In this paper, I explore the Guam Department of Education's (GDOE) decolonization efforts and the potential role of Philosophy for Children (P4C) as a strategic tool for its advancement. I begin with a discussion of Guam's colonial context and its implications for contemporary education on the island. While the GDOE's current attempts to decolonize Guam's public education emphasize the need for an "official body of knowledge," many CHamoru scholars and activists have argued that it is not enough. (...) This paper agrees that such content-based reforms are insufficient and advocates for a more nuanced approach to education through P4C. Drawing on the P4C literature and decolonial education, I argue that while P4C alone may not bring about structural change, its pedagogical framework offers a promising alternative when adapted to indigenous contexts. The paper proposes that P4C can serve as a "Trojan Horse" within public schools, fostering decolonial acts of resurgence by elevating indigenous knowledge, welcoming indigenous masters, and empowering CHamoru students within a Westernized educational setting. (shrink)

This study resumes the discussion undertaken by Ulpiano Bezerra de Menezes, historian, archaeologist and museologist at the University of São Paulo, the first to “decolonize the history of Art in the Americas”. At the same time, this resumption is in charge of paying homage to this researcher who found the mistakes and gaps left by European scholars who were at the service of Eurocentric colonialism and its Eurocentric culture. However, the central objective of this text is to contribute to this (...) process of decolonization, expanding the discussion that began in the 1980s. To this end, here, the chapter that opens the work História geral da arte no Brasil, edited by Walter Zanini, whose title is Art in the pre-colonial period, and which completes decades. (shrink)

This paper will reflect on the possibility of epistemic decolonization, particularly in terms of curriculum, as a transformative educational process in the context of the South African university, and with respect to my own positionality. The argument will centre around two difficult interdependent positions. On the one hand I will argue for the university’s task as transformational, even offering, via Cornel West, the ‘salvific’ possibility that knowledge offers those who seek it. To develop this claim, I will draw on and (...) develop the notion of paideia though the work of Plato and Heidegger.On the other hand, within the postcolonial African university, the question of decolonization in the tertiary space cannot be elided, particularly since the 2015 #RhodesMustFall and #FeesMustFall movements. The university is a powerful colonial relic, and it can be used to reinforce and perpetuate epistemic violence through unreflective or unconscious pedagogical and curriculum decisions. Here I draw on decolonial thinkers such as Santos, Mignolo, Maldonado-Torres, and Mbembe: I argue for a reckoning with the forces of coloniality, and advocate for epistemic justice and criticality, as part of the decolonizing project. In conclusion, working with ideas from Cornel West, I argue to reconcile paideia, as the ‘turning of the soul’, with the decolonizing African university. (shrink)

This article aims to conceptually delimit the term “epistemic subalternization”, from the approach offered by postcolonial theories. For this, it is oriented to examine the situation that occurs when the educational system does not contemplate the diverse epistemic-cultural knowledge belonging to the student body. In particular, it focuses on analyzing what happens with access to the right to education of the indigenous communities of Argenti-na, when the school naturalizes epistemic injustices. Finally, it is proposed to reflect on in-tercultural (...) class='Hi'>education as a proposal of intrinsic relevance to think about cultural and epistemic co-construction. In the conclusion, it was considered that, from the approach of epistemic injustices, there is a form of subalternization that generally coexists with other factors (social, political, economic, cultural and territorial) that complicate the approach to the problem and installed as social determinants of education and the pedagogical situation of these communities. For this reason, it was proposed to think about the need to build intercultural, that is, decolonizing, pedagogies. Indeed, the centrality of the proposal lies in the relevance of local, geosituated narratives, typical of indigenous communities to performatively transform, from the foundations of common sense and in an intercultural key, pedagogical praxis. (shrink)

This article describes my ongoing attempts to more successfully engage the full linguistic repertoires and cultural identities of undergraduate students at a “Hispanic Serving Institution” (HSI) in South Texas by teaching a bilingual Introduction to Latin American Philosophy course in the “Language, Philosophy, and Culture” area of Texas’ General Education Core Curriculum. By uncovering the diverse identities, worldviews, and languages of those who were historically excluded from the Eurocentric discipline of philosophy through the conquest and colonization of the Americas, (...) Latin American philosophers offer us new ways of thinking and living by challenging Anglocentric language, philosophy, and culture. As part of the new B3 (Bilingual, Bicultural, and Biliterate) vision of the University of Texas Rio Grande Valley, the course is designed to draw upon the richly varied bilingualisms and biliteracies of predominantly Latinx students in order to help them honor, theorize, and cultivate their bicultural identities by “philosophizing in tongues” rather than being forced to assimilate to the monolingual and monocultural ideology that prevails across both mainstream Anglophone philosophy and the system of higher education in the United States of America. (shrink)

