. If we wish to realise "equity," paradoxically, it is essential that we do not ask whether we are achieving "equity" through comparison with others. Being equally opaque to one another, being diverse, is essential for the realization of pleasurable "collaborative learning."

Assessment professionals are often at the helm of leading discussions around data-use and data-driven decisions for higher education stakeholders. However, the problem is that assessment practitioners must be cognizant of how to engage stakeholders with equity-minded and socially just informed assessment practices. The purpose of this article is to provide a literature review of approaches to equity-minded data use and positing that assessment professionals should engage in Freirean critical pedagogy approaches to data use practices. The article opens with a discussion of the intersection of diversity, equity, and inclusion work with assessment practitioners. Next, an introduction to the Freirean concept of engaging in praxis and how assessment leaders may unknowingly participate in what Freire calls banking education where educators act as a conduit to merely deposit information into students. The article concludes with recommendations for how assessment leaders can engage stakeholders in Freire's concept of "true dialogue."

A 1998 report from the Boyer Commission called "Reinventing Undergraduate Education: A Blueprint for America's Research Universities" issued a series of directives, suggestions, and critiques concerning the then-current state of undergraduate education at research universities. The document caused a minor media firestorm in the higher education and national outlets. This paper will analyze the report, the media responses to the report, and the academic articles inspired by it through the lens of the neoliberal economic models influencing higher education, encapsulated in the titular quote from the report regarding deficits in undergraduate education. We argue that neoliberal concepts infiltrated the discourse surrounding undergraduate education and provide the underpinnings for a value-added perspective on undergraduate education. We describe the historical circumstances influencing the report, conduct a poststructural analysis of the report using the lens of neoliberalism, and reflect upon the impact of the report for contemporary student affairs practitioners and faculty collaboration.

The present research shows the absurdity of education, especially education management, in the posthumanist schema. Posthumanists seem to want to form their own group, but researchers see that posthumanism is not new, especially in the world of education. Philosopher Mortimer J. Adler, in the framework of perennialism, shows the structure of education, especially in America, which, according to researchers, is relevant in Indonesia. Research findings are based on qualitative research with data retrieval methods from literature studies. Results showed that Mortimer J. Adler's philosophical thinking emphasizes the expansion of education management in both depth and fragility by and through learners, parents, teachers and related parties in the mecca of an independent curriculum.

Counsellors as peace educators are to foster a peaceful mindset to students. However, not every peace counsellor shares peaceful thinking with clients or students with problems as a gap. Peace group leaders can integrate counselling as a science with religion through the design and stages of peace group counselling (PGC). This research aims to design and organize PGC stages to facilitate peaceful thinking patterns in peace counsellors/educators (PC/E) to foster peaceful thinking patterns. Integrative literature review as a research model by collecting data through documentation with relevant books and journals, then analyzing it descriptively and qualitatively. The research findings found that the PC/E's duties as "imams" (group leaders) and "kaffah" individuals have therapeutic abilities. PC/E combines peaceful thinking with help from God. The PGC process has three stages: initial, work, and the final. The work stages combine the sub-stages of peace counselling, starting from rational, exploring the root causes of peaceful thoughts, self-reflection, seeking, and searching for peaceful thought patterns, looking for different forms and behaviors of peaceful thought patterns towards God's teachings as a novelty, and ending with evaluation and follow-up. PC/E implements the PGC design and stages so that individuals can cultivate a peaceful mindset through training and experimental research.

Global crises continue to shape the higher education landscape by posing challenges at every step of the educational process. From pedagogical delivery to experience design to undergraduate student research, pandemics, unrest, war, and environmental disasters have given us many imperatives to pivot and adapt. While the COVID-19 pandemic brought unprecedented challenges to the function of higher education, there were many lessons that inform and instruct how we continue to operate in a volatile and ever-changing world. The following paper will explore two case studies of pivoting in-person, place-based, global learning experiences into a remote context. We will highlight the cognitive, content- and skills-based, social-emotional learning aims and how thoughtful design and intentionality helped us to create a replicable remote learning experience that can be used in the future in the face of similar unexpected challenges and pivots.

Despite the importance of speaking in developing learners' command of language, due to a paucity of research in the domain, little is understood of teachers' systematic strategy instructional practices to improve the quality of their students' utterances. This study sought to address this gap in knowledge through the study of the practices of an experienced teacher in a Singapore primary school and another experienced teacher in an elementary school in Japan. Connecting with and drawing from Rebecca Oxford's work on learning strategies and the development of young children's English language skills, it aims to shed light on the value of metacognitive strategy instruction in raising children's awareness about their own learning processes. It highlights the value of honing students' knowledge and use of strategies for effective communication by actively engaging them in making meaning of the information they have. Teachers' instruction on strategies for speaking significantly eases the cognitive load for learners in formulating utterances and enables them to participate meaningfully in discussions with their teachers and peers.

