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8Kinds of Thinking, Styles of ReasoningIn Mark Mason (ed.), Critical Thinking and Learning, Wiley-blackwell. 2008.This chapter contains sections titled: Introduction: Why the Present Emphasis on Thinking? Kinds of Thinking: Heidegger on What is Called Thinking? Wittgenstein on Thinking Styles of Reasoning Notes References.
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5Global Britain’: The China challenge and Post-Brexit Britain as a ‘science superpowerEducational Philosophy and Theory 55 (8): 871-876. 2023.The British PM Boris Johnson is impressed with the way British science ‘liberated’ the public from Covid-19. He is reported as indicating that never before has the British people owed so much to sc...
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146AI and the future of humanity: ChatGPT-4, philosophy and education – Critical responsesEducational Philosophy and Theory. forthcoming.Michael A PetersBeijing Normal UniversityChatGPT is an AI chatbot released by OpenAI on November 30, 2022 and a ‘stable release’ on February 13, 2023. It belongs to OpenAI’s GPT-3 family (generativ...
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37Contemporary Chinese Marxism: Basic research orientationsEducational Philosophy and Theory 54 (11): 1740-1753. 2022.Chengbing WangShanxi University, Taiyuan, ChinaMichael A. PetersBeijing Normal University, Beijing, ChinaContemporary Chinese Marxism is not only an important theory in the humanities and social sc...
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28Writing the self: Wittgenstein, confession and pedagogyJournal of Philosophy of Education 34 (2). 2000.In this paper I investigate ‘the confessional’ as an aspect of Wittgenstein's style both as a mode of philosophising and as a mode of ‘writing the self’, tied explicitly to pedagogical practices. There are strong links between Wittgenstein's confessional mode of philosophising and his life—for him philosophy is a way of life —and interesting theoretical connections between confessional practices and pedagogy, usefully explored in the writings of the French philosopher, Michel Foucault. The Inves…Read more
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3Wittgenstein’s Education: 'A Picture Held Us Captive’Springer Singapore. 2018.Dedicated to educators who are not philosophy specialists, this book offers an overview of the connections between Wittgenstein’s later philosophy and his own training and practice as an educator. Arguing for the centrality of education to Wittgenstein’s life and works, the authors resist any reduction of Wittgenstein’s philosophy to remarks on pedagogy while addressing the current controversy surrounding the role of training in the enculturation process. Significant events in his education and …Read more
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39Wittgenstein at Cambridge: Philosophy as a way of lifeEducational Philosophy and Theory 51 (8): 767-778. 2018.Ludwig Wittgenstein was a reclusive and enigmatic philosopher, writing his most significant work off campus in remote locations. He also held a chair in the Philosophy Department at Cambridge, and is one of the university’s most recognized even if, as Ray Monk says, ‘reluctant professors’ of philosophy. Paradoxically, although Wittgenstein often showed contempt for the atmosphere at Cambridge and for academic philosophy in particular, it is hard to conceive of him making his significant contribu…Read more
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10The WHO, the global governance of health and pandemic politicsEducational Philosophy and Theory 54 (6): 707-716. 2022.The World Health Organization has been subjected to serious criticism for its handling of the COVID-19 virus, specifically that it failed to act decisively to stop the global outbreak and tha...
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12The University and the New HumanitiesArts and Humanities in Higher Education 3 (1): 41-57. 2004.Recently, Derrida has pointed to the university to come and the future of the professions within a place of resistance, and yet maintained the historical link to two ideas that mediate and condition both the humanities and the performative structure of acts of profession: human rights and crimes against humanity. Derrida maintains that the ‘modern university should be unconditional’, by which he means that it should have the ‘freedom’ to assert, to question, to profess, and to ‘say everything’ i…Read more
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11‘The fascism in our heads’: Reich, Fromm, Foucault, Deleuze and Guattari – the social pathology of fascism in the 21st centuryEducational Philosophy and Theory 54 (9): 1276-1284. 2022.
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3The end of the decade: Reflecting on 2019 and looking forward to the next decadeEducational Philosophy and Theory 54 (9): 1271-1275. 2022.
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19The disorder of things: Quarantine unemployment, the decline of neoliberalism, and the Covid-19 lockdown crashEducational Philosophy and Theory 53 (12): 1195-1198. 2021.Rarely in economics does the field see such unambiguous causation as in the case of the Covid-19 shut down of the global economy. Pretty well every economist would agree to this proposition and whi...