Calls for civility have been on the rise recently, as have presumptions that civility is both an academic virtue and a prerequisite for rational engagement and discussion among those who disagree. One imperative of epistemic decolonization is to unmask the ways that familiar conceptual resources are produced within and function to uphold a settler colonial epistemological framework. I argue that rhetorical deployments of ‘civility’ uphold settler colonialism by obscuring the systematic production of state violence against marginalized populations and Indigenous peoples, (...) relying on the colonial conceptual framework of ‘civilized’ vs ‘savage’, and excusing death-promoting rhetoric under the guise of liberal disagreement. (shrink)

This article, addressed to Yoga Therapists, sorts out the historical roots of our idea of Yoga, elucidates the colonial interference and distortion of Yoga, and shows that trauma and therapy are the primary focus of Yoga. However, unlike most philosophies of therapy, Yoga's solution is primarily moral philosophical---Yoga itself being a basic ethical theory, in addition to Virtue Theory, Consequentialism and Deontology. This article goes some way to elucidating that it is quite ironic (and absurd) that many feel the need (...) to bring being “trauma-informed” into the title of Yoga education. That’s like the vacuous “chai tea” moniker (“chai” being the Hindi word for tea). Decolonizing our understanding of Yoga involves retrieving the original theory as the primary explanation of the topic, which allows us to understand how various activities, called "yoga," can be ways of practicing the moral philosophy of Yoga. The idea that "yoga" means many things and projects relies upon a contra logical methodology of interpretation which violates constraints of basic reasoning. Putting aside interpretation for explication is part of critical thinking but also our own self therapy. (Originally published in Yoga Therapy Today, a publication of the International Association of Yoga Therapists. Shared with permission.). (shrink)

The recent call for a conceptual and intellectual decolonization in the humanities critiques the conventional, all-white, largely male philosophical canon. Its critique is directed at the centering of the experiences of this specific group in global knowledge transmission practices. Its proponents focus on the canon’s implicit claim, namely that only one social group is able to think thoroughly and accurately about all problems of philosophical significance across varying spatiotemporal contexts. In this short article, I will use two different debates to (...) make some aspects of this call more meaningful: the US-American discourse in academic philosophy on deracializing the knowing subject and the post-Holocaust German understanding of public intellectual spaces (sections 2 and 3 respectively). (shrink)

This paper is an introduction to the dossier on “the present and the future of doing philosophy with children”, which itself drew inspiration from a conference on the same topic that was held in University College Dublin on the 24th of June 2022. While the conference aimed at building a case for the importance of engaging pre-college students in philosophical thinking, it also aspired to function as a forum where the participants can critically reflect on the practice of doing philosophy (...) with children. The participants were asked to reflect on 1) the ways in which philosophy prepares children to engage with an increasingly complex world; 2) the future challenges of the P4wC movement; 3) the ways in which and the extent to which P4wC practice contributes to the decolonization of childhood discourses; 4) the ways in which and the extent to which the philosophy with children initiative addresses issues of epistemic injustice and educational and social inequalities. Building on the discussions that took place during and after the conference, the authors in this dossier interrogate the hierarchical opposition between child and adult, and cast a critical gaze on adultist assumptions that prevent Philosophy for/with Children initiatives from achieving their full potential. (shrink)

In the present article, the first section recapitulates my “figuration” philosophy of dance, the “dancing-with” interpretive method derived therefrom, and my previous application of figuration to salsa dance as a decolonizing gestural discourse. The second section deepens and modifies this analysis through a reinterpretation of Argentinian philosopher Ernesto Laclau’s concept of hegemony and his dance-resonant interpretations of Derrida. And the final section offers a template for this hegemonic dancing-with in the Birmingham, Alabama Latin dance troupe, Corazon de Alabama (Heart (...) of Alabama), as a new strategy for decolonizing and reconstructing social justice. (shrink)

This paper summarizes the evolution of analytic philosophy in Taiwan, examines its impact within and beyond academia, and discusses the future of the discipline. The roots of modern philosophy in Taiwan can be traced back to the Japanese colonial era, and analytic philosophy was introduced to the country in the late 1940s when many intellectuals in China moved to Taiwan. However, massive curbs were imposed on philosophy during Chiang Kai-shek’s dictatorship, and the discipline began to thrive again only after Taiwan’s (...) democratization in the late 1980s. Nonetheless, since its introduction in the colonial era, modern philosophy has made significant contributions in Taiwan, encouraging interdisciplinary engagements, advancing civic education, and promoting the spirit of democracy and political liberation. Philosophy has played a key role in Taiwan’s remarkable transformation from an island colonized for hundreds of years to a country that recognizes democracy, freedom, and human rights. The themes of anti-colonialism and anti-domination seen in the works of modern Taiwanese philosophers not only reflect the discipline’s political and historical underpinnings but also signal how Taiwanese philosophy can acquire a distinct identity despite being influenced by many other philosophical traditions. While still at a nascent stage, Taiwanese philosophy has the potential to join forces with other philosophical traditions in advancing the vision of decolonizing philosophy. (shrink)

