Philosophy of Education is an international, peer-reviewed, quarterly journal published by the Philosophy of Education Society. The journal includes papers selected for and delivered at the annual meeting of the Philosophy of Education Society and additional scholarship that has gone through a peer-review process that may not have been featured at our annual meeting. Access at Philosophy of Education (1995 onward)
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, Kathleen Knight-Abowitz, at firstname.lastname@example.org.
First published in 1951, Educational Theory has long served as an important forum for scholarship and debate in the foundations of education. The purpose of the journal is twofold: to foster the continuing development of educational theory and to stimulate discussion of educational concepts and aims among educators. PES is a founding organization of Educational Theory.