Notes on note-making: Introduction

L. Marin, Sean Sturm, Joris Vlieghe

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This special issue aims to explore what is educational in the seemingly humble gesture of making notes: not only how and why the practice of note-taking is educative in and of itself, but also what it says about education as such. The contributions to the issue each highlight different aspects of note-making and approach it differently, but all assume that note-making is an educational practice that merits philosophical study. Interestingly, they mostly focus on note-making as a non-digital practice (putting aside the use of laptops for note-making in class), perhaps because most were written prior to the great digitisation ushered in by educational institutions’ responses to the COVID-19 pandemic. Let us first address how we see the different aspects of note-making highlighted by the contributions to the issue.
Original languageEnglish
JournalEducational Philosophy and Theory
Issue number13
Publication statusPublished - 2021


  • note-making
  • note-taking
  • educational philosophy
  • practice
  • potentiality


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