STUDIES IN PHILOSOPHY AND EDUCATION

Scope & Guideline

Illuminating the Intersection of Thought and Practice

Introduction

Immerse yourself in the scholarly insights of STUDIES IN PHILOSOPHY AND EDUCATION with our comprehensive guidelines detailing its aims and scope. This page is your resource for understanding the journal's thematic priorities. Stay abreast of trending topics currently drawing significant attention and explore declining topics for a full picture of evolving interests. Our selection of highly cited topics and recent high-impact papers is curated within these guidelines to enhance your research impact.
LanguageEnglish
ISSN0039-3746
PublisherSPRINGER
Support Open AccessNo
CountryNetherlands
TypeJournal
Convergefrom 1960 to 1970, from 1972 to 1976, 1979, from 1990 to 2024
AbbreviationSTUD PHILOS EDUC / Stud. Philos. Educ.
Frequency6 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
AddressVAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS

Aims and Scopes

The journal 'Studies in Philosophy and Education' focuses on the intersection of philosophical inquiry and educational practice, aiming to deepen understanding of educational theories and their implications for teaching and learning. Its scope encompasses a wide range of philosophical perspectives, methodologies, and educational contexts, fostering critical dialogue and innovative approaches in education.
  1. Philosophical Foundations of Education:
    Explores various philosophical traditions and their implications for education, including existentialism, pragmatism, phenomenology, and critical theory.
  2. Ethics and Education:
    Investigates ethical dilemmas in educational practices, emphasizing the moral responsibilities of educators and institutions in diverse contexts.
  3. Critical Pedagogy and Social Justice:
    Focuses on the role of education in promoting equity, inclusion, and social justice, examining how educational practices can challenge systemic inequalities.
  4. Aesthetic and Sensory Pedagogy:
    Emphasizes the significance of sensory experiences and aesthetic engagement in the learning process, exploring how these dimensions enrich educational practices.
  5. Interdisciplinary Approaches:
    Encourages interdisciplinary research that integrates insights from fields such as psychology, sociology, literature, and digital humanities into educational theory and practice.
  6. Democratic Education:
    Examines the principles of democracy in education, including student participation, deliberation, and the cultivation of democratic citizenship.
Recent publications in 'Studies in Philosophy and Education' reveal several trending and emerging themes that indicate a dynamic and evolving landscape in educational philosophy. These trends reflect contemporary challenges and the need for innovative approaches to education.
  1. Digital Pedagogy and Technology Integration:
    A growing focus on the role of digital technologies in education, particularly discussions on how tools like AI and online learning platforms affect pedagogical practices and student engagement.
  2. Global and Cross-Cultural Education:
    An increasing interest in global perspectives and cross-cultural approaches to education, highlighting the importance of understanding diverse educational contexts and practices.
  3. Emotional and Affective Dimensions of Learning:
    Emerging themes that explore the emotional and affective aspects of education, emphasizing how feelings and relationships influence learning experiences.
  4. Decolonization and Anti-Racist Education:
    A notable rise in discussions around decolonizing educational practices and curricula, focusing on anti-racist pedagogies and the inclusion of marginalized voices in education.
  5. Environmental and Ecological Education:
    A trend towards integrating environmental issues into educational discourse, reflecting a growing awareness of sustainability and ecological responsibility in educational contexts.
  6. Philosophy of Education in Crisis Contexts:
    Emerging discussions on how education can respond to crises, such as the COVID-19 pandemic, and the philosophical implications of these challenges for teaching and learning.

Declining or Waning

While 'Studies in Philosophy and Education' continues to thrive in various areas, some themes have shown a noticeable decline in prominence over recent years. This waning interest may reflect shifts in educational priorities or emerging challenges that demand new perspectives.
  1. Traditional Educational Theories:
    There has been a decline in articles focusing solely on classical educational theories without integrating contemporary issues or critiques, suggesting a move towards more relevant and context-sensitive discussions.
  2. Standardized Assessment and Performance Metrics:
    Research centered on traditional methods of assessment and performance evaluation has decreased, as the focus shifts to more holistic and formative approaches.
  3. Teacher-Centered Pedagogy:
    Themes emphasizing teacher-centered approaches to education are less prevalent, indicating a growing interest in student agency and participatory methods.
  4. Historical Perspectives on Education:
    While historical analysis remains important, there is a reduced frequency of papers solely focused on historical educational practices without connecting them to current issues.
  5. Disciplinary Boundaries in Education:
    The strict adherence to disciplinary boundaries in educational research is fading, as interdisciplinary and transdisciplinary approaches gain traction.

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