Rebecca L. Oxford's contributions to academia extend well beyond language learning strategy research, for which she is well known, to embrace peace education in language classrooms. Inspired by her peace education philosophy, this study first describes the influence of Oxford's scholarly research in peace approach. Then, it presents a case study of five preservice teachers, all native Turkish speakers, who were guided to adopt the peace approach philosophy to develop creative teaching materials to be implemented in the "Practicum course." Throughout six hours of weekly lessons at a state middle school, the preservice teachers integrated peacebuilding activities into their English instruction. The analysis of the qualitative data from lesson plans, classroom observations, and reflective writings, revealed compelling findings. Preservice teachers who implemented peacebuilding activities showcased increased competence and awareness of peace education philosophy, and they reported feeling more confident and fulfilled in their teaching. Children exposed to peacebuilding activities experienced a shift in their emotional state. It was also found that peacebuilding activities fostered inner harmony, boosted self-confidence, and enhanced children's English learning engagement. The study highlights the crucial role of integrating peace education into teacher education programs, particularly for language teachers. Equipping educators with the tools and philosophies of peacebuilding can empower them to become agents of positive change, cultivating global citizens who embrace harmony and understanding.

In this article, we examine the relationship established between what the history of education in Spain has identified as "pedagogical renewal" and the proposals, experiences, reflections, meetings and training spaces framed in what at the time was identified as "intercultural education". This analysis stems from the apparent disappearance of everything generated around "intercultural education" throughout the 1990s from the historical account of pedagogical renewal. Faced with this apparent mismatch, the authors of the article argue that the main characteristics of the intercultural proposal (in terms of organisational forms, the global nature of its proposals and critical spirit questioning some of the basic pillars of the dominant educational system and model) would allow it to be identified with the movements, proposals and practices of pedagogical renewal. Additionally, the authors highlight the commitment and involvement of individuals, groups and journals aligned with the pedagogical renewal in the promotion and defence of intercultural education. Consequently, the authors finally propose some key insights that may help us understand why this presence and participation tends to be overlooked in the historiographical account of the renewal.

This article provides a chronological analysis of the historical development of social studies in Ghana with a focus on the impact of international donor agencies. The influence of donor agencies on the introduction and implementation of social studies in the Ghanaian general education curriculum shows that post-colonial countries struggle with developing curriculum that is independent of colonial powers and germane to national needs. This article delves into the introduction and implementation process of social studies education highlighting five influential reforms in Ghana that happened between 1951 and 2007. This study provides an overview of Ghana's key educational reforms and the most important factors that influenced those reforms. Studying the past and present social studies education curriculum and its historical context in Ghana offers educational leaders insights and cautions to guide and inform future reforms in social studies education, ideally to avoid similar problems.

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551 (Revised B.E. 2560) in the social studies, religion, and culture learning area, and the New York State K-12 Social Studies Framework. The findings revealed that the social studies curricula of Thailand and New York State differ in many aspects, including their fundamental philosophies, goals for student development, curriculum structures, learning content, and instructional approaches. The Thai curriculum emphasizes cultivating morally good citizens with a love for the nation, while the New York curriculum focuses on developing knowledgeable, skilled citizens who actively participate in a democratic society. In today's rapidly changing world, the development of Thailand's social studies curriculum should foster 21st-century skills, digital citizenship, and a sense of global citizenship among learners while maintaining Thai identity and values. Policy-level recommendations include creating a new vision, designing a flexible curriculum, developing online platforms, and integrating artificial intelligence. At the practical level, suggestions include creating community learning innovations, using the city as a classroom, developing a competency-based curriculum, and building learning communities with local partners.

The authors' paths crossed seven years ago when they had recently adopted the P4C (Philosophy for Children) method as philosophy teachers. Their shared enthusiasm for P4C resulted in collaborative development and facilitation of different workshops. These programs were specifically tailored for children aged 7-10, particularly those residing in underserved areas. After depleting the widely available stimuli resources in their workshops, they soon found themselves in need of fresh material. During the COVID-19 pandemic, while conducting online workshops, the authors recognized the potential effectiveness of utilizing visual stimuli. In each session they used a work of art as a stimulus to initiate an inquiry using P4C methods. This realization prompted them to explore the realm of visual arts. Subsequently, they underwent an extensive preparatory phase, meticulously selecting works of art for the projects and conducting in-depth research on them. In this article, the authors aim to elucidate the rationale behind and advantages of employing works of art. Toward the conclusion of the discussion, the authors have included a practical application as an illustrative example.

