Global Philosophy of Education

When: (Abstracts) 15 of November 2025 (Conference) 19-20 of March 2026

Where: VU Amsterdam

https://drive.google.com/file/d/1bZI-lc45LNQ6SXLm-Ty0srfZ66lixWgh/view?usp=sharing

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This conference aims to establish the field of Global Philosophy of Education, understood as a research space and practice where central issues in philosophy of education are defined, discussed and researched jointly by philosophers working from different cultural and philosophical traditions and perspectives. This entails not the establishment of a global philosophy in the sense of a universal or hegemonic philosophical theory, but the development of a global practice of philosophy of education. The purpose of doing so (viewed from the perspective of anglophone philosophy of education) is, firstly, to diminish anglocentrism, eurocentrism, or any form of parochialism in the discipline, and, secondly, to make progress on substantial issues (prevented by such parochialism). What we are proposing is the development of a genuine global practice of philosophy of education aiming at an actual collaborative engagement between the substantive positions developed in different traditions focusing on concrete philosophical problems. Instead of just comparing different traditions, we need to actually use their theoretical resources in the social practice of doing global philosophy. The conference is part of the project ‘Expanding Consciousness in Education – East, West, North and South. Towards a Global Philosophy of Education’ (GlobalPhilEd) funded by the Volkswagen Foundation.

We invite submissions of abstracts (400-600 words, plus a short bio) for individual paper presentations on themes related to Global Philosophy of Education. Each presenter will have 45 minutes in total for the presentation, including the discussion. The presentation should be between 15-25 minutes long in order to leave enough room for the
discussion. Papers presented must not have been published prior to the conference. All papers are considered for publication within the first volume of the Yearbook of Global Philosophy of Education, which will be launched in 2026 and published open access on our project website.

LOSING OUR SELVES? Education and the Self in Global Perspective

When: 8 of October 2025 15:30-18:00 (CET)

Where: Online

https://drive.google.com/file/d/165qnp-mw1bhaJUOisA691Y8HBnguzeRH/view?usp=sharing

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What is the self, and how should education engage with it?

Join us for Losing Our Selves?, the first in a new series of online research labs from the Global Philosophy of Education (GlobalPhilEd) project. This international collaboration brings together scholars from diverse philosophical traditions to grapple with one of education’s most persistent and elusive questions: the nature and role of the self.

From autonomous rational control to social construction, from authentic identity to the rejection of the self altogether. This lab explores how varying global perspectives understand, shape, and challenge the self within educational thought and practice.

- Expect deep engagement across African, Eastern, Western, and Indigenous philosophies of education.
- Contribute to open, collaborative dialogues on selfhood, identity, and the educational implications of living with or without a self.

Participants are expected to attend all three sessions and contribute actively between meetings. Outcomes may include joint publications or creative collaborative outputs.

CFP: Misinformation and Missing Information as a Global Challenge (edited collection)

When: September 30, 2025 (Abstracts)

Contact: This email address is being protected from spambots. You need JavaScript enabled to view it.

Misinformation and Missing Information as a Global Challenge
Explorations, Definitions, and Theoretical Perspectives Across Disciplines

Editors:
Michaela Vogt (Bielefeld University, Germany)
Amelie Labusch (Bielefeld University, Germany)
Eleonor Kristoffersson (Örebro University, Sweden)
Magnus Kristoffersson (Örebro University, Sweden)
Christoph Teschers (University of Canterbury, New Zealand)

Background and Rationale
The spread of misinformation — including misleading, false, or incomplete information — and the existence of systematic information gaps (missing information) pose major challenges for societies worldwide. Both phenomena may influence how individuals and societies perceive reality, form opinions, and participate in public discourse.
While misinformation, such as fake news or disinformation, has gained increasing attention in public and academic debates, missing information remains less explored. Yet, the absence, invisibility, or deliberate omission of information can significantly shape public perception and societal developments — sometimes more subtly, but no less effectively than misinformation.
A systematic academic examination of these phenomena is still at an early stage. To advance this field, diverse disciplinary perspectives are needed to sharpen concepts, explore theoretical foundations, and identify methodological approaches. The editors' collection is closely related to other research initiatives that emerge within the European University Alliance NEOLAiA. The editors’ collection will be published with BieUP as open access and additionally as a printed book.

