Erkan Bozkurt

This study explores how systems thinking–oriented thinking routines can be integrated into middle school social studies instruction and how such practices are experienced by students and teachers. Framed as an exploratory, classroom-based inquiry, the study examines the implementation of visible thinking routines designed to support students’ engagement with complex and interconnected social phenomena. The study was conducted over an eight-week period with fifth-grade students in a public middle school. Data were collected through a combination of pre- and post-intervention descriptive performance measures, student written reflections, and a semi-structured teacher interview, reflecting an exploratory mixed-methods approach. Quantitative data were analyzed descriptively, while qualitative data were examined using thematic analysis to capture patterns in cognitive engagement, affective responses, and instructional processes. The findings suggest that thinking routines supported students in organizing their ideas, recognizing relationships among system elements, and reflecting on their own reasoning processes. Students also reported positive affective experiences, including increased engagement and enjoyment, particularly as they became more familiar with open-ended and dialogic learning activities. From the teacher’s perspective, the routines facilitated deeper student explanations and supported instructional coherence, while also presenting challenges related to time management and instructional balance. Rather than advancing causal claims, the study offers context-sensitive insights into how systems thinking–oriented pedagogy can be enacted within everyday classroom practice. The findings highlight the pedagogical and leadership relevance of thinking routines as tools that support reflective, relational, and sustainability-oriented ways of thinking. By foregrounding the philosophical and normative dimensions of pedagogical design, the study contributes to ongoing discussions on how education can cultivate forms of thinking necessary for engaging responsibly with complexity in contemporary educational systems.

This article proposes a rethinking of philosophy of education that transcends the persistent divide between theory and practice. The concept of Reconstructionist Praxis, which I elaborated in detail in a recent study, is here presented in a more concise, manifesto-like form. This framework argues that philosophy of education derives its significance not merely from abstract critique, but through direct engagement in educational research, teacher formation, curriculum debates, and institutional structures. The three core dimensions of praxis—ethical–epistemic, pedagogical, and institutional—illustrate pathways for restoring the legitimacy of philosophy of education. The article exemplifies the applicability of this approach through concrete initiatives such as research partnerships in teacher education, dialogical participation in curriculum debates, and philosophical contributions to action research. Ultimately, philosophy of education is repositioned not only as an interpretive discipline, but as a praxis that accompanies and contributes to the transformation of educational life.

In recent years, educational technologies—ranging from algorithmic learning platforms and AI-powered assessment tools to predictive analytics—have emerged as central to educational environments. While these systems promise efficiency, objectivity, and scalability, they also carry profound epistemic, ethical, and political risks regarding what counts as valuable knowledge, how decisions are made, and how the subject is positioned in the learning process. This article examines the rise of algorithmic authority in education and the challenges it brings, including issues of transparency, accountability, and epistemic injustice. It also investigates the impact of algorithmic governance on pedagogical relationships, professional agency, and democratic accountability. The article argues that procedural ethics or human oversight alone is insufficient; instead, it advances a praxis-oriented design approach. This perspective frames educational technologies not as neutral tools but as moral and pedagogical infrastructures, placing human dignity, relational care, and the pursuit of justice at the center of design and implementation. Principles of participatory and relational design, alongside the preparation of teachers as ethical agents, are identified as key to shaping a more just, transparent, and humane future for digital pedagogy.

It is with great pleasure that I present the inaugural issue of the Journal of Applied Philosophy of Education (JOAPOE). This journal was founded on the conviction that philosophy of education must not remain confined to abstract debates or disciplinary boundaries, but should actively engage with the pressing ethical, pedagogical, and institutional questions of our time. Our aim is to create a platform where philosophical inquiry meets educational practice in a dialogical and transformative manner. The articles featured in this issue exemplify this mission. They explore the reconstruction of educational philosophy through praxis, the ethical turn in educational technology, the cultural dimensions of thinking routines, and the enduring relevance of Platonic paideia for contemporary education. Together, these contributions reveal how philosophy can serve as both an interpretive and transformative force within educational life. JOAPOE is conceived not only as a venue for scholarly publication but also as a living community of dialogue—linking philosophers, educators, and researchers who view education as a philosophical practice in itself. By publishing rigorous, reflective, and praxis-oriented work, the journal seeks to foster a global conversation about what applied philosophy of education can mean in today’s schools, universities, and societies. This inaugural issue marks a beginning rather than a conclusion. As JOAPOE moves forward, we invite contributions that reimagine the relation between theory and practice, between philosophical reflection and educational action. Let this issue serve as a call to reclaim philosophy as a lived practice—a discipline that illuminates, transforms, and sustains the human meaning of education.