Although teachers are eager to facilitate community of inquiry (CoI) in their classrooms, they also fear being unable to convey the necessary knowledge to their students in an inquiry due to the inherent involvement of conflicting views, confusion, and a lack of strict definitions about the concepts. The author argues that the banking model of education relies on certain conceptual assumptions about the nature of concepts. For the banking model to function effectively, it must initially assume that all concepts can be defined by their necessary and jointly sufficient conditions. The author goes on to argue that treating concepts as prototypes is helpful in demonstrating the necessity of collective inquiry, even for technical and scientific concepts that are strictly defined. This approach to concepts is illustrated through an inquiry design in a science class on the concept of "mixture."

Purpose: To advocate educational improvement science (EIS) as an emerging transdisciplinary field, I reflect on the three major pathways of educational advancement in human history, discern the misuses and pitfalls of reform, and theorize how education can be improved to better serve its mission. Design/Approach/Methods: Employing a multiperspectival approach, I critically re-examine educational reforms and improvements worldwide and conceptualize the emerging transdisciplinary field through an extensive literature review, etymological analysis, international comparisons, and socio-historical,-cultural and-philosophical reflections. Findings: In this paper, I advance the concept of neo-improve mentalism for EIS by elucidating its philosophical assumptions, disciplinary fundamentals, and theoretical frameworks through historical and comparative lenses. I identify and construct disciplinary knowledge of EIS comprising two categories, namely, subject matter knowledge and profound knowledge, adopted from improvement science. I then highlight three methodological approaches of EIS and the building of professional improvement communities empowering individual and institutional improvement capabilities. I propose that EIS is the art of the improving organization for classes, schools, and/or more broadly defined educational agencies. Originality/Value: This study recognizes the significance of EIS and research thereon, especially discipline-building and exploration based on local characteristics in a global vision, and the cultivation of new frontiers of educational research and practices.

The present study aims on the one hand to analyze North American curriculum reforms with a focus on the twentieth century, and on the other hand it aims to demonstrate the implications of Weberian rationality theory for century-specific curriculum theory and practice. At the theoretical level the study shows the implications of Weberian rationality in the work of Dewet, Weber and Tyler. At the practical level, the main findings of the study show that the progressive period was influenced by practical rationality or more specifically instrumental rationality through the social efficiency orientation promoted by Bobbitt and Tyler. Also, the need for post-Sputnik reform of the North American curriculum led to a hyper-rationalization of education towards the imposition of external standards on schools, this trend culminating in the report "A Nation at Risk" (1983) which led to an economic approach to education. The North American curriculum reforms that followed did not abandon this trend of hyper-rationalization and standardization of education.

Teaching conceptions in higher education, or so-called academics' conceptions of teaching (ACTs), are essential in informing teaching behaviors and influencing students' learning. Consequently, several attempts have been made since the 1990s to understand what ACTs represent and how they can be developed towards student-centered teaching. However, the expected results did not occur as planned because ACTs were frequently misinterpreted mainly because of the similarities with teaching beliefs and other comparable concepts like cognitions about teaching or perspectives of teaching. Hence, many fundamental issues still need to be solved (e.g., ACTs definition, terminology use, measurement, etc.). The present systematic literature review aimed to clarify the conceptual discrepancies in the ACTs' definitions and terminology and propose a consensus regarding the most appropriate working definition and terminological use. We analyzed 1123 studies using systematic online searching in the Web of Science Database and citation searching. After the eligibility process, we came across 78 eligible articles. The results showed that most of the studies used the terminology and definitions of "conceptions of teaching" (Pratt, 1992) to the detriment of the "beliefs of teaching" or another related term. Even though the concepts "conceptions of teaching" and "beliefs of teaching" come from different theoretical perspectives--where "conceptions" originate from a phenomenological approach, characterized by qualitative methodologies, and "beliefs" come from a cognitive approach, represented by quantitative studies--most studies used them interchangeably. However, the authors only extremely rarely (N = 2) appeared aware of this interchangeability and explicitly mentioned it. While the "conceptions of teaching" emerged as the most utilized term, Pratt's (1992) definition was the most often employed definition of ACTs. We advocate for consistency in teaching conceptions, research definitions, and terminological use, paramount for diminishing the risk of misinterpretation, comparing, and synthesizing findings, as well as straightforward communication among educationalists, researchers, and policymakers.

