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2EditorialEducational Philosophy and Theory 34 (1). 2002.Editor's Comment: One of the functions of the journal is to develop an awareness of its own history. These papers are online-only papers that discuss the first ten years of the journal going back to 1969. Every so often the journal publishes synoptic articles that take a broad approach to the beginning of the Society and the journal to treat major themes and topics. As one can clearly see EPAT published many of the luminaries that helped to shape the discipline
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10EditorialEducational Philosophy and Theory 32 (1). 2000.Editor's Comment: One of the functions of the journal is to develop an awareness of its own history. These papers are online-only papers that discuss the first ten years of the journal going back to 1969. Every so often the journal publishes synoptic articles that take a broad approach to the beginning of the Society and the journal to treat major themes and topics. As one can clearly see EPAT published many of the luminaries that helped to shape the discipline
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10EditorialEducational Philosophy and Theory 31 (2). 1999.Editor's Comment: One of the functions of the journal is to develop an awareness of its own history. These papers are online-only papers that discuss the first ten years of the journal going back to 1969. Every so often the journal publishes synoptic articles that take a broad approach to the beginning of the Society and the journal to treat major themes and topics. As one can clearly see EPAT published many of the luminaries that helped to shape the discipline
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8Derrida and the tasks for the new humanities: postmodern nursing and the culture warsNursing Philosophy 3 (1): 47-57. 2002.Jacques Derrida is perhaps the foremost philosopher of the humanities and of its place in the university. Over the long period of his career he has been concerned with the fate, status, place and contribution of the humanities. Through his deconstructive readings and writings he has done much not only to reinvent the western tradition by attending closely to those texts which constitute it but also he has redefined its procedures and protocols. This paper first introduces the notion of postmoder…Read more
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21Can democracy solve the sustainability crisis? Green politics, grassroots participation and the failure of the sustainability paradigmEducational Philosophy and Theory 1-9. 2017.
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20Can democracy solve the sustainability crisis? Green politics, grassroots participation and the failure of the sustainability paradigmEducational Philosophy and Theory 51 (2): 133-141. 2019.
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35After postmodernism in educational theory? A collective writing experiment and thought surveyEducational Philosophy and Theory 50 (14): 1299-1307. 2018.
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30A map of technopolitics: Deep convergence, platform ontologies, and cognitive efficiencyThesis Eleven 158 (1): 117-140. 2020.This paper, based on an invited Thesis Eleven presentation, provides a ‘map of technopolitics’ that springs from an investigation of the theoretical notion of technological convergence adopted by the US National Science Foundation, signaling a new paradigm of ‘nano-bio-info-cogno’ technologies. This integration at the nano-level is expected to drive the next wave of scientific research, technology and knowledge economy. The paper explores the concept of ‘technopolitics’ by investigating the link…Read more
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14Capitalism’s slaveryEducational Philosophy and Theory 52 (5): 475-484. 2020.Volume 52, Issue 5, May 2020, Page 475-484.
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7Blind, or Keenly Self-regarding? The dilemma of Western philosophyEducational Philosophy and Theory 47 (11): 1125-1127. 2015.
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5Education and the philosophy of the subject (or constitution of self)Educational Philosophy and Theory 29 (1): 75-88. 1997.(1997). Education and the philosophy of the subject (or constitution of self) Educational Philosophy and Theory: Vol. 29, No. 1, pp. v-xi. doi: 10.1111/j.1469-5812.1997.tb00523.x
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4Information, knowledge and learning: Some issues facing epistemology and education in a digital ageJournal of Philosophy of Education 34 (1). 2000.Philosophers of education have always been interested in epistemological issues. In their efforts to help inform educational theory and practice they have dealt extensively with concepts like knowledge, teaching, learning, thinking, understanding, belief, justification, theory, the disciplines, rationality and the like. Their inquiries have addressed issues about what kinds of knowledge are most important and worthwhile, and how knowledge and information might best be organised as curricular act…Read more
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4Educational "reforms" and new right thinking: An example from new zealandEducational Philosophy and Theory 23 (2). 1991.