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Philosophical Inquiry in Education
Référence : Vol. 29, n°1, mars 2022
Thème : Education after COVID
- Education after COVID, Introduction (Special Issue), Lauren Bialystok
- Promoting Critical Thinking in Anti-Critical Thinking Times: Lessons from COVID, Nicholas C. Burbules
- When the Façade of the Normal Falls Awa, Kal Alston
- Demoralization and Re-moralization: The Power of Creating Space for Teachers’ Moral Centers, Doris Santoro, Julia Hazel
- Pandemic Resurrection: Making Gendered Citizenship Visible in a "Postfeminist" Era, Kathleen Knight Abowitz, Andrea Bennett-Kinne
- Higher Education and Dilemmas of Deinstitutionalization, Christopher Martin, Andrew Pulvermacher
- Homeschooling Reconsidered, James Dwyer
- COVID-19 and Remote Learning: The Home and the School, Norm Friesen
- Teaching, Enacting, and Sustaining Hope in the Shadow of COVID-19, Sarah Stitzlein
- Enhancing Educational Evaluation by Incorporating Side Effects, Francis Schrag
- Moral Character Education after COVID-19: An Interview, Randall Curren, Zachary Barber, Richard M. Ryan
- Childhood after COVID: Children’s interests in a flourishing childhood and a more communal childrearing, Anca Gheaus
- Perceiving the Limits, Or: What a Pandemic Has Shown Us About the Climate Crisis, Claudia W. Ruitenberg, Elisa Rathje
Informations complémentaires :
https://journals.sfu.ca/.../123
mot(s) clé(s) : recherche en éducation, situation de crise et pandémie