Chinese traditional calligraphy is an important part of Chinese culture, with rich cultural value, historical value, artistic value and educational value. Traditional calligraphy art has shown new characteristics in the current era. This research objectives are: 1) to study the historical development and cultural value of Chinese calligraphy; 2) to analyze the current situation and issues of Chinese calligraphy; 3) to identify the way in which inheritance and literacy of Chinese calligraphy art can be protected. This research adopts qualitative methods, collecting field data through literature document, surveys, interviews, observations, and group discussions. Our results summarize the multiple eras through which the historical development of Chinese calligraphy took place. Our study focused on the content and artistic styles of Chinese calligraphy, categorizing its development into four periods; namely (i) Primitive Society to 2070 BC, which is characterized by pictographic writing and primitive symbols, (ii) 2070 BC to 221 BC, the period of formation of written characters and invention of the writing brush and ink, (iii) 221 BC to 589 AD, characterized by the standardization of Xiaozhuan and the invention of papermaking, and (iv) 589 AD to 1905 AD characterized by development and refinement of the five script styles influenced by the imperial examination system. Our results also depict the current situation and problems of Chinese calligraphy and the problems it faces. Finally, the results also show the multiple ways in which Chinese calligraphy could be preserved. As an excellent cultural heritage, traditional Chinese calligraphy art will shine with new light in modern society.

Teaching in contemporary schools raises complex questions about how to engage meaningfully with diversity. Working within already politicized and fast-changing sociocultural landscapes, the diversity that teachers are required to navigate can no longer be accounted for by pre-existing categorizations. New qualities of difference are continually emerging through students' and teachers' own identity development and the continually evolving relationships that are part of everyday classroom work. As such, teaching also involves a dynamic approach to decision-making as to what is "right" and "good" in and through music, indeed, the very axiological premises of music education are constantly called into question. In this paper, we heuristically engage with the theoretical writings of Bauman, Greene, and Hare to formulate invitations through which music teacher education might approach these complex, dynamic, and intersecting diversities. By assuming complexity, approaching learning as an adventure, alternating between the personal and the professional, assuming a researcher disposition, fostering artistic play, and (co-)imagining possible futures, we suggest that future teachers might be equipped to resist the passive acceptance of the status quo and explore how we might practice the art of living with difference, together.

Maria Montessori's work remains popular and influential around the world. She provided fascinating descriptions of her observations of children's learning. Yet at the heart of her work is a lacuna: the issue of how children learn their first language. For Montessori, it was a marvel, a miracle--but a mystery. We argue that the later philosophy of Ludwig Wittgenstein offers a way forward. With the clearer view offered by Wittgenstein's reminders, we propose that Montessori's work can be reevaluated to better understand Montessori's contribution, child development and, in particular, how children acquire a first language.

Undergraduate teacher candidates participated in a faculty-led, short-term study abroad to Reggio Emilia in Italy to further their knowledge about the educational philosophy used within the school setting and for the purpose of examining how philosophy might be applied in school settings in the United States. The faculty-led, short-term study abroad included two days of travel, two days of sightseeing, and four days of lecture, atelier experiences, visits to infant-toddler centers and preschools, and encounters with atelieristas, pedagogistas, and Reggio educators. Undergraduate teacher candidates (hereafter referred to as teacher candidates) met three times prior to travel to discuss philosophy and travel arrangements. Each teacher candidate was provided a journal to be used for note-taking and reflections while in Reggio Emilia. Teacher candidates used a thinking routine, Wish-Wonder-Wow, to provide structure for notes and reflections. While in Reggio Emilia, teacher candidates shared reflections nightly in a group format. This study examines 12 teacher candidates' perspectives from these study abroad experiences that occurred over a four-year period from 2016-2019. The researchers include a faculty member leading the study abroad for two of the years as well as another faculty member who has experienced the Reggio Emilia setting in Italy. At the time of the study, the teacher candidates who participated in the study abroad were student teaching or had graduated and were teachers with one to three of years of experience. Their responses to a survey (n=12) and focus group interviews (n=7) are viewed through the lenses of the four factors in Lundy's (2007) model of including children in decision-making and focused on space, voice, audience, and influence in reference to Article 12 of the United Nations Convention on the Rights of the Child (United Nations General Assembly, 2002). Through this study, the researchers learned teacher candidates' thinking and philosophical struggles with classroom implementation. Survey and focus group data indicated that short-term study abroad enhanced teacher candidates' understanding and appreciation of the Reggio Emilia Approach to Education. However, teacher candidates felt a lack of support and guidance as a new teacher in being able to incorporate the philosophical beliefs into their classrooms. This proved challenging to them, and the participants lacked confidence in implementing change within a school setting.