This paper summarizes the evolution of analytic philosophy in Taiwan, examines its impact within and beyond academia, and discusses the future of the discipline. The roots of modern philosophy in Taiwan can be traced back to the Japanese colonial era, and analytic philosophy was introduced to the country in the late 1940s when many intellectuals in China moved to Taiwan. However, massive curbs were imposed on philosophy during Chiang Kai-shek’s dictatorship, and the discipline began to thrive again only after Taiwan’s (...) democratization in the late 1980s. Nonetheless, since its introduction in the colonial era, modern philosophy has made significant contributions in Taiwan, encouraging interdisciplinary engagements, advancing civic education, and promoting the spirit of democracy and political liberation. Philosophy has played a key role in Taiwan’s remarkable transformation from an island colonized for hundreds of years to a country that recognizes democracy, freedom, and human rights. The themes of anti-colonialism and anti-domination seen in the works of modern Taiwanese philosophers not only reflect the discipline’s political and historical underpinnings but also signal how Taiwanese philosophy can acquire a distinct identity, despite being influenced by many other philosophical traditions. While still at a nascent stage, Taiwanese philosophy has the potential to join forces with other philosophical traditions in advancing the vision of decolonizing philosophy. (shrink)

This paper advocates for the introduction of poetic inquiry in Nigerian universities as a powerful approach to decolonizing research and reclaiming indigenous ways of knowing. It highlights the need to challenge outdated colonial concepts of higher education that have suppressed poetry and other indigenous forms of exploration and understanding. It argues that the incorporation of poetic inquiry in Nigerian universities can create inclusive and transformative spaces that foster social justice, cultural affirmation, and knowledge decolonization. The paper draws on (...) literature on decolonial and critical pedagogy to argues that poetic inquiry enables researchers to engage with alternative modes of expression and challenge dominant Western-centric paradigms. It underscores the social and political implications of embracing poetry as a means of reimagining narratives and reshaping power dynamics within academia and society at large. By validating and honouring indigenous knowledge systems, poetic inquiry promotes self-determination and cultural revitalization while bridging the gap between academia and the wider community. The paper offers recommendations on how Poetic Inquiry may be integrated into the curriculum of Nigerian universities. (shrink)

In this article, I offer the figure of the snake-bridge as (a) the coiled central metaphor in Gloria Anzaldúa’s masterpiece, Borderlands/La Frontera, (b) the interpretive bridge connecting the early (This Bridge Called My Back) middle (Borderlands) and late (Light in the Dark) periods of her oeuvre, and (c) an alternate unifying metaphor to mestizaje. My first section offers a close reading of Borderlands, locating snake-bridge in the east-west snake of the Rio Grande that queer Chicana borderlanders cross north and south (...) like snakes, while wrestling earthward with snake demons and skyward with snake goddesses. And my second section autopsies the dismembered snake-bridge in Light in the Dark, calling for a healing thereof in pursuit of a coalitional social justice politics that preserves the strengths of mestizaje without its dangers. (shrink)

In recent years, the international commons movement has increasingly joined forces with the global movement of municipalities, putting common ideas on the political agenda in many western countries. Commons have been widely discussed in literature. Broadly understood, commons refers to the practices for collective development, ownership, management, and fair access to resources and artifacts (social, cultural, economic, political, environmental, and technological). However, the concept remains vague, complex, and unclear, especially when it comes to different contexts in which new definitions are (...) needed to better understand the societal and cultural dimensions of urban commons. Decolonizing the notion of urban commons brings into visibility the unseen cultures, infrastructural systems, and communities showing where de-growth and separation can take place. Therefore, this analysis can provide new insights, opportunities, and the need for new theoretical, methodological, and shared approaches. There is a gap in transnational research and cultural understanding within the field of urban commons. This research opens new lines of inquiry relating to the definitions of commons in non-European countries. This may include longitudinal research on the decolonization and potential fragmenting of the commons and in particular 'commoning' mindset, more detailed empirical evidence of the cultural and communal concepts, and how these cultural diversities and new interpretations can be implemented in collaborative governance in a wider variety of non-western contexts. By challenging existing frameworks, this study facilitates the emergence of differentiated, dynamic, and non-linear forms of social and political subjectivity within various sociospatial domains. (shrink)

