Studies in Philosophy and Education is an international peer-reviewed journal that focuses on the philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice. As such, Studies in Philosophy and Education is not the expression of any one philosophical or theoretical school or cultural tradition. Rather, the journal promotes exchange and collaboration among philosophers, philosophers of education, educational and social science researchers, and educational policy makers throughout the world. Contributions that address this wide audience, while clearly presenting a philosophical argument and reflecting standards of academic excellence, are encouraged.Topics may range widely from important methodological issues in educational research as shaped by the philosophy of science to substantive educational policy problems as shaped by moral and social and political philosophy and educational theory. In addition, single issues of the journal are occasionally devoted to the critical discussion of a special topic of educational and philosophical importance. There is also a frequent Reviews and Rejoinders’ section, featuring book review essays with replies from the authors.
《哲学与教育研究》（Studies in Philosophy and Education）是一份国际同行评审期刊，主要关注教育研究、政策和实践中的哲学、理论、规范和概念问题。因此，《哲学与教育研究》不是任何一个哲学或理论学派或文化传统的表达。相反，该杂志促进了世界各地哲学家、教育哲学家、教育和社会科学研究者以及教育政策制定者之间的交流和合作。我们鼓励针对这一广泛受众的投稿，同时明确提出哲学论点并反映学术卓越标准。主题范围广泛，从科学哲学所塑造的教育研究中的重要方法论问题到道德、社会和政治哲学以及教育理论所塑造的实质性教育政策问题。此外，期刊的单期偶尔会专门讨论具有教育和哲学重要性的特殊主题。还有一个经常的评论和反驳部分，以书评文章与作者的回复为特色。
Beyond Higher Education as We Know it: Gesturing Towards Decolonial Horizons of Possibility
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9622-7
What Kind of Society Does the School Need? Redefining the Democratic Work of Education in Impatient Times
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09675-Y
Remediating Campus Climate: Implicit Bias Training is Not Enough
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9644-1
Democratic Education for Hope: Contesting the Neoliberal Common Sense
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09647-2
Daoist Onto-Un-Learning as a Radical Form of Study: Re-imagining Study and Learning from an Eastern Perspective
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09660-5
Analysing the Matter Flows in Schools Using Deleuze’s Method
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09650-7
SF! Haraway’s Situated Feminisms and Speculative Fabulations in English Class
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9632-5
Wonder, Guarding Against Thoughtlessness in Education
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9626-3
Educating Semiosis: Foundational Concepts for an Ecological Edusemiotic
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9617-4
Teaching Children to Ignore Alternatives is—Sometimes—Necessary: Indoctrination as a Dispensable Term
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9642-3
The Ethics and Politics of Precarity: Risks and Productive Possibilities of a Critical Pedagogy for Precarity
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9625-4
Revaluing Leisure in Philosophy and Education
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09651-6
‘How to Write as Felt’ Touching Transmaterialities and More-Than-Human Intimacies
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9624-5
Postulational Rhetoric and Presumptive Tautologies: The Genre of the Pedagogical, Negativity, and the Political
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9621-8
Finding Treasures: Is the Community of Philosophical Inquiry a Methodology?
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09659-Y
Readiness for School, Time and Ethics in Educational Practice
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9643-2
On the Verge of Tears: The Ambivalent Spaces of Emotions and Testimonies
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09663-2
Troubling Hope: Performing Inventive Connections in Discomforting Times
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9630-7
Com-Posting Experimental Futures: Pragmatists Making (Odd)Kin with New Materialists
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9627-2
Exploring an Alternative Justification for the Importance of Curiosity in Education: Social Curiosity and Løgstrup’s Sovereign Expression of Life
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9629-0
Assessment, Truth and Religious Studies
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9623-6
Redefining Work and Education in the Technological Revolution
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09649-0
Education and Non-domination: Reflections from the Radical Tradition
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09662-3
From Shared Fate to Shared Fates: An Approach for Civic Education
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09658-Z
Training Transdisciplinary Educators: Intercultural Learning and Regenerative Practices in Ecuador
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09652-5
The Malaise of the Soul at Work: The Drive for Creativity, Self-Actualization, and Curiosity in Education
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09653-4
Learning in Democracy: Deliberation and Activism as Forms of Education
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09671-2
Representationalism and Power: The Individual Subject and Distributed Cognition in the Field of Educational Technology.
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09674-Z
Promoting Distributive Justice in Education and the Challenge of Unpredictability
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09655-2
Mediating Class: The Role of Education and Competing Technologies in Social Mobilization
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09656-1
Relational Recognition, Educational Liminality, and Teacher–Student Relationships
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09672-1
Education and Time: Coming to Terms with the “Insufficiency of Now” Through Mindfulness
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09646-3
Teaching with Stories: Ecology, Haraway, and Pedagogical Practice
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-018-9628-1
An Integrative Psychic Life, Nonviolent Relations, and Curriculum Dynamics in Teacher Education
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09661-4
Bildung Between Praxis and Theoria: A Philosophical Study of an Exemplary Anecdote
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09665-0
Baumol’s Cost Disease and the Trinitarian Pedagogy
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09648-1
Work and Social Justice: The Demands of Welfare in Kuwaiti Society
来源期刊：Studies in Philosophy and EducationDOI：10.1007/S11217-019-09657-0