The core objective of this article is to evaluate the progress made in linguistic development over the past three decades, with a specific focus on the role of language and its philosophical underpinnings in reshaping and decolonising South African higher education landscape. Linguistic imperialism as a conceptual framework alongside the Framework for Policy Analysis were employed to inform, guide and support the author's contention that linguistic hegemony is still dominating the discourse within the higher education sector. The research adopts a qualitative approach, utilising content analysis for data analysis purposes. The findings of the article reveal that despite 30 years of democracy, the influence of colonial-era language philosophy and western epistemologies persists. It is suggested that comprehensive implementation of language policies could effectively address the transformation and decolonisation agenda. It further advocates for alignment between policy and practice through pragmatic, intentional and transformative initiatives aimed at identifying, interrogating and disrupting the coloniality of power and its western epistemologies, as far as language policy and practice are concerned. In conclusion, the article emphasises the urgent need to counteract existing linguistic imperialism and hegemony embedded within colonial knowledge systems by enacting transformative policies that will prioritise student access, success, linguistic diversity, linguistic justice, epistemic justice and social cohesion within the framework of higher education. Contribution: The aim is to provide guidance to language policy implementers in South African universities by offering an overview of the linguistic advancements achieved between 1994 to 2024.

Background: Recent attempts to rekindle the decolonisation of education project in South Africa, is a reaction to perceptions that there are fundamental frailties in the existing curriculum. Childhood education is yet to take up the challenge in any substantive way. Aim: To explore the insights critical posthumanism might offer in attempting to address a comprehensive decolonial effort in early childhood education transformational initiatives. Setting: This essay is framed within the context of curriculum decolonisation and transformation work in early childhood education. Methods: This experimental think-piece, attempts to theorise early childhood education alongside critical posthumanism. Results: Staying true to posthuman ways of thinking, doing and becoming, we deliberately avoided presenting any determinist, neatly packaged 'results', in order to further open up the debate to include alternative ways of thinking and doing curriculum work in early childhood ecologies. Conclusions: Early childhood transformation initiatives, has to recognise the fundamental embeddedness of the existing school subjects in Western-Eurocentric humanist tradition. The effects of this canonical orientation are, that the tenets of Western-Eurocentrism remain unchallenged, that a racialised colonial education prevails in contemporary times, and that the centering of the adult human at the expense of the more-than-human, including child, is sustained. The nature-culture and child or adult dualisms prevail and, a consolidation of a deficit, sub-human construction of children, as immature, fragile and innocent. Critical Posthumanism suggests thinking anew. Contribution: An interrogation of the assumptions on which contemporary childhood education is based, and consideration for the advancement of posthumanist ways of thinking, doing, and becoming.

With the rise of neoliberal reforms and efforts to privatize education, there is a growing need to examine how actors and groups from the public and private sectors influence educational policy change together. In this article, we advance a critical approach to understanding the changing discursive space of educational politics by following discourses through an expansive policy network that goes beyond its traditional boundaries. Specifically, we draw on argumentative discourse analysis (ADA), which allows for the analysis of how and why various actors and groups come together to assign certain meanings to educational phenomena or problems, leading to policy responses or changes. Rooted in Foucault's notions of discourse and power, ADA offers a unique approach to discourse analysis that can illuminate policy change through discourse coalitions. Three case studies from educational policy scholarship are discussed to illustrate the value and utility of ADA in future critical education policy studies.

Artificial intelligence (AI) in higher education is a complex issue that can be discussed from many different perspectives. There is currently a great need for ethical discussions about the use of AI in universities. For example, educational researchers and teachers are already talking a lot about fairness, accountability, transparency, bias, autonomy, agency and inclusion of AI applications, and discussing these in terms of concrete teaching-learning settings. However, less explored are the implications of AI-enhanced teaching and learning in relation to fundamental educational ideals and goals. The article takes this research desideratum as a starting point by relating the use of AI in universities to Kant's reflections on enlightenment. The aim of this article is to theoretically analyse the compatibility of various AI tools with the ideal of maturity on an educational philosophical level and to formulate recommendations for action based on the results. Through a comprehensive literature review, the article analyses the impact of intelligent tutoring systems, ChatGPT and AI-supported research tools on students' maturity and discusses both opportunities and challenges for higher education. The theoretical analysis shows that intelligent tutoring systems and ChatGPT threaten student maturity, while AI-supported research tools can have a positive effect. In addition, the analysis provides several recommendations that can help to minimise the risks of AI applications in terms of student maturity. The educational principle of research-based learning is of particular importance in this context, illustrating how students can learn to use AI tools responsibly and maturely. In this sense, the paper presents a theoretical study that fundamentally reflects on the maturity ofstudentsin the age of AI and thus both encourages teachers in the field of e-teaching to critically reflect on AI-based tools and provides a basis for further empirical research.