This article argues for epistemic decolonization by developing a relational model of knowledge, which we locate within indigenous knowledges. We live in a time of ongoing global, epistemic coloniality, embedded in and shaped by colonial ideas and practices. Epistemological decolonization requires taking nondominant knowledges and their epistemes seriously to open up the possibility of interrogating and dismantling the hegemony of the Western knowledge tradition. We here ask two related questions: What are the decolonial affordances of indigenous knowledges? And how do (...) these compare to other contemporary critiques of epistemic coloniality, specifically those mounted by posthumanism? In answer, we develop three definitional senses of relational with reference to indigenous knowledges. First, we define indigenous knowledges in relation to Western knowledge, with which they share a dialectical origin at the moment of colonial contact. Second, indigenous knowledges are relational in their ontological and axiological orientations. Third, relationality in indigenous knowledge suggests a trialectic space, rather than a dialectic space. We argue for the necessity of an anticolonial framework, which assigns priority to indigenous people’s perceptions and ways of knowing for theorizing recurring colonial relations and their (imperialistic) manifestations in producing and reproducing knowledge. (shrink)

Decolonization, a word that belongs majorly to the 1960’s and perhaps one of the most important events in the twentieth century is a historical process that can only become comprehensible in the exact measure that the movement which gives it historical form or content is understood. When it became apparent that the European-centered world was no longer tenable, because of the unsettling of all empires during the Second World War, anti-colonial nationalism surged after 1945. Drawing from the lessons in mass (...) politicization and mass mobilization of the 1920s and 1930s, anti-colonial nationalists set about dismantling the European colonial order and creating a free world of their own. (shrink)

In his influential history of the post-1967 history of the Palestinian Occupation, radical Israeli architect Eyal Weizman show how even well-meaning decolonial efforts from privileged allies can be coopted by the colonizers, in what I call “de-decolonizing.” Here I focus on one of his examples, namely IDF (Israeli Defense Force) military professors repurposing the anarcho-communist philosophy of French postmodernist Gilles Deleuze into a weapon against Palestinian guerrilla resistance. My conclusion is that attempted decolonizing via (inevitably complicit) privileged allies (...) must include what Weizman calls “co-resistance,” and I call “reconstruction.” In other words, when a Deleuzian “line of flight” to “escape” is impossible, as arguably for Palestinians today, then one should follow the heroic example of the Bedouins, who (as Weizman acknowledges) are the only Arabs who have never stopped rebuilding their Palestine. (shrink)

I attend to the temporal schema of open/closed by examining its elaboration in Bergson's philosophy and critically parsing the possibilities for its destabilization. Though Bergson wrote in a colonial context, this context barely receives acknowledgement in his work. This obscures the uncomfortable resonances between Bergson's late work, The Two Sources of Morality and Religion, and the temporal narratives that justify French colonialism. Given Bergson's uptake by philosophers, such as Gilles Deleuze, and by contemporary feminist and political theorists (especially “new materialists”), (...) a critical re-examination is called for. The Two Sources not only introduces a new dichotomy into Bergsonian philosophy—that of open/closed—it puts an end to the movement of duration by defining its possibilities as goals already given in advance. By turning the tools of Bergsonian critique onto The Two Sources, I propose an alternative to the open/closed—that of the “half-open”—creating in this way the conditions for decolonizing duration. (shrink)

Can a person from Latin America be a Catholic, or a feminist, or a democratic socialist in an authentic way? These identities come from Europe, and given the colonial history of Latin America, it seems reasonable to think that decolonizing the Latin American mind is a condition for its authenticity. Further, it seems reasonable to think that decolonization itself requires extirpating ideas and identities originating from the colonizers, especially those used to establish the colonial order. Thus, it seems that (...) Latin Americans cannot adopt such identities; authentic decolonization demands otherwise. In this paper I argue that the thought of twentieth century Mexican philosopher Jorge Portilla provides a persuasive account of the nature of authentic self-creation that allows for a kind of decolonization that makes it conceptually possible for Latin Americans to be Catholics, feminists, or democratic socialists in an authentic fashion. That is, authentic decolonization of the mind, I argue, need not involve a blanket rejection of identities originating from the colonizers; instead, it can be understood as a particular kind of authentic self-creation: one that is appropriately sensitive to the colonial history of the identities freely chosen by the agent. (shrink)

Intersectionality has utilized various feminist theories that continue subculture of violence thinking about Black men and boys. While intersectional feminists often claim that intersectionality leads to a clearer social analysis of power and hierarchies throughout society and within groups, the categories and claims of intersectionality fail to distinguish themselves from previously racist theories that sought to explain race, class, and gender, based on subcultural values. This article is the first to interrogate the theories used to construct the gendered categories and (...) the assumptions behind Black male positionality under intersectional analyses. Contrary to its promises for more liberated Black identities, intersectionality merely replicates the pseudo-science of racist criminology and presents decades old theories as cutting-edge gender analyses. In short, while intersectionality has allowed Black women to create nuanced experiences and epistemological accounts of Black womanhood, the very same theory has confined Black male experience to the perpetration of violence and defined Black manhood as lesser—merely the exemplification of white masculinity’s pathological excess. (shrink)

