CALL FOR PAPERS
2016-07-08
SOPHIA 43
PHILOSOPHY OF NEUROEDUCATION
Lines of research:
- Ethical, epistemological, and methodological implications of applying neuroscientific knowledge in education
- Nature, limitations, and purposes of neuroeducation
- Philosophical reflection on the relationship between neuroscience, psychology, and pedagogy
- Neurobiological foundations of learning
- Brain plasticity and memory consolidation
- Fundamental cognitive processes: attention, perception, memory, and emotions in education
- Principles of neuroscience to improve teaching and learning
- Ethics of neuroeducation
- Informed consent in neuroeducational research
- Critical evaluation of neuroscientific methodologies
- Criticisms of neuroscience and neuroeducation
- Designing learning environments adapted to students' cognitive and emotional needs
- Impact of emotions on learning and memory processes
- Strategies to foster intrinsic motivation and emotional well-being in the classroom
- Lifelong learning and neuroplasticity in adulthood
- Philosophical reflection on the use of emerging technologies like neuroimaging and brain stimulation in educational research
- Philosophical reflection on teacher training and neuroeducation
- Influence of neuroscientific knowledge on educational practice
- Philosophy of mind and neuroeducation
- Moral neuroeducation
- Neuroethics related to education
Article contributions:
We welcome articles from prominent representatives in the field of philosophy, addressing the central theme and its implications in psychology, pedagogy, or other disciplines.
Manuscript submission seadline: December 15, 2026
Publication date of this edition: July 15, 2027
SOPHIA 44
ETHICS OF ARTIFICIAL INTELLIGENCE IN EDUCATION
Lines of research:
- Ethical and moral implications of AI development and use
- Transparency, privacy, and data protection
- Ethical handling of personal data
- Autonomy and educational decision-making with AI systems
- Human autonomy and supervision with AI
- Effects of automation and AI in education
- Philosophical reflection on the use of AI
- Strategies to combat misinformation generated by AI
- Criticisms of machine autonomy and robot ethics
- Cultural and ethical differences in the perception and regulation of AI
- Approaches, perspectives, and trends to address the challenges and opportunities of this technology
- The use of AI in virtual educational environments
- Security, justice, and benefits of AI for stakeholders
- Reflections on equity promoted by AI
- Impact of AI on teachers' responsibilities and students' roles
- Ethics as a balance point between technology and human interaction in the educational process
- Educational assessment
- Ethical use of AI to evaluate student performance
- Ethical approach to the implementation of artificial intelligence in education
Article contributions:
We welcome articles from prominent representatives in the field of philosophy, addressing the central theme and its implications in psychology, pedagogy, or other disciplines.
Manuscript submission deadline: July 15, 2027
Publication date of this edition: January 15, 2028
SOPHIA 45
PHILOSOPHY OF EDUCATION IN TRUTH AND POST-TRUTH
Lines of research:
- Conceptions, theories, and criteria of truth
- Epistemological foundations of how we know the truth
- Theories of knowledge and their application in education
- Implications of truth in educational processes
- The truth in the teacher vs. the truth in the student
- Ethics and truth in educational research
- Types of truth, problems, and limits of truth in education
- Education in truth based on critical thinking
- Education in truth in the post-truth era
- Educational dimension of post-truth
- Intellectual honesty, integrity, objectivity, and rigorous pursuit of knowledge
- Truth as the center of the educational process
- The role of truth in civic education and citizen formation
- Relationship between truth, power, and propaganda in education
- Strategies to promote self-reflection and personal pursuit of truth
- Importance of authenticity and honesty in personal and educational development
- Methods of teaching truth
- Truth in the sciences, humanities, and social sciences
- The pursuit of truth in academic and scientific research
- Cultural relativity and truth
- Teaching truth in a multicultural and pluralistic context
Article contributions:
We welcome articles from prominent representatives in the field of philosophy, addressing the central theme and its implications in psychology, pedagogy, or other disciplines.
Manuscript submission deadline: December 15, 2027
Publication date of this edition: July 15, 2028
SOPHIA 46
PHILOSOPHY OF THE ENVIRONMENT AND EDUCATION
Lines of research:
- Interaction between environmental philosophy and education
- Philosophical approaches to environmental education
- Environmental ethics in education
- The ethics of respect and care for the environment
- Environmental ethical dilemmas in the classroom
- Transdisciplinary dialogue on sustainable development and regenerative cultures from critical pedagogy
- Philosophy of nature and education, philosophical perspectives on nature influencing education
- The role of education in global sustainability
- Philosophy of ecology in education
- Educational methods to develop ecological awareness
- Environmental education in the formation of ecological values
- Teaching environmental equity
- Ecofeminism in environmental education
- Philosophy of climate change and education
- Climate change from a philosophical perspective
- Critical pedagogy for understanding the environment
- Teaching about the rights of nature
- Philosophical implications of nature
- Philosophical foundations of curriculum integration with environmental topics
- Interdisciplinary curriculum from environmental philosophy
- Anthropocentrism and ecocentrism
- Philosophy and environmental technoscience in education
- Ethics of geoengineering and other technological interventions in the environment
- Ontology of the environment
- Philosophy of ecology
- Criticisms and challenges in implementing the rights of nature
Article contributions:
We welcome articles from prominent representatives in the field of philosophy, addressing the central theme and its implications in psychology, pedagogy, or other disciplines.
