Research

Research in the Centre for Philosophy of Education.

Activities

Our academic staff publish, teach and speak widely on a range of topical educational issues, including:

  • the arts and creativity
  • citizenship and belonging
  • the humanities
  • human rights
  • inclusion, disability and special educational needs
  • moral agency
  • knowledge and the curriculum
  • language and translation
  • race and racism
  • technology
  • student-teacher relationships.

Our research

Examples of research carried out at the centre include:

  • Mental Health, Education and Therapeutic Philosophy in conjunction with Warwick University, funded by the British Academy – Alison Brady and Emma Williams.
  • Project on TV series and moral education, principally with colleagues from Paris 1er (the Sorbonne) – Paul Standish.
  • Project on moral perfectionism, principally with colleagues from Paris 1er (the Sorbonne), Sapienza University of Rome, and Kyoto University – Paul Standish.
  • Developing experimentation-based probability education: Inferentialism, contextualization and variation in collaboration, funded by the Swedish Research Council – Jan Derry with colleagues.
  • The Utopias, Axioms and Science Fiction – A Quest for Educational Imageries doctoral school, funded by PESGB and the Polish Naval Academy – Alison Brady, Aline Nardo, Piotr Zamojski, Stefano Oliverio and Kai Wortmann.
  • An evaluation of the use of Philosophy for Children in Southwark primary schools for Southwark Local Education Authority – Jan Derry with colleagues.
  • Philosophy of Technology Enhanced Learning special interest group – Jan Derry.
  • Phenomenology and Existentialism SIG at PES – Alison Brady.
  • Post-Critical Researcher Network – Alison Brady, in conjunction with colleagues from across Europe and North America.

See details on UCL Research Portal to find more about our researchers, publications, activities, groups and themes.

Publications

  • Vanello, D. (ed.) (Forthcoming). Autobiographical Memory and Moral Agency. Routledge
  • Vanello, D. (Forthcoming). Autobiographical Memory and Moral Identity Development. Journal of Consciousness Studies
  • Standish, P. (2024) Crisis of Expression, in Francesco Gandellini, Gordon Bearn, and Filippo Casati (eds), Special Issue on Stanley Cavell’s Here and Now, Conversations
  • Standish, P. (2024) Coming into the world, coming into language, reading the world, A contrario
  • Standish, P. (2024) Exceeding Thought: essays on philosophy and education Tokyo: Hosei University Press (Japanese)
  • Standish, P. (2024) Reading Paul Standish’s Philosophy of Education, translated and introduced by Sang-eun Lee and Sojin Lee, Paju: Kyoyukbook (Korean)
  • Standish, P. (2024) Thoreau’s Exemplary Act, in: Paola Marrati (ed.) Understanding Cavell, Understanding Modernism (London, Bloomsbury)
  • Vanello, D. (2024). Moral Identity, Moral Integration, and Autobiographical Narrative. Review of Philosophy and Psychology
  • Bennett, Pip Seton; (2023) Degrees of Care: Success, Recognition, and Completion. Hypatia , 38 (3)
  • Bennett, Philip Pip Seton; (2023) Care ethics, needs recognition, and educational encounters. Journal of Philosophy of Education
  • Brady, A. M. (2023). Being a Teacher: From Technicist to Existential Accounts, in conversation with Jean-Paul Sartre. Springer
  • Standish, P. (2023) The provenance of the forms of knowledge thesis, in: Patricia White and David Bridges (eds), Special Issue on Paul Hirst, Journal of Philosophy of Education, 57.1
  • Brady, A. M. (2022). Mental health, resilience and existential literature. Journal of Philosophy of Education
  • Brady, A. (2022). Accounting for oneself in teaching: trust, parrhesia, and bad faith. Studies in Philosophy and Education: an international quarterly
  • Vanello, D. (2022). Moral Understanding, Affect, and the Imagination. Inquiry: an interdisciplinary journal of philosophy.
  • Vorhaus, J. (2022) Membership in a kind: Nature, norms, and profound disability. Metaphilosophy , 53 (1)
  • Vorhaus, J. (2021) Respect, cognitive capacity and profound disability. Metaphilosophy, 52 (5)
  • Vorhaus, J. (2021) Bringing people down: degrading treatment and punishment. New Criminal Law Review: an international and interdisciplinary journal , 24 (3)
  • Brady, A. M. (2020). Response and Responsibility: Rethinking Accountability in Education. Journal of Philosophy of Education, 55 (1)
  • Brady, A. M. (2020). From the Reflective to the Post-Personal Teacher, Educational Theory
  • Brady, A. M. (2020). Struggling Teachers and the Recognition of Effective Practice. Journal of Philosophy of Education
  • Derry, J. (2020). A Problem for Cognitive Load Theory – the Distinctively Human Life-form. Journal of Philosophy of Education 54 (1)
  • Vorhaus, JS. (2020) Respect, identification and profound cognitive impairment. The Oxford Handbook of Philosophy and Disability. Oxford University Press
  • Brady, A. M. (2019). Anxiety of performativity and anxiety of performance: self-evaluation as bad faith. Oxford Review of Education
  • Bicker, J. (2018). Teacher-led codeswitching: Adorno, race, contradiction, and the nature of autonomy. Ethics and Education, 13(1)
  • Derry, J. (2018). Knowledge in Education: Why Philosophy Matters. IOE Press 
  • Derry, J. (2017). An introduction to inferentialism in mathematics education. Mathematics Education Research Journal. doi:10.1007/s13394-017-0193-7 
  • Derry, J. (2013). Vygotsky, philosophy and education. Oxford: Wiley-Blackwell