Journals

  • Culture, Education, and Future

    Culture, Education, and Future (CEF) is an open-access, double-blind peer-reviewed international journal published by the Association for the Advancement of Interdisciplinary Educational Studies (AAIDES). The journal publishes research aimed at improving the nature of education and knowledge production by focusing on how culture shapes education in light of current developments and future directions.

    The journal's scope includes culture-centered and future-focused educational studies that can directly or indirectly impact education stakeholders, decision-makers, and practitioners. At CEF, researchers from all types of educational institutions, including K–12 schools, colleges, universities, adult education centers, and non-governmental education groups, as well as those working on social, family, and community projects, are encouraged to submit manuscripts that address current, critical, and country-specific issues in the field. The journal focuses on studies in all areas of education and culture, including psychology, anthropology, linguistics, sociology, and communication. As emphasized by Editor-in-Chief Russ Marion in the journal's inaugural issue;

    "This journal, then, asks how cultural trends are influencing education and the future of education, for the good or the bad. We seek substantive, well-conceived and researched discussions of the nexuses between culture, education, and the future. Can we predict likely outcomes. We can predict some of what we will deal with in the near future due to AI. But long term or currently unanticipated futures are merely speculative; one cannot predict without some evidence. We are not, like politicians who promise doom and gloom if policies they don’t like are adopted; rather we do want to explore culture, education, and the future thoughtfully and intelligently. Our vision is to formulate credible information for school personnel that will allow them to act changes early in the emergence dynamic."

    The journal is valuable for teachers, principals, counselors, supervisors, curriculum theorists and developers, interdisciplinary education researchers, and policymakers.

    CEF welcomes research employing any research method, including reviews, mixed methods studies, quantitative and qualitative research, and innovative research methods.

  • Frontiers in Research

    Frontiers in Research

    Frontiers in Research is a peer-reviewed journal dedicated to the advancement of knowledge and understanding across a span of the full extent of science, medicine and engineering. 

    Frontiers in Research aims to be one of the world's most important science journals. At Frontiers in Research, the mission is to provide a robust and dynamic platform for researchers, educators, and practitioners from around the globe to share their innovative ideas, rigorous research findings, and impactful practices. Likewise, by not restricting papers to a narrow discipline, Frontiers in Research facilitates the discovery of the connections between papers, whether within or between disciplines.

    The journal's scope encompasses a wide array of subjects, reflecting the ever-evolving landscape of academic inquiry. Frontiers in Research publishes articles that provide thoughtful perspectives and gradual advancements across a broad spectrum of disciplines, question established paradigms, and contribute to the ongoing discourse on critical issues.

    Frontiers in Research is committed to making its content accessible to a broad audience. As an open-access journal, it ensures that researchers, educators, policymakers, and practitioners can easily access and benefit from the cutting-edge research published.

    Frontiers in Research welcomes submissions from researchers at all stages of their careers. The journal encourages the submission of original research articles, review papers, case studies, and book reviews.

  • C&P

    Currere and Praxis

    Currere and Praxis (C&P), a peer-reviewed journal, is sponsored by the Association for the Advancement of Interdisciplinary Educational Studies (AAIDES) to support original contributions to curriculum theory and practice worldwide.

    Why establish a second journal1 on currere, this one titled Currere and Praxis? The Latin infinite form of curriculum is currere, meaning to move, often quickly2,  but in this journal we want essays composed and to be read in slow time3,  adagio not allegro. “Praxis,” Cazdyn explains, “denotes the ceaseless movement between thinking, understanding, experimenting, acting, and changing.”4