Aboriginal claims for self-government in the Americas and Australasia are distinctive for being less about secession—at least so far—than about demanding an innovative rethinking of the regulative norms and institutions within and between already established nation-states. Recent cases in Australia (and Canada) provide an opportunity to consider the nature of such claims, and some of the theoretical implications for regulative conceptions of sovereignty and the rule of law. A general question informing the entire discussion here is: how do particular conceptions (...) of the rule of law affect Aboriginal claims? Can a distinctive body of Aboriginal law survive in a liberal constitutional state already constituted in part by regulative ideals of the rule of law? (shrink)

Here is a puzzle about aesthetic education. In a variety of contexts, we commit significant time, energy, and resources to aesthetic education. We teach (and in many cases publicly subsidize) university courses and degrees that have aesthetic education as their primary aim; we also invest public resources into museums, including enrichment programs that are also designed to afford aesthetic education. It would seem that if our commitment to aesthetic education is rational, then aesthetic appreciation is (...) something that can be done better or worse. However, we also, in a variety of contexts (oddly enough, some of them being the same sorts of contexts that are designed to abet aesthetic education), act as if it is true that there is no disputing taste. We may try to persuade students to come around to particular judgments, but we do not penalize students for judging one way or another. The aim of this paper is to dissolve the apparent puzzle of aesthetic education by clarifying its aims and advancing a conception of it that deemphasizes the role of taste. I claim that, pace “the default view of aesthetic education” (as I shall call it), the primary purpose of aesthetic education is not to educate taste. It is, rather, to facilitate the development of certain perceptual-cognitive capacities so as to enhance aesthetic experience and improve aesthetic appreciation. Thus, I call the view of aesthetic education advanced here “a perceptual-cognitive model”. (shrink)

This paper works on the relation between spectacles and death. I present a decolonial genealogy, of the relation between sovereignty and spectacle, and specifically what coloniality does to this relation, how it shifts the very core of sovereign punishment. I demonstrate the formation of what I call “colonial sovereignty” as the emergence of a new relation between sovereignty and terror: in colonial sovereignty, terror is an inseparable element of sovereignty, formed through not the uniqueness but rather the repetition and proliferation (...) of spectacles of death. The colonial/modern nation-state functions as a government by terror, where death becomes meaningless, and the spectacles of dead bodies outlive death. (shrink)

Ethnophilosophy is widely regarded as a disreputable orientation in African philosophy. For example, critics of ethnophilosophy think of it as a ‘defective philosophy,’ a ‘semi-anthropological paraphrase,’ a merely ‘implicit philosophy,’ a ‘crazed language,’ and so on. Although these negative portrayals were made in the 80s and 90s (roughly, 1981-1997), and some of these critics softened their position with time, they persist in the thoughts of some contemporary African philosophers. This is visible in the rather inarticulate unease about ethnophilosophy in many (...) quarters today, witnessed in the characteristic disposition of some African philosophers to distance themselves from the works of Placide Tempels, John S. Mbiti, Léopold Sédar Senghor, and Alexis Kagame, and in the talk of a post-ethnophilosophy among some contemporary African philosophers rooted in the belief about the inadequacy of ethnophilosophy. Call those who today still think of ethnophilosophy in this fashion the ethnophilosophy holdouts. The aim of this paper is to give reasons to think that the position of the ethnophilosophy holdouts is not tenable. More positively, I defend a thesis that makes a claim about the positive status of ethnophilosophy as a philosophical orientation. (shrink)

All humans share a universal, evolutionarily ancient approximate number system (ANS) that estimates and combines the numbers of objects in sets with ratio-limited precision. Interindividual variability in the acuity of the ANS correlates with mathematical achievement, but the causes of this correlation have never been established. We acquired psychophysical measures of ANS acuity in child and adult members of an indigene group in the Amazon, the Mundurucú, who have a very restricted numerical lexicon and highly variable access to mathematics (...) class='Hi'>education. By comparing Mundurucú subjects with and without access to schooling, we found that education significantly enhances the acuity with which sets of concrete objects are estimated. These results indicate that culture and education have an important effect on basic number perception. We hypothesize that symbolic and nonsymbolic numerical thinking mutually enhance one another over the course of mathematics instruction. (shrink)

The question of what distinguishes moral problems from other problems is important to the study of the evolution and functioning of morality. Many researchers concerned with this topic have assumed, either implicitly or explicitly, that all moral problems are problems of cooperation. This assumption offers a response to the moral demarcation problem by identifying a necessary condition of moral problems. Characterizing moral problems as problems of cooperation is a popular response to this issue – especially among researchers empirically studying the (...) beginnings and limits of moral psychology. However, demarcating the moral in this way severely restricts the domain of moral problems. There are plenty of moral problems that aren’t simply problems of cooperation. In this paper I argue that understanding moral problems as problems of cooperation is too restrictive and offer an alternative way of demarcating moral from non-moral problems. Characterizing what makes a problem moral in terms of cooperation excludes a variety of problems that are ordinarily understood and responded to as moral. The alternative characterization that I propose is based on the American Indian/Native American concept of harmony. Using the concept of cooperation to demarcate the moral removes moral agents from their surroundings or contexts by assuming moral agency applies only to humans or other similarly evolved lifeforms. In contrast, using the concept of harmony allows for moral consideration to be granted to non-humans as well (e.g., non-human animals, plant life, ecosystems, etc.). (shrink)