Goal of the Editors' Collection
This Editors' Collection invites scholars from all academic fields to contribute conceptual articles that engage with the ideas of misinformation and/or missing information from their respective disciplinary perspectives. Contributions may adopt an interdisciplinary lens. Likewise, resilience can be one possible point of reference but it is not a required framing for contributions.

Suggested Structure for Contributions
• State of Research / Current Debates (approx. 2 pages)
• Own Working Definition of Misinformation and/or Missing Information (approx. 1 page)
• Theoretical and Conceptual Foundations (approx. 2 pages)
• Methodological Approaches and Challenges (approx. 2 pages)
• Research Gaps and Future Research Questions in the Author's Field (approx. 1 page)
• Bibliography (1-2 pages)

Timeline and Formalities
September 30, 2025: Deadline for abstracts (max. 300 words), please send them to: This email address is being protected from spambots. You need JavaScript enabled to view it.
October 2025: Editorial feedback
January 15, 2026: Full paper submission, 15,000–20,000 characters (including spaces and bibliography)
February 2026: Review and editorial process
July/August 2026: Planned publication

Conference on Mis(sing) Information
This Editors’ Collection forms part of the broader Mis(sing) Information initiative, supported by Riksbankens Jubileumsfond, which investigates how selective information, through omission or emphasis, shapes public understanding and challenges trust. With digital technologies accelerating the spread of information, the initiative focuses in particular on the educational sphere, exploring how skewed narratives influence critical thinking and democratic values. Drawing on multiple disciplinary perspectives, it seeks to address the educational and legal challenges posed by Mis(sing) Information, promoting accurate knowledge dissemination and democratic engagement.
The initiative will culminate in an interdisciplinary conference hosted by Örebro University on 9-10 December 2025. Researchers whose contributions to the Editors’ Collection, Misinformation and Missing Information as a Global Challenge are accepted may be invited to present their work at the conference. For invited speakers, the Mis(sing) Information consortium will cover travel and accommodation expenses.

EPAT: Asian perspectives on democratic values: Philosophical reflections and educational implications

When: 30 August 2025

https://think.taylorandfrancis.com/special_issues/asian-perspectives-on-democratic-values-philosophical-reflections-and-educational-implications/

Contact: Jason Cong Lin (This email address is being protected from spambots. You need JavaScript enabled to view it.) and Liz Jackson (This email address is being protected from spambots. You need JavaScript enabled to view it.)

Democratic values such as respect, humility, equality, and responsibility are pivotal in shaping civic life and fostering social cohesion. While these values are often discussed in a Western context, their interpretation and application within Asian philosophical traditions present a rich and nuanced landscape worthy of exploration. This special issue seeks to delve into how concepts rooted in philosophies such as Confucianism, Buddhism, and Taoism inform the understanding and cultivation of democratic values in educational settings across Asia.

Asian philosophical traditions offer unique perspectives that can both complement and challenge conventional Western notions of democracy. For instance, Confucianism emphasizes relational ethics, collective harmony, and the importance of moral education in developing virtuous citizens. In this framework, democratic values are not merely individualistic ideals but are interwoven with social responsibilities and communal well-being. Similarly, Buddhist teachings on compassion and mindfulness encourage a deeper understanding of equality and the common good, fostering a sense of interconnectedness among individuals in society. These philosophical underpinnings provide a rich foundation for rethinking how democratic values are conceptualized and implemented in educational practices.

Despite the significance of these traditions, scholarly discourse on the intersection of Asian philosophies and democratic education remains limited. This special issue aims to fill this gap by inviting contributions that explore the ways in which Asian philosophical frameworks can inform the cultivation of democratic values in education. We seek to examine how educators can draw upon these rich traditions to create pedagogical practices that resonate with students and communities, fostering a deeper commitment to democratic ideals.

