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.

For a video presentation explaining Groundworks, click here

2023 Conference Submission Guidelines

GroundWorks is a PES publication 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. This year, in addition to submissions being considered for publication within the PES quarterly journal, Philosophy of Education, authors are invited to indicate at the time of submission whether they would like their document considered for separate development as a published GroundWorks paper. Within the standard submission portal, authors may also submit a freestanding paper (i.e., not for review as a conference presentation) solely for consideration by GroundWorks. Selected authors will be invited to work with the GroundWorks editor, Cara Furman, to develop a short paper (under 3000 words) and an Op-Ed (under 1000 words) addressing the themes of that work as written for a public audience. Submissions for GroundWorks are taken yearly on November 1 via the PES submission process.

Recent Articles

  • 11 Aug 2021 12:58 PM | Anonymous

    Mourning with Others: The Reorienting Practice of Grief - Jessica Lussier with Vanessa Keller

    Lussier with Keller 2021 - Mourning With Others.pdf

  • 11 Aug 2021 12:57 PM | Anonymous

    Going Remote: Ecofeminist Education for the Reluctantly Contained - LeAnn M. Holland

    Holland 2021 - Going Remote.pdf

  • 11 Aug 2021 12:45 PM | Anonymous

    The Problematization and Reconstruction of Educational Life: Lessons for Teacher Preparation from the Red for Ed Movement - Benjamin Kearl

    Kearl 2020 - The Probematization and Reconstruction of Educational Life.pdf

  • 11 Aug 2021 12:44 PM | Anonymous

    A Socialist Guide to Education Talk - David I. Backer

    Backer 2020 - A Socialist Guide to Education Talk.pdf

  • 11 Aug 2021 12:42 PM | Anonymous

    Resisting Locker Room Talk: Resources for Educators - Jeff Frank

    Frank 2019 - Resisting Locker Room Talk.pdf

  • 11 Aug 2021 12:40 PM | Anonymous

    Rough Seas: Early-Career Teachers' Moral Difficulties in Educating for Social Justice - Tatiana Geron and Garry Mitchell

    Geron and Mitchell 2019 - Rough Seas.pdf

  • 11 Aug 2021 12:38 PM | Anonymous

    How Should Educators Think About School Shootings? - Bryan Warnick

    Warnick 2016 - How Should Educators Think about School Shootings.pdf

  • 11 Aug 2021 12:33 PM | Anonymous

    Transgender Student Advocacy and Support: Evolving Ethics in a Time of Devolving Policy - Cris Mayo, Scott Gust, and Aidan Key

    Mayo et al 2016 - Transgender Student advocacy and Support.pdf

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