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  1. Outsourcing Humanity? ChatGPT, Critical Thinking, and the Crisis in Higher Education.Christof Royer - 2024 - Studies in Philosophy and Education 43 (5):479-497.
    This article analyses ChatGPT from the perspective of the philosophy of education. It explores ChatGPT’s implications for universities, focussing on the intertwined concepts of critical thinking, the crisis of higher education, and humanity. Does ChatGPT sound the death knell for critical thinking and, thus, exacerbate the oft-diagnosed ‘crisis in education’? And is ChatGPT really a convenient, but dangerous, tool to outsource humanity to machines?. In addressing these questions, the article’s two main arguments offer an alternative to both triumphalist and overly (...)
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  • The manliness of artificial intelligence.Liz Jackson - forthcoming - Educational Philosophy and Theory.
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  • Passing the torch: Special issue on Michael Peters’ contributions to Educational Philosophy and Theory.Liz Jackson & Marek Tesar - 2023 - Educational Philosophy and Theory 55 (14):1571-1573.
    The Philosophy of Education Society of Australia (PESA) has been immensely proud of owning the journal Educational Philosophy and Theory (EPAT), which over its 55 years of existence has become one...
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  • Philosophy of Education in the Digital Age: Transformation of Knowledge and Learning.Марина ШУЛЬГА, Інна КУЗНЄЦОВА & Наталія ПОЛІЩУК - 2024 - Epistemological studies in Philosophy, Social and Political Sciences 7 (2):115-123.
    The article examines the transformational process in the philosophy of education driven by digitalization, which necessitates a critical re-evaluation of traditional epistemological and ontological categories. The study addresses the dichotomy between classical educational paradigms and emerging approaches that respond to digital innovations. This research aims to analyze the impact of digital technologies on the structure of knowledge, educational institutions, and cognitive interaction methods. It applies poststructuralist and relational analysis methods to conceptualize knowledge as a contingent and variable phenomenon. By employing (...)
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