Potential contributions may include, but are not limited to, the following themes:

Asian Philosophical Foundations of Democratic Values: Exploring how Confucian, Buddhist, Taoist, and other Asian philosophies conceptualize democratic values and their relevance in contemporary educational contexts. How can these philosophical traditions provide alternative frameworks for understanding democracy that are rooted in Asian cultural contexts?
Educational Implications of Asian Philosophies on Democratic Values: Exploring how Asian philosophical traditions can be critically (re)interpreted and applied to promote civic engagement and critical thinking in both formal and informal educational contexts. How might educators utilize the rich insights of Asian philosophies—such as Confucian moral cultivation, Buddhist mindfulness and compassion, or Daoist harmony and balance—to encourage students to thoughtfully and critically engage with democratic values?
Critical reflection on Asian Perspectives on Democratic Values: Critical reflecting on Asian perspectives on democratic values, questioning how these traditions (re)interpret, contest, or complicate democratic ideas, and thus providing a nuance picture about which components of which traditions have potential to advance or risk impede democratic values. What philosophical reflections are needed to critically analyze tensions or limitations within Asian philosophies regarding democracy, so that their implications for educational theory and practice can be reconsidered.
By focusing on these themes, this special issue aims to illuminate the complex interplay between Asian philosophical traditions and democratic education. We hope to inspire educators and scholars to engage critically with the ways in which these philosophies can enrich our understanding of democracy and contribute to the development of a more inclusive and culturally relevant approach to democratic values in education. Ultimately, this exploration emphasizes that cultivating democratic values is not just an educational imperative but a philosophical endeavor that requires a deep engagement with the rich intellectual traditions of Asia.

Submission Instructions
Abstracts (800-1000 words) should be prepared for blind review and sent to Jason Cong Lin (This email address is being protected from spambots. You need JavaScript enabled to view it.) or Liz Jackson (This email address is being protected from spambots. You need JavaScript enabled to view it.). All submissions must be original and not under consideration elsewhere.

Invited authors will subsequently be invited to submit a full paper (6000 words). Submissions will be subject to the normal Educational Philosophy and Theory review process. Please ensure that your paper follows the APA referencing style for all references and citations.

EPAT Call for Abstracts - Tenuous or Creative Scholarship?: A Manifesto for Philosophers of Education Living Between Western and Non-Western Cultures in Postcolonial Asia and Beyond

When: 15 September 2025

https://think.taylorandfrancis.com/special_issues/tenuous-or-creative-scholarship/

Contact: Duck-Joo Kwak (This email address is being protected from spambots. You need JavaScript enabled to view it.)

In a recent EPAT editorial titled “Is Philosophy of Education Western?”, Jackson and Kwak (2025) advocate for the initiative Philosophies of Education in Asia and Beyond, which emphasizes non-Western educational traditions such as Confucianism, Buddhism, Daoism, Islam, Indian philosophies, and Indigenous epistemologies. They argue that a persistent form of academic colonialism continues to shape the field of philosophy of education in postcolonial, non-Western societies.

Jackson and Kwak identify three distinct groups of scholars, categorized by their academic training and cultural orientation:

Group One: Non-Western scholars educated in the West but based in Asia. Often motivated by either a belief in the intellectual superiority of Western traditions or a desire for global engagement, they tend to neglect deep, locally grounded explorations. Their work becomes compartmentalized—split between engaging in Western philosophical discourse and conducting research on local topics.
Group Two: Western-educated, Western-born scholars residing in Asia. These expatriate or immigrant academics often attempt to engage with non-Western traditions but do so tentatively. Their scholarship tends to reflect a persistent desire for deeper cultural understanding, yet they frequently struggle to fully grasp the traditions they study.
Group Three: Locally educated scholars who engage with both Western and indigenous philosophies. However, their work is often marginalized for being perceived as lacking modernity. Despite this, they remain committed to preserving and advancing their native intellectual and cultural heritages outside of dominant Western frameworks.

Although these groups live and work in close proximity, meaningful scholarly dialogue among them is rare. All three groups experience a kind of epistemological unease—a sense of dislocation and internal conflict arising from their respective academic and cultural positions. Jackson and Kwak suggest that this fragmentation is rooted in colonial-era legacies that introduced Western knowledge systems into the region in the late 19th century. These systems created enduring psychological, political, and academic barriers among scholars.

The authors argue that this lack of engagement has left all groups intellectually disadvantaged in addressing the educational challenges specific to their contexts. They particularly stress the urgent need for sustained dialogue between Groups Two and Three, whose contrasting philosophical backgrounds could yield richer insights. Group One scholars, with their hybrid training, are seen as potential mediators who might bridge these epistemic divides.

