Journal articles

D’Olimpio, L. (forthcoming, 2026). ‘Banning bad books: On aesthetic education and censorship’ On Education, special issue on censorship.

D’Olimpio, L. (2025). ‘Learning about Aesthetic Value: A Reply to Annie Schultz’ Studies in Philosophy and Education DoI: 10.1007/s11217-025-10018-3

D’Olimpio, L. & de Ruyter, D. (2025). ‘Flourishing as an educational aim’ Journal of Philosophy of Education, 59(3-4): 626-633.

D’Olimpio, L. (2024). ‘What’s wrong with wishful thinking? Manifesting as an epistemic vice’, Educational Theory, 75(2): 260-275.

D’Olimpio, L. (2023). ‘The Limits to Dialogue’, Oxford Review of Education, 50(5): 626-640. 

D’Olimpio, L. (2023). ‘Educating the Rational Emotions: An Affective Response to Extremism’, Educational Theory, 73(3): 293-461.

D’Olimpio, L. (2022). ‘How ought we defend aesthetic education?’, Beijing International Review of Education, 4(3): 339-342.

D’Olimpio, L. (2022). ‘Aesthetica and eudaimonia: education for flourishing must include the Arts’, Journal of Philosophy of Education, 56(2): 238-250.

D’Olimpio, L (2021). ‘Defending Aesthetic Education’. British Journal of Educational Studies, 70(3): 263-279. 

Buchanan, R., et al. (2021). ‘Philosophy of Education in a New Key: exploring new ways of teaching and doing ethics in education in the 21st century’, Educational Philosophy and Theory, 54(8): 1178-1197.

D’Olimpio, L. (2021). ‘Critical perspectivism: educating for a moral response to media’, Journal of Moral Education, 50(1): 92-103.

D’Olimpio, L., (2021) ‘How can digitally mediated teaching listen and care?’, New Zealand Journal of Teachers’ Work, 18(2): 58-62.

D’Olimpio, L. (2021) ‘Should you design the perfect baby?’, THINK, 20(57): 107-117.

D’Olimpio, L. (2020) ‘Dialogue, not debate: how philosophy should help us to be compassionate as well as critical’, Eton Journal for Innovation and Research in Education, 4: 57-59.

D’Olimpio, L. (2020). ‘When Good Art is Bad: educating the critical viewer’, Theory and Research in Education, 18(2): 137-150.

Orchard, J., et al. (2020). ‘Philosophy of Education in a New Key: a ‘Covid Collective’ of the Philosophy of Education Society of Great Britain (PESGB)’, Educational Philosophy and Theory, 53(12): 1215-1228.

D’Olimpio, L. & Levine, M. P. (2019). ‘Reluctant Heroes and Itchy Capes: The Ineluctable Desire to be the Saviour’, Journal of Aesthetic Education, 53(4): 71-85.

D’Olimpio, L. (2019) ‘Moral education within the social contract: whose contract is it anyway?’, Journal of Moral Education, 48(4): 515-528.

Arndt, S., et al. (2019). ‘Between the Blabbering Noise of Individuals or the Silent Dialogue of Many: a Collective Response to ‘Postdigital Science and Education’ (Jandrić et al. 2018)’, Postdigital Science and Education, 1: 446-474.

D’Olimpio, L. (2018) ‘Post-postmodernism: a call to optimism’, Educational Philosophy and Theory, 50(14): 1378-1379.

D’Olimpio, L. & Peterson, A. (2018) ‘The Ethics of Narrative Art: philosophy in schools, compassion and learning from stories’, Journal of Philosophy in Schools 5(1): 92-110.

Tarrant, S. & D’Olimpio, L. (2017) ‘Philosophy in the (Gender and the Law) Classroom’, Analytic Teaching and Philosophical Praxis, 38: 1-16.

D’Olimpio, L. & Teschers, C. (2017) ‘Playing with Philosophy: Gestures, Performance, P4C and an Art of Living’, Educational Philosophy and Theory, 49(13): 1257-1266.

D’Olimpio, L. (2016) ‘Trust as a virtue in Education’, Educational Philosophy and Theory, 50(2): 193-202.