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6Truth “After Postmodernism”: Wittgenstein and Postfoundationalism in Philosophy of EducationIn Stefan Ramaekers & Naomi Hodgson (eds.), Past, Present, and Future Possibilities for Philosophy and History of Education: Finding Space and Time for Research, Springer Verlag. pp. 89-100. 2018.In a range of path-breaking publications that shaped his engagement with educational theory Paul Smeyers sympathetically investigated the claims and ‘atmosphere’ of postmodernism. In this chapter I investigate the backlash against postmodernism that holds it responsible for ‘post-truth politics,’ and of promoting a cynical attitude to truth and facts. I argue for an intellectual history of truth in which it is contested, not only in Continental tradition and in what some have called postmodernis…Read more
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20Reading Wittgenstein: The Rehersal of Prejudice A response to Dr. McCartyStudies in Philosophy and Education 21 (3): 263-271. 2002.No abstract available
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19Postmodernism in the afterlifeEducational Philosophy and Theory 54 (4): 325-327. 2022.[This editorial is part of the 50th celebration issue that explored ‘what comes after postmodernism in educational theory. The special issue is being published as a monograph and this is our group...
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35On the epistemology of conspiracyEducational Philosophy and Theory 53 (14): 1413-1417. 2021.One way of looking at conspiracy is to consider it a deliberately enhanced political weapon cultivated by those who push ‘fake news’ in a post-truth media environment. Thus, the story that Obama’s...
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37Noosphere rising: Internet-based collective intelligence, creative labour, and social productionThesis Eleven 130 (1): 3-21. 2015.Our article relocates the debate about creative labour to the terrain of peer-to-peer interneting as the paradigmatic form of nonmarket – social – production. From Yann Moulier Boutang we take the point that creative labour is immaterial; it is expressed through people connected by the internet. Drawing on two social systems thinkers, Francis Heylighen and Wolfgang Hofkirchner, we transpose this connectedness up to a conception of creative labour as a supra-individual collective intelligence. Th…Read more
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13Named or nameless: University ethics, confidentiality and sexual harassmentEducational Philosophy and Theory 54 (14): 2422-2433. 2022.This paper focusses on our concerns about revelations about sexual harassment in universities and the inadequate responses whereby some universities seem more concerned about their own reputations than the care and protection of their students. Seldom do cases go to criminal court, instead they mostly fall within employment relations policies where the use of non-disclosure agreements are double edged, such that some perpetrators remain nameless even if the person offended against wants details …Read more
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35Nietzsche, poststructuralism and education: After the subject?Educational Philosophy and Theory 29 (1): 1-19. 1997.
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5Introduction to Symposium on Hubert Dreyfus' On the InternetEducational Philosophy and Theory 34 (4): 367-368. 2002.
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117. Institutions, Semiotics and the Politics of SubjectivityIn Benoît Dillet, Iain Mackenzie & Robert Porter (eds.), The Edinburgh Companion to Poststructuralism, Edinburgh University Press. pp. 368-382. 2013.
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4Hell as education: From place to state of being? Hell, Hades, Tartarus, GehinnomEducational Philosophy and Theory 53 (4): 320-322. 2021.
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10Geophilosophy, Education and the Pedagogy of the ConceptEducational Philosophy and Theory 36 (3): 217-226. 2004.
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11Education Policy Research and the Global Knowledge EconomyEducational Philosophy and Theory 34 (1): 91-102. 2002.Knowledge is and will be produced in order to be sold; it is and will be consumed in order to be valorised in a new production: in both cases, the goal is exchange.We live in a social universe in which the formation, circulation, and utilization of knowledge presents a fundamental problem.If the accumulation of capital has been an essential feature of our society, the accumulation of knowledge has not been any less so.Now, the exercise, production, and accumulation of this knowledge cannot be di…Read more
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30Education policy research and the global knowledge economyEducational Philosophy and Theory 34 (1). 2002.Knowledge is and will be produced in order to be sold; it is and will be consumed in order to be valorised in a new production: in both cases, the goal is exchange.We live in a social universe in which the formation, circulation, and utilization of knowledge presents a fundamental problem.If the accumulation of capital has been an essential feature of our society, the accumulation of knowledge has not been any less so.Now, the exercise, production, and accumulation of this knowledge cannot be di…Read more
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2Educational Philosophy and Theory at the Turn of the CenturyEducational Philosophy and Theory 31 (1): 5-7. 1999.
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23Educational philosophy and theory at the turn of the centuryEducational Philosophy and Theory 31 (1). 1999.