But what exactly are the intellectual disadvantages caused by this divide? First, the differing philosophical foundations among the groups lead to the use of incompatible conceptual vocabularies, which hinder genuine dialogue. Scholars often reference each other's work superficially, sounding more like strangers than colleagues. As a result, non-Western scholars lack adequate conceptual and cultural tools to interpret educational experiences that differ fundamentally from Western models due to divergent modernization paths.

Second, the scholarship itself becomes tenuous. For Group One, the theoretical language borrowed from Western traditions may feel disconnected from local realities. For Group Three, their indigenous conceptual frameworks are often dismissed as outdated or irrelevant, despite their depth and relevance.

For more information, see the call: https://think.taylorandfrancis.com/special_issues/tenuous-or-creative-scholarship/

Abstracts (800-1000 words) should be prepared for blind review and sent to Duck-Joo Kwak (This email address is being protected from spambots. You need JavaScript enabled to view it.) or Liz Jackson(This email address is being protected from spambots. You need JavaScript enabled to view it.). All submissions must be original and not under consideration elsewhere.

Invited authors will subsequently be invited to submit a full paper (6000 words). Submissions will be subject to the normal Educational Philosophy and Theory review process. Please ensure that your paper follows the APA referencing style for all references and citations.

Phenomenology and Existential Philosophy SIG 2026 Symposium Philosophy of Education Society annual meeting, Pittsburgh, PA, March 5-9

When: Submission Deadline: August 4, 2025

Contact: Eduardo Duarte | This email address is being protected from spambots. You need JavaScript enabled to view it.

The Phenomenology and Existential Philosophy SIG of Philosophy of Education Society (PES) invites submissions for its 2026 symposium on the theme “Being Included.” This call speaks directly to scholars concerned with how exclusion, belonging, and resistance are lived and felt in educational settings amid rising authoritarian and anti-democratic currents globally.

This symposium seeks contributions that use phenomenology and existential philosophy to explore:
▪️ How do individuals experience belonging, alienation, or disorientation in education?
▪️ What does it mean to make place—or be denied it—in institutional life?
▪️ How can lived experience offer insights into the workings of power and resistance?

Submissions might engage with thinkers such as Iris Marion Young, Frantz Fanon, Sara Ahmed, or Lisa Guenther, using their work to illuminate how structural oppression becomes embodied and how education might open space for alternative ways of being.

???? Submit abstracts (250–500 words) by August 4, 2025
Email: This email address is being protected from spambots. You need JavaScript enabled to view it. | Subject line: “CFP”
Inquiries: Eduardo Duarte | This email address is being protected from spambots. You need JavaScript enabled to view it.
Notification of acceptance: by September 7, 2025

PESA members may find this CFP of interest, especially those exploring intersections of critical phenomenology, lived experience, and educational justice.

2026 International DIPS conference

When: Call for Papers Deadline: 30 November 2025 | Conference Dates: August 20-23rd, 2026

Where: The University of Hamburg (Germany)

