Project description

Philosophies of education form the foundation upon which we understand schools, curricula, teacher training, qualifications, and the relationship between general and vocational education. Implicitly, these philosophies are also embedded in educational practice, as pedagogical actions are evaluated against standards of professionalism, ethics and the common good – concepts that itself are a very product of philosophies of education. Despite their importance, educational philosophies often play an overlooked yet critical role within education systems.

The proposed doctoral research, therefore, addresses the different developments of English and German philosophies of education. These theories have evolved within distinct philosophical traditions shaped by socio-historical and political contexts. Germany’s educational thought, deeply influenced by neo-humanism, draws heavily on the work of Wilhelm von Humboldt. In contrast, the UK’s educational theory has been shaped by analytical philosophy, with significant contributions from thinkers such as John Dewey and later R.S. Peters (see Benner, 2003).

The role of Utilitarianism (Bentham) has also shaped modern conceptualisation of education, considering the moral implications of mass education and schooling. Later turn towards performativity and marketisation (Ball, 1994, 2003), underpinned by broader neo-liberal ideas, have also played an important role in the development of education.

As these traditions are influential still, this research will trace the genealogies of educational theory in both countries, offering a deeper understanding of their historical foundations as well as contemporary implications.

Purpose/objectives

This research investigates the development of English and German philosophies of education by addressing key questions about their historical trajectories, conceptual foundations, and contemporary relevance.

How have distinct philosophical traditions shaped educational thought in German and English?

What socio-historical and political contexts have influenced the evolution of their respective theories?

A comparative approach also raises broader questions about the role of educational philosophy in shaping professional and ethical judgments in pedagogical practice. To what extent do implicit philosophical assumptions influence educational decision-making?

Why do national traditions in educational philosophy rarely cross linguistic and cultural borders, and what are the implications of this for global educational discourse?

By addressing these questions, this research aims to uncover blind spots in both traditions and explore the potential for greater international dialogue in philosophy of education as not just the concepts but also the concept’s origins and socio-economic conditions are under investigation.

Potential project impact

This research contributes to the philosophy of education by offering a comparative genealogical analysis of German and English educational thought, uncovering the historical contingencies and power structures that have shaped their development.

By applying Foucauldian genealogy, the study challenges dominant narratives that present educational theories as neutral or universally valid, instead revealing how they have been shaped by socio-political forces and epistemological shifts.

Through its critical engagement with neo-humanism and analytical philosophy, the research highlights the ways in which different traditions have legitimised specific educational discourses while marginalising others, offering new insights into the ideological underpinnings of curriculum design, teacher training, and educational policy.

Additionally, by incorporating hermeneutic and deconstructive methods, the study provides a methodological framework for interrogating taken-for-granted assumptions in educational philosophy, fostering a deeper understanding of how historical thought continues to shape contemporary educational debates.

Furthermore, this research contributes to the underdeveloped field of comparative philosophy of education, demonstrating the value of cross-national and cross-linguistic philosophical inquiry.

By bridging conceptual gaps between German and English traditions, it opens new avenues for international dialogue in educational theory and encourages greater reflexivity in the construction of educational knowledge.

Principal accountabilities and responsibilities

The PhD studentship candidate shall undertake original, independent research under supervisory guidance whilst adhering to the University of Derby’s Postgraduate Research regulations. Core academic responsibilities encompass meeting prescribed milestones and progress reviews, maintaining comprehensive records of research activities, and demonstrating continuous scholarly development.

Professional development obligations require active engagement with the University’s PGR community and networks, alongside presentation of research findings at internal and external conferences. The candidate must establish academic and professional networks through participation in scholarly discourse and collaborative research initiatives.

Institutional compliance mandates adherence to university codes of conduct, academic integrity policies, and research ethics guidelines. Within the Institute of Education and Skills, the candidate shall contribute to the TERIC and TVET research clusters whilst maintaining regular supervisory contact and meeting all reporting requirements.

The role encompasses public engagement and knowledge transfer activities where applicable, facilitating the dissemination of research outcomes to broader audiences. This responsibility extends the academic impact beyond traditional scholarly boundaries.

Time management and accountability require full-time commitment to doctoral studies, ensuring timely completion of submissions and milestones. The candidate must demonstrate personal responsibility for learning and professional development, maintaining transparent communication with supervisors regarding progress, challenges, and research trajectory modifications.

To apply

Please review our entry requirements before submitting your application and check out the ‘Getting Started’ section below.

Completed applications should be submitted via our online application system quoting funding reference: EXT_AHE_Philosophies_25-26

Apply online

Closing dates for applications: 26 September 2025.

Interviews: Monday 13 and Wednesday 15 October 2025.

If you have not been invited for an interview by the interview date, please assume your application has been unsuccessful.

For enquiries which are subject-specific please contact:

Dr Jack Bryne Stothard – j.stothard@derby.ac.uk

Dr Johannes Schmees – j.schmees@derby.ac.uk

Getting started

Before you begin your application, make sure you have:

Studentship funding reference code

This is provided on the individual studentship advert and must be specified in your application.

Personal statement

A 500-word personal statement outlining your suitability for the studentship project. This is a mandatory requirement and you must upload it into your application. You should include your reasons for applying for the studentship, your experience in the field, how you feel you would benefit from studying and relevant information about your previous studies.

Your CV

A CV outlining your academic and professional experience.

Qualifications

Your qualification details including grades and dates taken. You will have the opportunity to upload scanned copies of your qualification certificates and transcripts in the application. If you have no formal qualifications, you can also state this in your application.

Passport/birth certificate

A scanned copy of your passport or full birth certificate. This will help us verify your application to study with us. International applicants can provide a copy of their passport only for visa assessment purposes, and their current visa if residing within the UK.

Academic references

Two signed academic references. This is optional at application stage but highly encouraged. If successful in your application, two academic references will be a mandatory requirement of admission. The references should be in written format, signed and dated from either a supervisor or tutor from your most recent studies.