Developing media literacy has emerged as a key requirement in our rapidly evolving world. Particularly, the incorporation of media literacy into the secondary school curriculum in Kazakhstan is perceived to have a long-term impact on the employment prospects of graduates and aligns with the country's multi-vector policy. Consequently, teachers recognize the imperative to foster media literacy in their classrooms. The integration of media literacy into the existing school curriculum holds profound importance, challenging students' critical thinking skills, creativity, and functional literacy. This study aims to explore the development of media literacy within English as a Foreign Language (hereinafter, EFL) classrooms, concentrating on teachers' perceptions and challenges related to media literacy. Utilizing a qualitative approach, the research entails conducting semi-structured interviews with EFL teachers in Kazakhstan. This study is based on in-depth, semi-structured interviews with fifteen EFL teachers in schools in Kazakhstan. The findings reveal that, despite certain barriers, EFL teachers acknowledge the necessity of incorporating media literacy components into their classrooms. The tension associated with teaching media literacy manifests in decisions related to selecting appropriate resources, adopting effective approaches, and navigating the attitudes of other education stakeholders. The research outcomes contribute to filling the current gap in studies within this domain, offering practical insights for teachers working in similar environments.

The perennial debate regarding the relative usefulness of various forms of knowledge, especially between the theoretical and practical and the intellectual and moral, lies at the heart of education in both past and present times in both the West and China (de Bary, 1988, 2004, 2005, 2015). Neo-Confucians remain relevant in the 21st century and can help us to understand and elucidate contemporary debates in education--specifically, to answer the question Spencer asked nearly a century and a half ago: "What knowledge is of most worth?". Mencius, Zhu Xi, Wang Yangming, Xu Ai, and Kang Youwei advocated for a type of learning that would strongly resonate with John Dewey (1938) and Paulo Freire (1970, 1978). Foundational philosophies of education, particularly in the United States, have drawn heavily on 20th century European-American thinkers; this article attempts to correct this myopia and broaden perspectives.

This paper opens with a family anecdote in which my future mother in-law, when asked what wise advice she would offer undergraduate university students, replied, "I would tell them it's not going to be okay." Can we learn to keep engaging with the world despite its inevitable disappointments? I propose that Stoic philosophy, by "orienting" our "attention" and "courage," can help us navigate the troubled post-COVID world we share. To help make this more concrete, I describe a critical moment I observed in which a maskless shopper insulted fellow patrons in a grocery store for wearing a mask. I then develop the Stoic themes of acknowledgement (a commitment to the facts) and affinity (reaching out to others to build community). In the conclusion I return to the "maskless shopper" incident to consider how my two Stoic themes might help open a dialogue with this person. After discussing the limitations to such an undertaking, given the surge in populism over the last decade, I conclude with the appropriately tough-minded Stoic proposition that despite the obstacles, we must keep trying.

Taking Marcel Proust's "In Search of Lost Time (À la recherche du temps perdu)" as a literary vehicle, this article uses a psychoanalytic lens to examine the problem of what to do with our desires in the philosophy of education. The article describes an apprenticeship, a personal process of learning in which an ethical rapport with desire can be established. Apprenticeship entails a temporal relationship called "afterwardsness" (Nachträglichkeit), in which the subject constructs the truth of its desires in hindsight. This result can only be achieved by first failing to see the possibility of attaining the object of desire and then eventually coming to understand the nature of desire in general. While others have framed the relationship between desire and education in terms of either fulfilling one's desires or questioning their desirability, we argue that a more lasting ethical attunement to desire can be found via an apprenticeship in failure.

This paper examines the Confucian concept of learning, or xue ([character omitted]), from the perspective of ecological humanism. Through a comparative interpretation, this paper attempts to disclose the significance of Confucian xue conceived as a practice of aesthetic appreciation and creativity, emphasizing in particular its function within an eco-centric worldview. The author reviews the relevant concepts of ecological humanism as expressed in the ideas of John Dewey and Thomas Alexander, then applies these as a theoretical framework for interpreting xue and its related concepts and practices as they appear in the Confucian text the Lunyu ([characters omitted] ). It is argued that xue is a process of developing and expressing virtuosity and artistry in the "arts of life," and that its practice was understood as a direct participation in the creative development of nature. The significance of such a concept of learning for contemporary educational philosophy is discussed in conclusion.