https://dipspace.org

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CALL FOR PAPERS
for the
2026 International DIPS conference
The University of Hamburg (Germany)
August 20-23rd, 2026
Dialogue in public spaces (political, academic, social, virtual, etc.,) is too often
unreasonable, uncivil, and lacking in reflection. Since reasonable, civil and
reflective dialogue is the life breath of human flourishing, the goal of the
present enterprise is to bring together people from all around the globe to
create a dialogical symposium that will offer all of us the opportunity to come
together to share our works, our concerns, and our enthusiasm.
INCLUSIVITY
In light of the fact that there are many who believe that genuinely engaged
dialogue needs support in numerous venues, the heading of DIPS, or Discourse
in Public Spaces, hopefully signals maximum inclusivity. Besides educators, the
hope is that this symposium will attract scientists, policy makers, activists, and
many others, whose concern is focused on enhancing dialogue in varying
contexts.
THEME: DIALOGUE AND DEMOCRACY
In this time of turbulence, our goal is to bring together dialogical enthusiasts to
share their wisdom on how best to handle, change, and assuage the various
social currents to which we are all subject, so that they are supportive of, rather
than detrimental to, the buoyancy of democracy, e.g., how to help folks
negotiate social media, how to foster dialogue in deep social divides, how to
translate scientific knowledge so that it effectively connects with laypeople,
how to educate for genuinely responsible citizenship, i.e., not just voting, how
to foster civility, etc.
YET MORE INCLUSIVITY
Everyone is welcome, either as a speaker or a learner. The plan is to have a 2-
tier symposium fee so that those who come to learn rather than present will be
offered a discount fee.
DATES
The dates of this international conference are Aug 20, 21, and 22, 2026—
potentially followed by a morning debrief and/or an excursion, e.g., a harbor
cruise.
The cutoff date for submission of abstracts November 30, 2025. Reminders will
be sent out July 1, and October 1, 2025. All abstracts will be vetted for quality
and results should be available before March 1, 2026.
Posters and workshops are also welcome.
Abstracts are to be sent to: Prof. Dr. Kerstin Michalik, University of Hamburg
at This email address is being protected from spambots. You need JavaScript enabled to view it.
COST
Non-student presenters 200 euros.
Non-student attendees 100 euros.
Students 25 euros.
The cost includes the venue plus coffee, tea, water, fruit and cookies for three
days. There will be a lunch break to explore the local food venues. An organized
dinner will be extra as will outings.
Any questions can be directed to the DIPS website at https://dipspace.org/ OR
to the members of the conference committee:
Dr. Arie Kizel at This email address is being protected from spambots. You need JavaScript enabled to view it.
Dr. Susan Gardner at This email address is being protected from spambots. You need JavaScript enabled to view it.
Dr. Kerstin Michalik at This email address is being protected from spambots. You need JavaScript enabled to view it.

PESGB Summer School 2025

When: Deadline: April 1st, 2025

Contact: Dr Karsten Kenklies (This email address is being protected from spambots. You need JavaScript enabled to view it.)

Postgraduate research students are invited to apply for the 2025 Philosophy of Education Society of Great Britain (PESGB) Summer School, hosted at the University of Strathclyde in Glasgow. The University of Strathclyde will be hosting the Summer School in Philosophy of Education from Monday 23 June to Friday 27 June 2025 on the John Anderson Campus in the centre of Glasgow. The Summer School involves five days of lectures, seminar discussions and social activities.

The theme for the Summer School is ‘Education and Philosophy between Cultures’. Cultural and intercultural awareness, communication and competence are at the heart of the postgraduate researcher development at universities across the sector. It is a general expectation that postgraduate research students engage beyond their conceptually and culturally familiar contexts, to broaden their horizons and ways of thinking, crossing borders of language and
philosophical traditions when thinking about education. This expectation aligns with moves to
internationalise higher education.

Although inspiring, these expectations are also challenging as they quickly expose underlying problems that accompany attempts to cross borders. English may be the lingua franca of academia offering a common tongue for human connection and economic mobility, but this comes at a price: monolingual academic cultures and set conventions of translating (e.g. in UK universities) may not only gloss over students’ multilingual identities (and rich translingual resources), but also overlook the difficult art of translation itself, e.g. when considering the historicity of concepts (and language in general). These critical challenges are central to Philosophy of Education, whose fundamental notions or concepts – e.g. education, or philosophy – should not be taken for granted.

Participants in the Summer School are not required to be explicitly working between cultures or on explicitly ‘Intercultural’ themes in their doctoral projects, but are encouraged to interpret the call as broad enough to be inclusive of anyone undertaking doctoral researcher in philosophy of education since the basic questions concerns our general understandings of fundamental educational notions.

Therefore, the 2025 Summer School at the University of Strathclyde will offer opportunities for all doctoral researchers engaging in theoretical and philosophical research in education to explore fundamental educational concepts from a methodological perspective. Particular attention will be paid to questions that interculturality poses: how do we do “philosophy of education” within and between cultures?

Students will explore not only the specific questions that such intercultural discussions and encounters create, but they will also be given opportunities to formulate responses. Beginning with a more methodological exploration into intercultural philosophical work on the first day, over the course of five days, participants will engage in specific aspects of this field.
This is an extraordinary opportunity for postgraduate students to engage with very timely discussions around the challenges of intercultural exchanges within the philosophy of education. The event is free to attend, and the Society will fund all meals and accommodation; participants will be responsible for their own travel costs. To help us explore these topics, we are delighted to be joined by some leading philosophers who have worked and continue to work in philosophy of education between different cultures.