There is no shortage of pedagogical theories from the tradition formal methods of instruction to the free-play methods of unschooling. A sharp shift in education and instruction models took place with the introduction of critical pedagogy. The focus was no longer on the authority of the teacher and the submissive, passive approach taken by the learner, but rather on the engagement between the two. Still, even when critical pedagogy is utilized in a formal model of education something is (...) missing from the system—experiential learning. Although the unschooling method has been criticized it does provide the benefit of experiential learning. This paper explores the nature of education and evaluates models and theories of pedagogy with the conclusion that a paradoxical approach in which there is a merger between the formal guidelines set by traditional educational models and the experiential learning methods of unschooling approach best prepares learners for the world and to be engaged citizens. Although what, precisely, this paradoxical system would entail is not discussed in this paper, it opens the door for further discussion on the topic and for consideration of the theories which have attempted to do exactly this and improve upon them going forward. (shrink)

I seek to answer the question of whether publicly funded higher education ought to aim intrinsically to promote certain kinds of ‘‘blue-sky’’ knowledge, knowledge that is unlikely to result in ‘‘tangible’’ or ‘‘concrete’’ social benefits such as health, wealth and liberty. I approach this question in light of an African moral theory, which contrasts with dominant Western philosophies and has not yet been applied to pedagogical issues. According to this communitarian theory, grounded on salient sub-Saharan beliefs and practices, actions (...) are right insofar as they respect relationships in which people both share a way of life, or identify with one another, and care for others’ quality of life, or are in solidarity with each other. I argue that while considerations of identity and solidarity each provide some reason for a state university to pursue blue-sky knowledge as a final end, they do not provide conclusive reason for it to do so. I abstain from drawing any further conclusion about whether this provides reason to reject the Afro-communitarian moral theory or the intuition that blue-sky knowledge is a proper final end of public higher education. I do point out, however, that the dominant Western moral theories on the face of it do no better than the African one at accounting for this intuition. (shrink)

I offer an account of the virtue of intellectual humility, construed as a pair of dispositions enabling proper management of one's intellectual confidence. I then show its integral role in a range of familiar educational practices and concerns, and finally describe how certain entrenched educational attitudes and conceptions marginalise or militate against the cultivation and exercise of this virtue.

Patients’ knowledge of hypertension and treatment has been found to affect health outcomes of hypertension. This study aimed to assess the impact of therapeutic patients’ education on knowledge of hypertension and lifestyle/dietary modification among hypertensive patients in Nigeria. The study was conducted among 317 hypertensive patients randomized into controlled and intervention groups (158 vs 159, respectively) between March 2021 and February 2022. Baseline knowledge of the patients was assessed and intervention was provided for the intervention group with a structured (...) educational program at a baseline and six months. Descriptive data were presented with a frequency table in percentage while the chi-square test and univariate logistic regression were used to determine the association between categorical variables. Out of the total 318 patients, 275 completed the study (response rate: 86.8%) with 136 in the control group and 139 in the intervention group. The mean age of the patients was 59.5 (±12.5) and patients >60 years (49.5%) were the most frequent age category. The baseline knowledge score of hypertension was 9.8 (±2.6) and 9.3 (±2.6) on a scale of 16 points in the control group and intervention group, respectively (P=0.060) while at six months 11.9 (±2.3) vs 10.8 (±2.4) (P<0.001) and 12 months 12.6 (±2.5) vs 9.5 (±2.0) (P<0.001), respectively. Knowledge of lifestyle/dietary modification in the control group and intervention group at baseline was 7.0 (±2.1) and 6.6 (±2.0), respectively, while at six months 7.5 (±1.5) vs 9.9 (±1.3) (P<0.001) and at 12 months 7.2 (±1.5) vs 10.4 (±1.2), respectively. Marital status, body mass index, and family history of hypertension were associated with knowledge of hypertension and lifestyle/dietary modification (P<0.001). The educational intervention provided was associated with a significant improvement in knowledge of hypertension and lifestyle/dietary modification. The marital status of the patients, body mass index and family history of hypertension influenced patients’ level of knowledge. (shrink)

