Michael Peters

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 with one another—made the town of Vitebsk into an artistic crucible in the early twentieth century. We argue that this creative collective transformed creative energies of Russian drama, music, theatre, art, and philosophy in a distinctive contribution to modernism, structuralism and formalism that contributed richly to the social understanding of creativity itself that is so evident across Mikhail Bakhtin’s subsequent body of work, and elsewhere across the world. This paper argues that a consideration of such interplay has much potential for twenty-first century educational philosophy.

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 understanding Wittgenstein and the topography or geography of his thought and suggests that philosophy might begin to recognize more fully the significance of location and place in order to come to terms internationalization, multiculturalism and globalization, and with postmodern notions of subjectivity that embrace aspects of the condition of being an exile.

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 genealogy, ontology, the body and the institution, giving examples of theoretical applications of post-structural theory that testify to the generative and endlessly applicable potential of this work to different fields and avenues of thought. While informed by Foucault’s thinking of the political subjugation of docile bodies to individuals as self-determining beings, the chapters in this book culminate in amalgamations of different schools of educational philosophy, which explore poststructuralist approaches to education. Beyond the Philosophy of the Subject will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

This book investigates how philosophical texts display a variety of literary forms and explores philosophical writing and the relation of philosophy to literature and reading. Discusses the many different philosophical genres that have developed, among them letters, the treatise, the confession, the meditation, the allegory, the essay, the soliloquy, the symposium, the consolation, the commentary, the disputation, and the dialogue Shows how these forms of philosophy have conditioned and become the basis of academic writing (and assessment) within both the university and higher education more generally Explores questions of philosophical writing and the relation of philosophy to literature and reading.

This paper argues the Lyotard's The Postmodern Condition is to be interpreted as a response to nihilism, especially in relation to the question of the legitimation of knowledge and the so-called crisis of narratives, and that, therefore, it provides an appropriate response to the question of nihilism in educational philosophy. The paper begins with a discussion of Nietzsche's and Heidegger's views of nihilism as a prolegomenon to Lyotard's views concerning European nihilism and the end of grand narratives. These are important sources for a philosophical reception of the problem and the context in which Lyotard formulates his response and the immediate sources against that conditions Lyotard's response. The problem of nihilism raises its head in education in a double way: in relation to both the foundation of knowledge and the problem of its legitimation and the problem of values.

We describe an evaluation undertaken on contract for the New Zealand State Services Commission of a major project (the Administrative Decision-Making Skills Project) designed to produce a model of administrative decision making and an associated teaching/learning packagefor use by government officers. It describes the evaluation of a philosophical model of decision making and the associated teaching/learning package in the setting of the New Zealand Public Service, where a deliberate attempt has been initiated to improve the quality of decision making, especially in relation to moral factors.