TO APPLY
Submit:
1. 2. 3. One sample of academic work or a research outline
A letter of recommendation from an academic supervisor
A letter explaining why you would like to attend the Summer School (maximum 1 side A4)
Applicants must:
1. Be enrolled on a postgraduate course, or engaged in postgraduate research, in any discipline.
2. Be able and willing ability to work collaboratively.

To apply, please send the items listed below by email to Dr Karsten Kenklies (This email address is being protected from spambots. You need JavaScript enabled to view it.).

Submit application materials to by 5pm (GMT) on Tuesday 1st April 2025. Decisions will be
communicated by 14th April 2025.

Call for Expressions of Interest: Co-Researcher/Research Associate Positions (Post-Doctoral)

When: April 30, 2025

Contact: This email address is being protected from spambots. You need JavaScript enabled to view it.

The Philosophy of Education Society of Australasia (PESA) invites expressions of interest for Co-Researcher/Research Associate positions (Post-Doctoral) as part of an important Research Pilot Project:

Project Title:
What is going on in Philosophy of Education in Teacher Education?

This project seeks to map and critically analyze how Philosophy of Education is taught in Australian Higher Education institutions. The findings will inform future research directions, contribute to grant applications, and support the advancement of Philosophy of Education in teacher education.

About the Project
The project will take place over 12 months and consists of three key phases:
1. A desktop review of university Philosophy of Education course offerings in Australia.
2. A survey of PESA members to gather insights into their experiences teaching philosophy in teacher education.
3. Delphi interviews with expert academics to explore the positioning and future of Philosophy of Education.
The research will also engage critically with the Teacher Education Expert Panel (TEEP) report and its implications for the field.

Position Details
Role: Co-Researcher/Research Associate (Post-Doctoral)
Duration: August 2025 – February 2026
Commitment: Fractional contract (up to two days per week, negotiable)
Eligibility: Open to PESA members only
Key Responsibilities
Conduct and refine research methodologies for the pilot project.
Submit and manage human research ethics approvals.
Lead data collection and analysis across the three project phases.
Develop research tools, including surveys and interview frameworks.
Collaborate with project leads and provide research updates to the PESA Executive.
Contribute to grant applications and academic publications.
Who Should Apply?
We are seeking post-doctoral researchers with:

Expertise in Philosophy of Education and/or Teacher Education.
Research experience in higher education contexts in Australia.
A strong academic publication and grant-writing track record.
The ability to work independently and collaboratively in a semi-structured research role.
How to Apply
To apply, please submit an Expression of Interest (EOI), including:

A response to the selection criteria (see full EOI document).
A full academic CV.
Application Deadline: April 30, 2025

For further information, please contact This email address is being protected from spambots. You need JavaScript enabled to view it..

This is a unique opportunity to contribute to a pioneering research initiative and shape the future of Philosophy of Education in teacher education. We look forward to your applications.

PaTHES Webinar: Rethinking Emotions in Higher Education
When: 12 March 2025: UK 7-8am – CET 8-9am – Hong Kong 3-4pm – Sydney 6-7pm – NZ 8- 9pm

Where: Online

https://auckland.zoom.us/meeting/register/-yM6essAReiqq9HE8rTbPA#/registration

Many might assume that emotional education is not a central part of education. If it is relevant, it would seem most relevant in early years (i.e., early childhood education) rather than in higher education. In this webinar, Liz Jackson challenges this assumption. Jackson begins by reconceptualising emotional education, drawing on her research in this area. She considers two contexts where emotions remain relevant in higher education: in assessment and in doctoral supervision. As Jackson spells out, higher education remains a vital domain for ongoing emotional education. It is not merely (or necessarily) the case that higher education should serve to enhance student emotional self-regulation in line with positive psychology and ‘academic emotions’ approaches. Instead, students see themselves, their worth, and their relations with others in emotionally charged ways through an array of higher education practices. This seminar can be informative for theorising emotions in higher education as well as for rethinking higher education practice.