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42Education as philosophies of engagementEducational Philosophy and Theory 50 (5): 444-447. 2018.This is Introduction to the PESA conference 2014 held in Hamilton, NZ, is devoted to the conference theme of ‘Education as philosophies of engagement’. We provide a brief analysis of the modern history of ‘philosophies of engagement’ since the Second World War examining the notion of socially responsible writing and teaching.
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56The end of neoliberal globalisation and the rise of authoritarian populismEducational Philosophy and Theory 50 (4): 323-325. 2018.
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19The threat of nuclear war: Peace studies in an apocalyptic ageEducational Philosophy and Theory 51 (1): 1-4. 2017.
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17The refugee camp as the biopolitical paradigm of the westEducational Philosophy and Theory 50 (13): 1165-1168. 2017.
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21White supremacism: The tragedy of CharlottesvilleEducational Philosophy and Theory 49 (14): 1309-1312. 2017.
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35Deep learning, education and the final stage of automationEducational Philosophy and Theory 50 (6-7): 549-553. 2018.
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9Bakhtin and the Russian Avant Garde in Vitebsk: Creative understanding and the collective dialogueEducational Philosophy and Theory 49 (9): 922-939. 2017.This paper locates its genesis in a small town called Vitebsk in Belorussia which experienced a flowering of creativity and artistic energy that led to significant modernist experimentation in the years 1917–1921. Marc Chagall, returning from the October Revolution took up the position of art commissioner and developed an academy of art that became the laboratory for Russian modernism. Chagall’s Academy, Bakhtin’s Circle, and Malevich’s experiments, artistic group UNOVIS—all in fierce dialogue w…Read more
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40Jean‐Luc Godard's Film Socialisme and the Pedagogy of the ImageEducational Philosophy and Theory 44 (7): 681-685. 2012.
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9Academic Writing, Genres and PhilosophyEducational Philosophy and Theory 40 (7): 819-831. 2008.This paper examines the underlying genres of philosophy focusing especially on their pedagogical forms to emphasize the materiality and historicity of genres, texts and writing. It focuses briefly on the history of the essay and its relation to the journal within the wider history of scientific communication, and comments on the standardized forms of academic writing and the issue of ‘bad writing’.
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1Special issue—Philosophy of Science EducationEducational Philosophy and Theory 38 (5): 579-584. 2006.
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16Kinds of Thinking, Styles of ReasoningEducational Philosophy and Theory 39 (4): 350-363. 2007.There is no more central issue to education than thinking and reasoning. Certainly, such an emphasis chimes with the rationalist and cognitive deep structure of the Western educational tradition. The contemporary tendency reinforced by cognitive science is to treat thinking ahistorically and aculturally as though physiology, brain structure and human evolution are all there is to say about thinking that is worthwhile or educationally significant. The movement of critical thinking also tends to t…Read more
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26Self‐Editorializing: PESA and Educational Philosophy and Theory, after twenty‐five yearsEducational Philosophy and Theory 41 (7): 801-803. 2009.No Abstract
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7James D. Marshall: Philosopher of Education Interview with Michael A. PetersEducational Philosophy and Theory 37 (3): 291-297. 2005.
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4Higher Learning, Greater Good: the Private and Social Benefits of Higher Education – By W. W. McMahonEducational Philosophy and Theory 42 (4): 504-506. 2010.
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89Wittgenstein as Exile: A philosophical topographyEducational Philosophy and Theory 40 (5): 591-605. 2008.This paper argues that Wittgenstein considered himself an exile and indeed was a self‐imposed exile from his native Vienna; that this condition of exile is important for understanding Wittgenstein the man and his philosophy; and that exile as a condition has become both a central characteristic condition of late modernity (as much as alienation was for the era of industrial capitalism) and emblematic of literary modernism. The paper employs the notion of ‘exhilic thought’ as a central trope for …Read more
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5Je m'excuse, Monsieur Lyotard: Response to ClarkEducational Philosophy and Theory 38 (3): 407-410. 2006.
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3Special issue – The Learning Society from the Perspective of GovernmentalityEducational Philosophy and Theory 38 (4): 413-414. 2006.
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39Aborigine, Indian, indigenous or first nations?Educational Philosophy and Theory 49 (13): 1229-1234. 2017.
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7Beyond the Philosophy of the Subject: An Educational Philosophy and Theory Post-Structuralist Reader, Volume I (edited book)Routledge. 2015.This first volume focuses on a collection of texts from the latter twenty years of Educational Philosophy and Theory, selected for their critical status as turning points or important awakenings in post-structural theory. In the last twenty years, the applications of the postmodern and poststructuralist perspectives have become less mono-focused, less narrowly concerned with technical questions and also less interested in epistemology, and more interested in ethics. This book covers questions of…Read more
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7Postfoundationalist Themes in the Philosophy of Education: Festschrift for James D. Marshall (edited book)Wiley-Blackwell. 2006.This collection of essays focuses on the work of James D. Marshall, who has been active in the philosophy of education for three decades. Deals with Marshall’s long-standing criticism of the public education system in New Zealand Discusses his work considering the relevance of Wittgenstein and Foucault for philosophy of education. Features tributes to Marshall in the form of interviews and testimonials. Contains remarks from Marshall himself in response to the commentaries of his colleagues