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  1. Pragmatism and Feminism as Qualified Relativism.Barbara Thayer-Bacon - 2003 - Studies in Philosophy and Education 22 (6):417-438.
    This article explores pragmatism's associationwith relativism, not to rescue it fromrelativism but rather to highlight how aspectsof the classic pragmatists' positions supportqualified relativism. I do so in an effort tohelp restore ``relativism'' as a meaningfulconcept that is nuanced and complex, ratherthan naive and vulgar, as it is regularlyportrayed by more traditional philosophers. This nuanced relativism I call qualifiedrelativism. Qualified relativists insist thatall inquiry are affected by philosophicalassumptions which are culturally bound, andthat all inquirers are situated knowers who areculturally bound as (...)
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  • In Just What Sense Should I be Critical? An Exploration into the Notion of ‘Assumption’ and Some Implications for Assessment.Andrés Mejía D. - 2009 - Studies in Philosophy and Education 28 (4):351-367.
    The current dominant approach on the assessment of critical thinking takes as a starting point a conception of criticality that does not commit to any substantive view or context of meaning concerning what issues are relevant to be critical about in society or in life. Nevertheless, as a detailed examination of the identification of assumptions shows, when going from the theory of critical thinking to the praxis of producing and evaluating arguments, the critical person will inevitably make such commitments from (...)
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  • Barbara Thayer‐Bacon on Knowers and the Known.Jim McKenzie - 2002 - Educational Philosophy and Theory 34 (3):301-319.
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  • Barbara Thayer‐Bacon on Knowers and the Known.Jim McKenzie - 2002 - Educational Philosophy and Theory 34 (3):301–319.
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  • Critical thinking and learning.Mark Mason - 2007 - Educational Philosophy and Theory 39 (4):339–349.
    This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What is the relationship between critical thinking and learning? In what ways does the moral domain overlap with these largely epistemic and pedagogical issues? The paper concludes by showing how (...)
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  • Openness in Distance: Introductory Remarks on Academic Teaching Informed by Bracha L. Ettinger’s Matrixial Theory.Anna Kisiel - 2022 - Studies in Philosophy and Education 41 (5):497-509.
    This article aims at introducing the matrixial theory of Bracha L. Ettinger to the field of academic teaching. As it intends to prove, feminist pedagogy would benefit from a matrix-informed approach to teaching, especially in the times of social distancing imposed by the COVID-19 pandemic. Since of all student groups it is the university students who have been most directly affected by precarity and employment instability, they seem to be in an urgent need of openness, compassion, and understanding; the matrixial (...)
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  • Beyond the “decorated landscapes” of educational reform: Toward landscapes of pluralism in science education.Michael P. Mueller & Michael L. Bentley - 2007 - Science Education 91 (2):321-338.
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  • In just what sense should I be critical? An exploration into the notion of 'assumption'and some implications for assessment.Andrés Mejía - 2009 - Studies in Philosophy and Education 28 (4):351-367.
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