Manuscript submission deadline: July 15, 2028
Publication date of this edition: January 15, 2029
SOPHIA 47
PROBLEMS AND CHALLENGES IN THE PHILOSOPHY OF EDUCATION
Lines of research:
- Philosophical foundations of inequality and educational equity in education
- The role of the philosophy of education in cultural diversity
- The role of the philosophy of education in political and civic formation
- Intercultural philosophy and educational competencies in globalization
- Evaluation of the relevance and updating of educational content
- Alternative methods of educational assessment
- Decentralization and governance in education
- Philosophy of education for understanding the mental health of teachers and students
- Pedagogical orientations based on philosophical currents
- Critical thinking in the classroom
Article contributions:
We welcome articles from prominent representatives in the field of philosophy, addressing the central theme and its implications in psychology, pedagogy, or other disciplines.
Manuscript submission deadline: December 15, 2028
Publication date of this edition: July 15, 2029
SOPHIA 48
THE ROLE OF THE TEACHER IN CHARACTER FORMATION AND VIRTUE MODELING
Lines of research:
- Character education from philosophy
- Articulation of ethical theory, pedagogical practices, and cultivation of a school environment for moral development
- Philosophical strategies for character education
- Teaching values
- Modeling virtues
- Teachers' behavior and decisions
- Teachers as role models of virtues
- Moral and ethical dilemmas in the classroom
- Philosophy for children programs for developing critical thinking skills
- Experiential learning for character education
- Project-based learning as an experience to strengthen human character
- Importance of interdisciplinarity in character formation
- Influence of the school environment in character formation
- The practice of virtues as a mechanism for forming the character of the subject
- Character education through developmental stages
- Teaching values
- Philosophical methods, techniques, and strategies for character formation
- Philosophical-pedagogical proposals for character formation
- Personal reflection and self-knowledge as mechanisms for character formation
- Philosophical currents for character formation
- Ethical theories for character formation
- Theories of moral development (Piaget, Kohlberg, etc.)
- Understanding character formation through the relationship between moral and psychological development
- Role of character education in civic participation and the common good
- Role of religion and spirituality in character education
- Importance of religions in character formation
- Criticisms and defenses of character education programs
- Role of mentors in character education
- Character formation from philosophy
- Character formation from pedagogy
- Philosophical and pedagogical strategies for character education
- Interdisciplinary approach to moral education
- Relationship between character and knowledge
- Theories, practices, and school environments in moral development and character education
- Pedagogy and philosophy in moral education
- The art of character formation from pedagogy and moral philosophy
- Philosophy and pedagogical practices for character development
Article contributions:
We welcome articles from prominent representatives in the field of philosophy, addressing the central theme and its implications in psychology, pedagogy, or other disciplines.
Manuscript submission deadline: July 15, 2029
Publication date of this edition: January 15, 2030
SOPHIA 49
Philosophical foundations and perspectives of transformative education
Lines of research:
- Theoretical foundations of critical consciousness
- Participatory pedagogy as a basis for transformative education
- Contextualized education as key to personal and social transformation
- Interdisciplinarity as a mechanism to address problems
- Critical consciousness as the basis for transformative education
- Participatory pedagogy as a reference for transformative education
- Interdisciplinary approach to education and social transformation
- Foundations of transformative education from Freire to Foucault
- Holistic learning as a foundation for transformative education
- Theory, praxis, and philosophy towards transformative education
- Contextualized education as a basis for personal and social transformation
- Interdisciplinarity and critical consciousness in transformative education
- Philosophical perspectives of transformative education: Freire, Dewey, etc.
- Theories and practices for holistic understanding of transformative education
- Holistic perspective of learning and understanding as a basis for transformative education
- Philosophical foundations of transformative education from Freire, Dewey, Kant, Rousseau, Giroux, Foucault, Gramsci, etc.
Article contributions:
We welcome articles from prominent representatives in the field of philosophy, addressing the central theme and its implications in psychology, pedagogy, or other disciplines.
Manuscript submission deadline: December 15, 2029
Publication date of this edition: July 15, 2030
SOPHIA 50
PHENOMENOLOGY OF EXPERIENCE IN EDUCATION
Lines of research:
- Study of subjective experience
- Phenomenological methods to understand the mind
- Importance of lived and subjective experiences in integral formation
- Philosophical foundations of lived experience
- Attention and focus as necessary aspects for understanding
- Sensory and cognitive perception in educational experience
- Influence of the temporality of experience on learning
- Impact of time perception on educational experience
- Importance of situational context, physical, educational, social, and cultural space in the learning experience
- Development of personal and professional identity of the main educational agents
- Importance of authenticity in education
- Influence of emotions and feelings on educational experience and learning process
- Relationship between emotion and cognition
- Influence of emotional experiences on understanding and academic performance
- Critical reflection on educational experiences to foster deep and meaningful learning
- Adapting the curriculum to respond to perceptions and needs
- Experiential learning and self-directed discovery
- Reflective and empathetic teaching based on students' perspectives and experiences
- Learning environments to foster interaction and collaboration
Article contributions:
We welcome articles from prominent representatives in the field of philosophy, addressing the central theme and its implications in psychology, pedagogy, or other disciplines.
Manuscript submission deadline: July 15, 2030
Publication date of this edition: January 15, 2031
