GroundWorks
Editor: Cara Furman
What is the value of thinking philosophically about issues of practice? Can philosophy help practitioners navigate difficult terrain? How can philosophical modes of inquiry or concepts support practitioners in their daily work? The practitioner oriented journal of the Philosophy of Education Society, GroundWorks, joins a long history of philosophers and educators in asking these questions and offering philosophical modes of thinking as a means of supporting practitioners. Keeping up with current events, recent articles have explored the philosophical underpinnings of recent teacher protest movements and how to educate for social justice. If you are a philosopher closely attuned to current events and issues of educational practice or practitioner who sees the world through a philosophical gaze, check us out, consider writing for us, and let us know what you think.
GroundWorks is a special publication of PES overseen by the Committee on Professional Affairs that seeks to showcase and disseminate philosophical responses to educational issues; it aims to bring philosophical thinking to bear on pressing, controversial, or significant aspects of education and schooling. Selected authors are invited to work with the GroundWorks editor to develop a short paper (under 3000 words) with philosophical themes written for a public audience.
To learn more contact GroundWorks Editor, Cara Furman at cara.furman@maine.edu.