    Pinar’s conception of currere5 – including its method – encourages us linger over what we think and do, contemplating what knowledge is of most worth – the canonical curriculum question – and why, where, when, and for whom? After contemplation, we act, whether walking into a classroom to teach or into a Ministry of Education board room to decide what to tell school children about the reality in which we are all embedded: the curriculum. The concepts of currere and praxis are inextricably intertwined – in theory, in practice. They are also separable, perhaps necessarily so: “Indeed, thinking [and learning], like other solitary and even private activities (distinct from actions), takes place between me and myself or in dialogue with one other.”6  It doesn’t tend to happen in groups, where “group-think” is infamously a risk to intellectual independence. Nor does it happen when speed reading – driven by looking for take-aways – but by “lingering.”7

    Dewey worried that our “zeal for doing, lust for action, leaves many a person, especially in this hurried and impatient human environment in which we live, with experience of an almost incredible paucity, all on the surface. No one experience has a chance to complete itself because something else is entered upon so speedily. What is called experience is so dispersed and miscellaneous as hardly to deserve the name.”8

    So, let’s pause, proceed lentement and think – not only about the subject(s) in which we specialize, but also about the curriculum overall, its emplacement in culture, politics, place, time, gender, race, and in our subjective lives. Such a turning inward can change consciousness; a shift in the source of behavior signals a shift in behavior itself: Currere and Praxis.

    References

    Aoki, Ted T. 2005 (1992). Layered Voices of Teaching: The Uncannily Correct and the Elusively True. In Curriculum in a New Key (187-197), edited by William F. Pinar and Rita L. Irwin. Lawrence Erlbaum.

    Berg, Maggie and Seeber, Barbara K. 2016. The Slow Professor. Challenging the Culture of Speed in the Academy. University of Toronto Press.

    Butler, Judith. 2017. Arendt: Thinking Cohabitation and the Dispersion of Sovereignty. In Sovereignty in Ruins: A Politics of Crisis, edited by George Edmondson and Klaus Mladek (220-238). Duke University Press.

    Cazdyn, Eric. 2012. The Already Dead. The New Time of Politics, Culture, and Illness. Duke University Press.

    Han, Byung-Chul. 2017. The Scent of Time. A Philosophical Essay on the Art of Lingering. Trans. by Daniel Steiner. Polity.

    Jay, Martin. 2005. Songs of Experience. Modern American and European Variations on a Universal Theme. University of California Press.

    Endnotes

    1 The first is: https://www.currereexchange.com/currere-exchange-journal.html 

    2 https://ancientlanguages.org/latin/dictionary/curro-currere-cucusrri-cursum 

    3 Berg and Seeber (2016) call on the university professoriate to challenge the culture of speed, in part so we – and our students - may think more carefully about what we think.

    4 2012, 31.

    5 https://en.wikipedia.org/wiki/Currere 

    6 Butler 2017, 227.

    7 Aoki 2005 (1992), 197. “Whoever tries to live faster,” Han (2017, 34) cautions, “will ultimately also die faster. It is not the total number of events, but the experience of duration which makes life more fulfilling. Where one event follows close on the heels of another, nothing enduring comes about. Fulfilment and meaning cannot be explained on quantitative grounds. A life that is lived quickly, without anything lasting long and without anything slow, a life that is characterized by quick, short-term and short-lived experiences is itself a short life.”

    8 Quoted in Jay 2005, 166.

  • Scholarly Insights

    Scholarly Insights

    Scholarly Insights is a peer-reviewed journal dedicated to the advancement of knowledge and understanding across a span of the full extent of the social and behavioral sciences and the humanities.

    Scholarly Insights aims to be one of the world's most important social science journals. At Scholarly Insights, the mission is to provide a robust and dynamic platform for researchers, educators, and practitioners from around the globe to share their innovative ideas, rigorous research findings, and impactful practices. Likewise, by not restricting papers to a narrow discipline, Scholarly Insights facilitates the discovery of the connections between papers, whether within or between disciplines.

    The journal's scope encompasses a wide array of subjects, reflecting the ever-evolving landscape of academic inquiry. Scholarly Insights publishes articles that provide thoughtful perspectives and gradual advancements across a broad spectrum of disciplines, question established paradigms, and contribute to the ongoing discourse on critical issues.