This study discusses the structure of Ibn Sina's thought and its contextualization in the contemporary era from a subjective point of view referring to aspects of soul purification. Ibn Sina divides the human soul into three parts, they are: "nabatiyyah," "hayawâniyyah," and "insâniyyah" souls. According to Ibnu Sina, human morals are in the "nabatiyyah," so the education that must be taught is education related to morals, cleanliness, and the arts, this education is carried out at the Early Childhood Education level. When the child is in the "hayawaniyyah," that is when the child can respond and move through sensing, then the student is in a state of stimulation through understanding the Qur'an, especially reading, and interpreting it, followed by lessons to be able to study, analyze and be critical of the meaning from every verse of Allah SWT, both "kauliyyah" (the Qur'an) and "kauniyyah" (the universe). In the "insâniyyah" soul, the child is endeavored to be educated so that they can integrate intellectual, emotional, and spiritual intelligence, to create an integrative education, they are education that can unite the dimensions of service ("al-'Amilah") and spiritual ("al-'Alimah"). This literature review confirms that to achieve the goals of Islamic education, the educational model that is applied wherever possible leads to purification of the soul, because with a pure soul the process of entering knowledge into students' souls will be easy. An educational perspective that places purification of the soul as an offer of Islamic education in the contemporary era. Keywords: Education, Ibn Sina, Purification of the Soul, Contemporary

This study investigates the content and characteristics of the cognitions of 30 Turkish English-as-a-foreign-language preservice teachers as manifested in their teaching philosophy statements. The study showed that the preservice teachers' cognition was focused on both the pedagogical (teaching-learning and language teaching methods) and the personal and interpersonal (learners' and teachers' roles and the relationship between them) aspects of teaching and was characterized by high idealism and naïveté, but they also demonstrated a certain level of awareness of the future contexts in which they would be teaching. Although their past experiences significantly shaped their cognition, they found that their current teacher education program helped them develop a critical view of these experiences.

This qualitative study explored the possibility of implementing the happy school model (HSM) in the context of Vietnamese higher education, with a focus on the socio-cultural perspectives of nine tertiary English as a foreign language (EFL) teachers at different career stages. Through semi-structured interviews, thematic analysis, and theoretical underpinning by constructivist paradigm and humanistic education theory, the study illuminated multifaceted insights. Key themes emerged, including aligning the HSM with holistic student development, recognizing challenges and potential benefits, balancing traditional Confucian values, and adapting the model to Vietnam's unique socio-cultural and economic landscape. The findings provide valuable guidance for educational innovation in Vietnam, highlighting complexities of aligning a new educational paradigm with existing practices and cultural norms. While the study's focus on a specific cultural context and limited participant pool presents certain limitations, the insights offer rich contributions to the broader global dialogue on education and human development. Future research directions and practical implications are also discussed, making this study a valuable resource for educators, policymakers, and researchers interested in the intersection of universal educational principles and specific cultural contexts like Vietnam.

The arrival of generative artificial intelligence (AI) is fundamentally different from prior technologies used in educational settings. Educators and researchers of online, blended, and in-person learning are still coming to grips with how to employ current AI technologies in the learning experience, let alone understanding the potential consequences that future and unknown developments in AI will produce. Despite potential risks, AI may revolutionize previous models of teaching and learning, and perhaps create opportunities to realize progressive educational goals. Given the longstanding tradition of using philosophy to examine questions surrounding ethics, ontology, technology, and education, the purpose of this critical reflection paper is to draw from prominent philosophers across these disciplines to address the question: how can AI be employed in future educational contexts in a humanizing and ethical manner? Drawing from the work of Gunther Anders, Michel Foucault, Paolo Freire, Benjamin Bloom, and Hannah Arendt, we propose a framework for assessing the use and ethics of AI in modern education contexts regarding human versus AI generated textual and multimodal content, and the broader political, social, and cultural implications. We conclude with applied examples of the framework and implications for future research and practice.

This conceptual paper explores the integration of "Ubuntu" philosophy in the school social work practice in South Africa, suggesting a transformative framework to enhance social work practice in a school setting based on the principles of interconnectedness, compassion and community. Drawing from critical social work theories, cultural humility, and restorative justice, the study explores the potential benefits of incorporating "Ubuntu" in addressing the diverse needs of students. Using a narrative literature review methodology, EBSCOhost and Google Scholar search engines were utilised to retrieve scientific literature. The study underscores the importance of cultural competence, community engagement, and restorative practices in shaping interventions. Significantly, the study contributes to a growing body of literature on culturally responsive social work practices, providing insights that can inform transformative approaches to school social work in South Africa and potentially beyond.

