The general purposes of Educational Theory are to foster the continuing development of educational theory and to encourage wide and effective discussion of theoretical problems within the educational profession. In order to achieve these purposes, the journal is devoted to publishing scholarly articles and studies in the foundations of education, and in related disciplines outside the field of education, which contribute to the advancement of educational theory. It is the policy of the sponsoring organizations to maintain the journal as an open channel of communication and as an open forum for discussion.

TopHighlights

Why "What Works" Won't Work: Evidence-Based Practice and the Democratic Deficit in Educational Research
Gert Biesta

The Making of the Modern Subject: A Cross-Cultural Analysis
Guoping Zhao

"Emotional Intelligence" in the Classroom? An Aristotelian Critique
Kristján Kristjánsson

Dewey's Epistemology: An Argument for Warranted Assertions, Knowing, and Meaningful Classroom Practice
Deron R. Boyles

Reflection in Education: A Kantian Epistemology
Henk Procee

Theorizing the University as a Cultural System: Distinctions, Identities, Emergencies
Mark Considine

Witnessing in the Classroom: The Ethics and Politics of Affect
Michalinos Zembylas

Developmental Liberalism
Randall Curren

Pushing the Limits of Liberalism: Queerness, Children, and the Future
Cris Mayo

TopEndorsements

'Educational Theory has long been a forum for intellectual exchanges of great quality, and I consider it to be one of the "must read" journals in the field of education. While originally founded as a journal in the philosophy of education, Educational Theory is an indispensable intellectual and political space for discussions of social theory, political philosophy, educational theory, and the social foundations of education, featuring authors from around the world. Without a doubt it is the leading journal of its kind, rigorously reviewed and professionally edited.' - Carlos Alberto Torres, University of California, Los Angeles, U.S.A., Professor and Director, Latin American Center

'Educational Theory, now in its fifty-third year, has allegiance to no one particular philosophical or theoretical tradition. It serves as an outlet for a refreshing variety of approaches to an extraordinary range of topics of educational and theoretical importance. Contributors from the USA and Canada are regularly joined by those from the UK, from the Continent, and from Australia and New Zealand.' - D. C. Phillips, Stanford University, USA, Fellow, International Academy of Education

'I've been reading Educational Theory for more than 25 years. Its appeal and quality have remained consistent over time, even as it has changed under different editorial leadership. What I appreciate particularly is its commitment to a range of theoretical perspectives and authors and its desire to bring fresh perspectives to bear on perennial educational questions.' - Wendy Kohli, Fairfield University, U.S.A.
Past President, American Educational Studies Association

'Thorough and wide-ranging, focused not only on analytical positions but also on continental philosophy and theory, this journal truly is one of my most important sources. The articles are characterized by sophisticated argumentation and detailed analysis. They give the reader a sense of the state of the art in current theoretical debates in education. I appreciate its style and its openness to European perspectives. I would call it a paradigmatic resource.' - Paul Smeyers, Katholieke Universiteit Leuven, Belgium, Chair, International Research Community for the Evaluation of Educational Research

'For more than five decades, readers of Educational Theory have enjoyed extraordinary access to a broad range of issues and viewpoints that have defined the cutting edge of the philosophy of education. Its editors continue to exhibit an incisive and salutary understanding of the parameters of the field, and they consistently publish high-quality essays that illuminate its problems and prospects. In terms of its Dewey scholarship alone, Educational Theory is a must-read.' - Larry Hickman, Southern Illinois University, USA, Director, Center for Dewey Studies

'For fifty years, Educational Theory has had no peer in the quality of dialogue and theoretical analyses it provides. A journal with a conscience, Educational Theory is a reliable source of insightful scholarship, a standard by which other journals may measure themselves. Its articles make for essential and riveting reading. The appearance of the Blackwell on-line edition is welcome news for anyone in educational philosophy or, more broadly, educational theory, who hopes to understand contemporary educational issues in their global context; it will make the vital ideas of the journal available to a much wider audience.' - Leslie Roman, University of British Columbia, Canada

'I have been reading Educational Theory for years because it is the best source for finding out what's going on in educational philosophy and allied fields. Every issue has at least one or two articles I have enjoyed and profited from, and I am grateful that they were published.' - Philip Jackson, University of Chicago, USA, David Lee Shillinglaw Distinguished Service Professor Emeritus

'Educational Theory is a long-standing and prestigious international journal that continues to produce "on the edge" critical thinking that bridges philosophy, sociology, and history. While the breadth of its interests is wide, the strong editorial focus on key educational issues means that it provides the necessary in-depth stimulus to frame and inform contemporary debates in ways that few other journals provide.' - Jill Blackmore, Deakin University, Australia, Director, Centre for Education and Change

'When I introduce doctoral students to contemporary literature in philosophy of education, I recommend Educational Theory as a prime source. The range of topics represents the field broadly and the quality of thinking is consistently high. With the recent addition of electronic access, the journal has become even more important as a window on current thinking about education.' - Robert Floden, Michigan State University, USA, President-elect, Philosophy of Education Society