This study aims to exhibit a bibliometric analysis of history education research in Türkiye. A total of 127 documents from 70 sources indexed in the Web of Science and Scopus databases in the years 2000-2023 were used in the analysis. The analysis provides a review of history education research in Türkiye by identifying the dynamics of research by presenting a wide in-depth knowledge concerning the periodical process, current situation, and future directions. Since 2006, history education studies in Türkiye have become more visible in the relevant databases. The annual increase rate of the studies was determined as 8.49 percent. Among the 127 documents accessed, research articles are the most common with a total of 104 articles. From the analysis, it could be said that history education research in Türkiye is mostly conducted in Turkish journals and by Turkish authors. Compared to international literature in history education, studies on ‘historical consciousness’ in Türkiye that were indexed in WOS and Scopus databases were found to be rare in the analysis. Despite this, it is observed that new approaches have started to be studied within the framework of concepts such as 'oral history', 'postmodernism', and 'museum education' in history education studies originating from Türkiye that were indexed in WOS and Scopus databases. In the analysis, it has been observed that although academic studies in qualified databases originating from Türkiye in the field of history education are not sufficient, they have been on an increasing trend in recent years.

Bu çalışmanın amacı, eğitim alanındaki sistem düşüncesi araştırmalarının bibliyometrik bir analizini sergilemektir. Analizde 1984-2022 yılları arasında Web of Science (WoS) veri tabanında taranan 459 kaynaktan toplam 1020 makale kullanılmıştır. Analiz, dönemsel süreç, mevcut durum ve gelecekteki yönelimlere ilişkin geniş ve derinlemesine bir bilgi sunarak, araştırmanın dinamiklerini belirleyerek eğitimde sistem düşüncesi araştırmalarına ilişkin bir inceleme sunmayı amaçlamaktadır. Sistem düşüncesi üzerine yapılan araştırmaların son yıllarda önemli bir artış gösterdiği kabul edilmektedir. Bibliyometrik veriler, eğitim çalışmalarıyla ilgili sistem düşüncesi araştırmalarının da paralel bir artış gösterdiğini kanıtlamaktadır. Bunun başlıca nedeni UNESCO'nun 2015 yılında "2030 için Eğitim Eylem Çerçevesi"ni ilan etmesidir. Burada sistem düşüncesi, sürdürülebilir kalkınma için eğitime yönelik sekiz yeterlilik arasında kilit bir yeterlilik olarak tanımlanmıştır. Analiz, eğitimde sistem düşüncesi araştırmalarının ağırlıklı olarak fen eğitimi ve ilgili alanlara yönelik olduğunu göstermektedir. Mevcut araştırma görüntüsü dünya çapındaki araştırmacılar arasında kapsamlı bir işbirliği olduğunu ortaya koymasa da, araştırmacıların birbirlerinin çalışmalarını yeterince göz önünde bulundurdukları söylenebilir.

This study aimed to exhibit a bibliometric analysis of systems thinking (ST) research in the field of science education. A total of 340 articles from 201 sources indexed in the Web of Science database in the years 1991–2022 were used in the analysis. The analysis aimed to provide a review of systems thinking research in science education by identifying the dynamics of research by presenting the periodical process, current situation, and future directions. Research on systems thinking has been acknowledged to demonstrate a significant increase in recent years. Bibliometric data prove that systems thinking research concerning studies in science education exhibits a parallel increase too. This is mainly due to UNESCO’s (2015) declaration of The Education for 2030 Framework for Action. There systems thinking was defined as a key competency among eight competencies for education for sustainable development. Correspondingly, the analysis in this study suggests that systems thinking research in science education is a lively and developing subject in the past decade.

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