This paper confronts Zagzebski’s exemplarism with the intertwined debates over the conditions of exemplarity and the unity-disunity of the virtues, to show the advantages of a pluralistic exemplar-based approach to moral education (PEBAME). PEBAME is based on a prima facie disunitarist perspective in moral theory, which amounts to admitting both exemplarity in all respects and single-virtue exemplarity. First, we account for the advantages of PEBAME, and we show how two figures in recent Italian history (Giorgio Perlasca and Gino Bartali) (...) satisfy Blum’s definitions of ‘moral hero’ and ‘moral saint’ (1988). Then, we offer a comparative analysis of the effectiveness of heroes and saints with respect to character education, according to four criteria derived from PEBAME: admirability, virtuousness, transparency, and imitability. Finally, we conclude that both unitarist and disunitarist exemplars are fundamental to character education; this is because of the hero's superiority to the saint with respect to imitability, a fundamental feature of the exemplar for character education. (shrink)

The analyses undertaken in this article refer to the harm experienced in close relationships, where the lack of forgiveness and the breakdown in the relationship can be a source of additional suffering for the victim. Referring to the discussion conducted in the Journal of Philosophy of Education in the years 2002–2003, I assume that one of the most difficult challenges for the injured individual is to determine whether change made by the perpetrator of evil encourages the individual to trust (...) the perpetrator or whether forgiveness can actually be understood as consent to further harm. Another challenge is that the injured person must make a decision about forgiveness when s/he perceives change in the perpetrator if lack of forgiveness is not to become the cause of a definitive breakdown in the relationship. I propose the thesis that a person – by reference to acts of self-forgiveness – can learn to identify the moment when forgiveness is possible and necessary. After explaining what self-forgiveness is, what act it relates to and what its moral value is, I show how self-forgiveness and reflection on the process of self-forgiveness can benefit education for forgiveness of another person. (shrink)

Tourism education plays a key role in shaping students’ engagement with sustainability by providing them with the knowledge and skills to address environmental challenges and encouraging them to promote sustainable practices in the industry. This study explores how four years of tourism education at Prince of Songkla University in Phuket, Thailand, influence students’ knowledge, attitudes, and intentions toward sustainability. Despite gaining theoretical knowledge of sustainability principles, the findings reveal a decline in students’ willingness to adopt environmental sustainability practices (...) as their years of education increase. This may reflect a disconnect between classroom lessons and practical application, potentially due to limited practical learning experiences and the prevalent “eco-deficit culture” within the tourism industry, which often prioritizes profit over environmental responsibility. As a result, students may filter out information regarding environmental sustainability despite their sustainability education at the university. To support long-term engagement in sustainability, the paper recommends revising curricula to include more experiential learning opportunities, interdisciplinary collaboration, and stronger partnerships with industry stakeholders. (shrink)

Pieterse, Jan Nederveen and Parekh, Bhikhu (eds.). The Decolonization of Imagination: Culture, Knowledge and Power. London: Zed Books, 1995. 265pp. $59.95 (cloth), $22.50 (paper).

Theology and Philosophy of Education is a journal dedicated to education. However, in what respect does it deal with education? What is the situation of current education? What is the main role of the school today? All articles from the first issue of the third volume of the journal Theology and Philosophy of Education are presented.

[Attached PDF is the Arabic translation, the hyperlink takes you to the original English version] In this paper I argue that the emphasis, which was placed by the PAIGC’s leadership, and specifically by Amílcar Cabral, on the importance of advancing women’s rights and women’s liberation should be understood as being a consequence of Cabral’s modernist philosophical orientation. Moreover, I argue that women played an essential part in the struggle for liberation from Portuguese colonialism. In the first section, I characterize Cabral’s (...) modernist philosophical orientation and the way it influenced his views on the necessity of women’s liberation. I emphasize the philosophical commitment to autonomy as a guiding normative principle. In the second section, I argue that women played a key role in pressuring the PAIGC to integrate them into its structure, i.e., they were active agents and not just passive subjects waiting for somebody to “liberate them.” In the third and concluding section, I describe the limits of the PAIGC’s commitment to women’s liberation, and I discuss why some members of the party’s leadership (e.g., Luis Cabral) disagreed with Amílcar Cabral regarding the importance of women’s liberation. This paper thus approaches the question of feminist anti-colonial imaginaries both from the perspective of the hopes which attended a partially feminist-inflected African liberation struggle, as well the betrayal of these hopes by men in leadership positions. Those leaders never took seriously the idea that the liberation of women was a necessary condition for the creation of a social environment which would allow for the full actualization of the capacities of men and women in Guinea-Bissau and Cape Verde. (shrink)

There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better (...) understanding where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice. (shrink)

In this paper, we draw attention to several important tensions between Kant’s account of moral education and his commitment to transcendental idealism. Our main claim is that, in locating freedom outside of space and time, transcendental idealism makes it difficult for Kant to both provide an explanation of how moral education occurs, but also to confirm that his own account actually works. Having laid out these problems, we then offer a response on Kant’s behalf. We argue that, while (...) it might look like Kant has to abandon his commitment to either moral education or transcendental idealism, there is a way in which he can maintain both. (shrink)

Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education (...) as the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking (Scheffler 1989; Siegel 1988; 1997; 2017). In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education. (shrink)

School boosters are tax-exempt organizations that engage in fundraising efforts to provide public schools with supplementary resources. This paper argues that prevailing forms of school boosting are defeasibly unjust. Section 1 shows that inequalities in public education funding in the United States violate John Rawls’s two principles of domestic justice. Section 2 argues that prevailing forms of school boosting exacerbate and plausibly perpetuate these injustices. Section 3 then contends that boosting thereby defeasibly violates Rawlsian principles of nonideal theory for (...) rectifying injustice. Thus, boosting should be presumptively either made illegal or substantially reformed. Finally, Section 4 responds to potential objections. (shrink)

Since the inception of psychology as a distinct field of study in the modern West, it has been widely regarded as the only valid form of this discipline, supplanting all other accounts of the mind and human behavior. The modern West is unique in having produced the only psychology that consciously severed itself from metaphysics and spiritual principles. The momentous intellectual revolutions inaugurated by the Renaissance and the European Enlightenment further entrenched the prejudices of its purely secular and reductionist approach. (...) Yet, across the diverse cultures of the world, we find spiritual traditions that embrace a fully-integrated psychology, unsullied by the limitations of the modern scientific method. It is only by grounding psychology on a foundation of sacred and universal truths—found in all traditional civilizations—that we can begin to restore a true “science of the soul” that addresses the entire gamut of human needs and possibilities. (shrink)

The recent literature has seen a burgeoning discussion of the idea that the overarching epistemic goal of education is the cultivation of the intellectual virtues. Moreover, there have been attempts to put this idea into practice, with virtue-led educational interventions in schools, universities, and even prisons. This paper explores the question of whether—and, if so, to what degree—such intellectual virtue-based approaches to education are essentially social. The focus in this regard is on the role of intellectual exemplars within (...) this approach, and in particular the extent to which direct social interaction with such exemplars is crucial to the implementation of this educational methodology. (shrink)

In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents (...) in Western liberal democracies that are the focus of this article. The fifth and most important section ‘‘Reasonable pluralism and the inclusion of religious ideals in public secondary schools’’ provides three arguments for our claim that public schools should include religious ideals, namely that they are important to religious people, that they are conducive for the development of pupils into citizens of a liberal democracy, and that the flourishing of pupils as adults is advanced by encountering religious ideals. We also offer a more practical reason: religious ideals can more easily be included within public education than religious dogmas and rules. (shrink)

In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied educational justice if they fail to receive an education that adequately challenges them. I further (...) argue that an adequately challenging education is essential to human flourishing, but that most children can be adequately challenged in schools in ways that promote flourishing without doing so at the expense of other children. (shrink)

I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.

In this essay, Johannes Giesinger comments on the current philosophical debate on educational justice. He observes that while authors like Elizabeth Anderson and Debra Satz develop a so-called adequacy view of educational justice, Harry Brighouse and Adam Swift defend an egalitarian principle. Giesinger focuses his analysis on the main objection that is formulated, from an egalitarian perspective, against the adequacy view: that it neglects the problem of securing fair opportunities in the competition for social rewards. Giesinger meets this objection by (...) expressing two basic theses: First, he argues that Brighouse and Swift themselves fail to give an adequate account of fair competition; and, second, he shows that the adequacy view provides the theoretical resources to face this problem. (shrink)

This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore (...) this dimension altogether. My discussion starts with elaborating the concept of articulation and analysing it in terms of three dimensions: performance, connection and transformation. I then address the role of education in Gramsci’s politics, in which the figure of the intellectual is central, and argue that radical democratic education requires renouncing that figure. In the final section, I offer a theory of such education, in which both teacher and students articulate their political differences and identities. (shrink)

In this paper I argue that although the Republic’s tripartite theory of the soul is not explicitly endorsed in Plato’s late work the Laws, it continues to inform the Laws from beneath the surface of the text. In particular, I argue that the spirited part of the soul continues to play a major role in moral education and development in the Laws (as it did in earlier texts, where it is characterized as reason’s psychic ‘ally’). I examine the programs (...) of musical and gymnastic education in the Laws and highlight parallels to the accounts of the spirited part of the soul and its role in moral education and virtue that are offered in Republic and Timaeus. I also examine the educational role given to the laws themselves in Magnesia, and I suggest that the education provided through them is largely directed at the spirited part of the soul as well. (shrink)

This paper aims to highlight the articulation of skin memory with trans-Caribbean aesthetics by exploring the diasporic works of female diasporic artists born in the West Indies who emigrated to the United States. We intend to show how these contemporary female artists rewrite the codification and reception of the skin-related memory by connecting their artwork to a genealogy of traumas and healing practices that call for the empowerment of the Caribbean skin ego.