
Academic Journal
Q1Studies in Philosophy and Education
About Studies in Philosophy and Education
Studies in Philosophy and Education is a scholarly journal published by Springer Science and Business Media B.V.. SCImago 2025 lists it in Q1, with an SJR of 0.476 and H-index of 46.
Coverage: 1960-1970, 1972-1976, 1979, 1990-2026. Research categories: Philosophy (Q1); Education (Q2).
Verified field sources
- Journal Impact Factor: 1.2 — Official source; checked 2026-10-03. Journal metric year and editorial leadership as listed on the Springer Nature journal homepage.
- Impact Factor year: 2025 — Official source; checked 2026-10-03. Journal metric year and editorial leadership as listed on the Springer Nature journal homepage.
- Editor(s): Amy B. Shuffelton PhD (Editor-in-Chief) — Official source; checked 2026-10-03. Journal metric year and editorial leadership as listed on the Springer Nature journal homepage.
Source-backed journal facts
Topics in published research
Education and Critical Thinking Development; Philosophy, Ethics, and Existentialism; Religious Education and Schools; Global Educational Policies and Reforms; Pragmatism in Philosophy and Education; Educational Philosophies and Pedagogies.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Reported open-access list prices
3,090.00 USD; 2,490.00 EUR; 2,190.00 GBP
APC list prices reported by OpenAlex, which obtains this information from DOAJ. Confirm current charges, taxes, waivers and eligibility with the publisher; this is not a fee quotation.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Introduction: the epistemic implications of AI for education
Geoffrey M. Cox, Alexander Sidorkin
2026-09-25 · DOI: 10.1007/s11217-026-10110-2Book Review: Arguments for Learning: An Intellectual History of the College of Education at the University of Illinois by Bill Cope and Walter Feinberg
Kanako W. Ide
2026-09-22 · DOI: 10.1007/s11217-026-10085-0Evaluating Attention Through Film
Michael Quinn
2026-09-17 · DOI: 10.1007/s11217-026-10109-9Polycrisis, Happiness and Resilience: Aristotle Indigenized
Marianna Papastephanou, Panayiotis Sentonas, Ioannis Papastefanou, Kalli Drousioti et al.
2026-08-29 · DOI: 10.1007/s11217-026-10108-w‘Seeing Like a Movie’: Cultivating the Poetic Gaze with Thomas Aquinas and the Artform of the Moving Image
Katja Frimberger
2026-08-27 · DOI: 10.1007/s11217-026-10107-xAlternative Conceptions of Interdisciplinarity in Educational Research: A Philosophical Analysis
Uri Gavish, Hanan A. Alexander
2026-08-18 · DOI: 10.1007/s11217-026-10105-zArtificial Intelligence as a Source of Testimonial Knowledge in Education: Testing the Limits of Trust
Geoffrey M. Cox
2026-08-14 · DOI: 10.1007/s11217-026-10104-0When Experience Miseducates: Dewey, Gadamer and the Problem of Openness
Kjetil Egelandsdal
2026-08-12 · DOI: 10.1007/s11217-026-10106-yEducating for Intellectual Character and the AI Revolution in Education
Duncan Pritchard
2026-07-24 · DOI: 10.1007/s11217-026-10094-zThe Case Against Liberal Global Citizenship Education
Nathan Liu
2026-07-24 · DOI: 10.1007/s11217-026-10103-1Beyond the Educational Enclosure: Commoning and/or Opening
Stefano Oliverio
2026-07-23 · DOI: 10.1007/s11217-026-10102-2Socratic or Sophistic AI? A Badiouian Ontological Critique of the Logic of AI-Based Personalized Learning
Haoyu Jin, Siqi Wang
2026-07-15 · DOI: 10.1007/s11217-026-10097-wGenerative Artificial Intelligence, Formative Epistemic Injustice, and Educators’ Solutions
Spencer J. Smith
2026-07-11 · DOI: 10.1007/s11217-026-10100-4Ritual as Place-Making: A Pedagogical Response to Ecological Death
Juliette Clara Bertoldo
2026-07-10 · DOI: 10.1007/s11217-026-10096-xHuman–Nature Relationship in Gramsci: Contributions to Critical Pedagogy and Ecopedagogy
Pierfrancesco Lorenzini
2026-07-07 · DOI: 10.1007/s11217-026-10098-9From Thoughtfulness to Resonance? Recasting Pedagogical Tact as Ecological Attunement
Paolo Bonafede
2026-07-07 · DOI: 10.1007/s11217-026-10095-yResponse to Wiebe Koopal’s Review of Retuning Education
Morten Timmermann Korsgaard
2026-07-06 · DOI: 10.1007/s11217-026-10093-0Mindfulness and Pragmatic Education: ACT, Contextual Behavioral Science, and John Dewey
Anton Sevilla-Liu, Yukie Kurumiya
2026-07-06 · DOI: 10.1007/s11217-026-10099-8Review of Kane, Jeffrey. 2024. The Emergence of Mind: Where Technology Ends and We Begin. Cham, Switzerland: Palgrave Macmillan
Dale T. Snauwaert
2026-06-23 · DOI: 10.1007/s11217-026-10087-yReview: Morten T. Korsgaard’s Retuning Education: Bildung and Exemplarity Beyond the Logic of Progress (2024)
Wiebe Koopal
2026-06-22 · DOI: 10.1007/s11217-026-10092-1Reviews
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Version History
October 4, 2026 at 9:19 pm
October 2, 2026