Philosophy of Education Society

GroundWorks

Editor: Samantha Deane

PUBLICATIONS

Systemic Indoctrination: Lessons from the Decline of Democratic Education in Russia - Fedor Korochkin (November 2024)
In Praise of Not Knowing, Or Why We should Unknow More: Reflections on Knowing and Teaching Ignorance - Jennifer Logue (7 December 2023)
The Ethics of Recruiting Educators of Color - Doris A. Santoro, Julia Hazel, with Cara Furman (27 Feb 2023)
Can a Classroom Recuperate the Friction Necessary for Democracy?- Lana Parker, University of Windsor (22 Feb 2022)
Mourning with Others: The Reorienting Practice of Grief - Jessica Lussier with Vanessa Keller (11 Aug 2021)
Going Remote: Ecofeminist Education for the Reluctantly Contained - LeAnn M. Holland (11 Aug 2021)
Should Teachers Advance Justice or Reduce Polarization - Rachel Wahl (11 Aug 2021)
The Problematization and Reconstruction of Educational Life: Lessons for Teacher Preparation from the Red for Ed Movement - Benjamin Kearl (11 Aug 2021)
Socialist Guide to Education Talk - David I. Backer (11 Aug 2021)
Resisting Locker Room Talk: Resources for Educators - Jeff Frank (11 Aug 2021)
Rough Seas: Early-Career Teachers' Moral Difficulties in Educating for Social Justice - Tatiana Geron and Garry Mitchell (11 Aug 2021)
How Should Educators Think About School Shootings? - Bryan Warnick (11 Aug 2021)
Transgender Student Advocacy and Support: Evolving Ethics in a Time of Devolving Policy - Cris Mayo, Scott Gust, and Aidan Key (11 Aug 2021)

ABOUT GROUNDWORKS

What is the value of thinking philosophically about issues of policy and practice? How can philosophy help shape the thinking of teachers, educational leaders, and policy-makers? A public philosophy project of the Philosophy of Education Society, GroundWorks joins a long history of thinkers in asking these questions and offering philosophical modes of thinking as a means of supporting educators and policy actors. Keeping up with current events, recent articles have explored the philosophical underpinnings and educational implications of, for example, cultures of masculinity in schools, and the ethics of recruiting teachers of color. If you are a philosopher closely attuned to current events and issues of educational practice or policy, who sees the world through a philosophical perspective, 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, Samantha Deane, sdeane2@nd.edu.

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