Progressive Education, with its pedagogical desire to engage students in a taught
curriculum in a meaningful way, is often viewed in opposition to Conventional Education. In …

In education, the teacher's fiduciary duty to their students has been usually considered
within the context of legal or ethical studies. In this article, I consider the notion of the …

Bakhtin defines chronotope in his literary dialogic theory as the unity of time and space
where events occur. Here, in this conceptual paper, I expand and apply this notion to …

We define genuine education as students' active leisurely pursuit of critical examination of
the self, life, society and the world. It is driven by the person's interests, inquiries, needs …

This conceptual essay, which opens the special issue, examines why a student's right to
freedom of education–the right for a student to define their own education–is so crucial for …

In this chapter, we discuss and analyze impossibilities of intrinsic education on a mass scale
in our current society. We define genuine intrinsic education as having a goal in itself, as a …

My essay aims to develop my authorial map-account of Martin Duberman's various
educational paradigms manifest in his experimental seminars at Princeton University …

The purpose of this article is to examine and conceptualize our pedagogical and
organizational experiences and understandings of how undergraduates and instructors …

In our essay, we challenge the hegemonic Kantian discourse of defining justice as equality
(in a broader sense) and injustice as inequality in education (and elsewhere). We argue that …

In Chapter 10 of this volume, we criticized views that democracy and education can and
should be power-free, based on the transparency of consciousness. In this chapter we …