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  1. Countering post-truths through ecopedagogical literacies: Teaching to critically read ‘development’ and ‘sustainable development’.Greg William Misiaszek - 2019 - Educational Philosophy and Theory 52 (7):747-758.
    A key aspect of teaching ‘development’ is understanding the conundrums and tensions between balance and imbalance with constructs of global and...
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  • (1 other version)Growing the conversation: A burgeoning response.Chloe Humphreys & Sean Blenkinsop - 2017 - Educational Philosophy and Theory:1-3.
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  • Learn to become a unique interrelated person: An alternative of social-emotional learning drawing on Confucianism and Daoism.Yun You - 2023 - Educational Philosophy and Theory 55 (4):519-530.
    While social-emotional learning as a specific education concept originated from North America, the thoughts on emotions and associated pedagogical practices have developed across cultures. Drawing on Confucian and Daoist perspectives, this paper aims to reconfigure an alternative of social-emotional learning, beyond the dominant framework rooted in Western liberalism. It argues that the Confucian and Daoist notions of self are ontologically interrelated and in this interrelatedness the uniqueness of all things is constructed and embedded, which expects one to be authentic and (...)
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  • (1 other version)Growing the conversation: A burgeoning response.Chloe Humphreys & Sean Blenkinsop - 2019 - Educational Philosophy and Theory 51 (2):153-155.
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