This study describes a typology of the teaching styles of practicing teachers. Teaching style refers to a teacher's distinct qualities that are persistent from situation to situation regardless of the content. The Teaching Style Assessment Scale, which measures teaching style, was completed by 1,261 nursing faculty in Japan. Prior cluster analysis revealed four naturally-occurring groups based on their teaching style, with teachers practicing learner-centered and teacher-centered styles nearly equally. The dual purposes of this study were (1) to measure the differences between these groups to determine if they were unique and (2) to describe any teaching style differences among these groups. Analysis of variance and Scheffé descriptive statistics supported the conclusion that a typology exists for classifying teaching styles as they are practiced in the field by teachers. Discriminant analysis identified the distinctions among the groups. The four distinct groups clearly described in this Teaching Styles Typology of Practicing Teachers are "Distinctly Teacher-Centered," "Moderately Teacher-Centered," "Consistently Learner-Centered," and "Decidedly Learner-Centered." This typology of teaching styles can be a valuable tool for teachers to improve their professional practice. It has implications for increased professionalism by facilitating increased self-awareness and assisting in developing an educational philosophy.

The author discusses American philosopher, psychologist, and educator John Dewey and the Laboratory School he founded at the end of the nineteenth century at the University of Chicago, where he conducted important studies of child development. The author notes the influence of Dewey's theory of (and pedagogical guidelines for) children's play, which he initially formulated between 1896 and 1900 and which subsequently influenced such play theorists as Lev S. Vygotsky and Loris Malaguzzi. However, the author asserts, the literature on play has largely neglected Dewey and contains no account of his important and influential early works about play, a gap he intends this article to fill.

This conceptual paper introduces the idea of the walled garden of pedagogy. I will come to delineate it as a desirable and necessary feature of education given that it offers a protective space for pedagogical practice and rehearsal. This paper critiques a previous conceptualisation of a walled garden introduced by unschooling advocate John Holt (in relation to the raising of children), in which such a metaphorical construction is described as a prison. The limitations of Holt's conceptualisation are used to then build upon the concepts of pedagogical reduction and Yves Chevallard's notion of "la transposition didactique" to argue that educators in practice inevitably build walled gardens from pedagogical foundations. It is argued, and thus recommended, that it is the gradual introduction of risk that separates the pedagogical walled garden from the conceptualisation of the childhood prison. It is imperative that educators understand their responsibility for leveraging the inevitable protective element and the necessary risk required in education.

This paper examines the significance and potential of educational practices of evening junior high schools (yakan chugaku). After World War II, evening junior high schools were established for children who could not attend daytime junior high schools, and later those who had not completed compulsory education beyond school age began to study there. After the Act on Securing Educational Opportunities Equivalent to Ordinary Education at the Stage of Compulsory Education was enacted in 2016, new evening junior high schools have gradually begun to be established. This paper provides an overview of the history and present of evening junior high schools and then discusses the case of Osaka Prefecture, where the most advanced emancipatory educational practices, so-called "liberation education (kaiho kyoiku)," have taken place since the 1970s. It focuses on the practice of Kim Hyangdoja, a second generation Zainichi Korean who teaches at an evening junior high school in Higashi-Osaka City. She and her colleagues have sought a way for marginalized people, especially first-generation Zainichi Korean women, to become aware of their historical and social position. We considered the significance of her practice, "Writing my history with photos," similar to Paulo Freire's literacy education. We clarified that this practice is not only for making personal history, but is also an arena for expressing the identities of different social groups.

One of the challenges in substantiating deliberative democracy as a normative theory is the educational challenge of how to cultivate civic virtue, especially mutual respect and civility, in children. The cultivation of civic virtue is not limited to school education, but is also an activity related to family education. However, liberal theorists who advocate the theory of deliberative democracy, based on the dualism of public and private, have limited their discussions to the issue of civic development in the field of public education. This article proposes to understand and compare the many competing theories on public-private dualism, particularly in liberal and feminist spaces. Beginning with an analysis of the work of liberal theorists such as David Archard as well as Harry Brighouse and Adam Swift, and moving on to that of feminist theorists such as Susan Okin, this article examines competing theories on education in school and in the family, to whom the responsibility of education belongs, and where feminist and liberal thought enlighten these debates. This article will clarify the theoretical tendencies and principles of liberal arguments aimed at overcoming the public-private dualism in education, and present a strategy for overcoming the challenges that this theory encompasses by seeking reference points in feminist thought, especially with attention to conception of relational autonomy.