D’Olimpio, L. & Teschers, C. (2016) ‘Philosophy for Children meets the Art of Living: a holistic approach to an Education for Life’, Philosophical Inquiry in Education, 23(2): 114-124.  

D’Olimpio, L., McCarthy, A., & Pedersen, A. (2016) ‘Cultural DeCoding: a humanities program for gifted and talented high school students seeking university entrance’, Journal of Philosophy in Schools, 3(1): 84-103.

D’Olimpio, L. (2015) ‘Trust, Well-being and the Community of Philosophical Inquiry’, He Kupu, 4(2): 45-57.

D’Olimpio, L. (2014) ‘Thoughts on Film: Critically engaging with both Adorno and Benjamin’, Educational Philosophy and Theory, 47(6): 622-637.

D’Olimpio, L. (2007) ‘Critical Perspectivism and Engaging with Mass Art/Media’ in Critical & Creative Thinking: The Australasian Journal of Philosophy in Education, 15(2). 

D’Olimpio, L. (2004) ‘Drama and Philosophy: Language, Thinking and Laughing Out Loud!’ in  International Drama Educators Association (IDEA)/Applied Theatre Research Journal, 5.

D’Olimpio, L. & Peterson, A. (forthcoming, 2026) ‘The Ethics of Narrative Art’ in  Grace Whistler (Ed). Literature as Moral Philosophy. London: Bloomsbury.

D’Olimpio, L., Buchanan, R. & McPherson, A. (forthcoming, 2026) ‘Online (In)Civility’ in Andrew Peterson (Ed). The Virtue of Civility. Oxford: Oxford University Press.

D’Olimpio, L. (2025) ‘Education Against Extremism’ in Jonathan Beale  & Christina Easton (Eds). The Future of Education: Reimagining its Aims and Responsibilities. Oxford: Oxford University Press, pp. 151-168.

D’Olimpio, L. (2023) ‘Heroines and Sexy Victims: what we learn from female protagonists’ in Laura D’Olimpio, Panos Paris & Aidan P. Thompson (Eds). Educating Character Through the Arts. Routledge, pp. 66-83.

D’Olimpio, L. (2021) ‘Multiliteracies and the critical thinker: philosophical engagement with mass and new media in the classroom’, in Michael Hoechsmann, Gina Thésée & Paul R. Carr (Eds) Education for Democracy 2.0: Changing frames of media literacy, Rotterdam: Brill / Sense Publishers, pp. 345-362.

D’Olimpio, L. (2020). ‘Education and the Arts: inspiring wonder’, in Anders Schinkel (Ed). Wonder, education and human flourishing. Amsterdam: Vrije Universiteit University Press, pp. 256-270.

D’Olimpio, L. (2020) ‘Trust as a virtue in education’, in Bruce Haynes (Ed). Trust and Schooling, London: Routledge.

D’Olimpio, L. (2017) ‘Thoughts on film: critically engaging with both Adorno and Benjamin’, in Elizabeth M. Greirson (Ed). Activating Aesthetics, London: Routledge.

D’Olimpio, L. & Teschers, C. (2016) ‘Drama, gestures and philosophy in the classroom: playing with philosophy to support an education for life’, in Maughn Gregory, Joanna Haynes and Karin Murris (Eds). The Routledge International Handbook of Philosophy for Children, London: Routledge, pp. 145-152.

Against Value in the Arts and Education, S. Ladkin, R. McKay & E. Bojesen (Eds), British Journal of Educational Studies, 65(4): 1-3.  2017

Philosophy in Schools: An Introduction for Philosophers and Teachers. S. Goering, N. J. Shudak, & T. E. Wartenberg (Eds), Journal of Philosophy in Schools, 3(1): 104-106. 2016

Identity and Personhood: Confusions and Clarifications across Disciplines, Laurance J. Splitter, Journal of Philosophy in Schools, 2(2): 83-84. 2015

Grounds for Respect: Particularism, Universalism and Communal Accountability, Kristi Giselsson, Research in Ethical Issues in Organizations, 12: 167-176. 2014