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45Saint Marx, Literalism and American Academic Revolutionary MarxismStudies in Philosophy and Education 24 (1): 79-83. 2005.
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1Special issue—Philosophy of Science EducationEducational Philosophy and Theory 38 (5): 579-584. 2006.
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4Special issue – The Learning Society from the Perspective of GovernmentalityEducational Philosophy and Theory 38 (4): 413-414. 2006.
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38Semiconductors, geopolitics and technological rivalry: The US CHIPS & Science Act, 2022Educational Philosophy and Theory 55 (14): 1642-1646. 2023.In 2021 global sales in semiconductors reached $556 billion, with the US accounting for 46% of the global market, yet as Zhi Su (2022) reports: ‘The share of modern semiconductor manufacturing capa...
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14Special issue – the learning society from the perspective of governmentalityEducational Philosophy and Theory 38 (4). 2006.j.1469-5812.2006.00220.x
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15Surreal economics, fiscal stimulus, and the financialization of public health: Politics of the covid-19 narrativeEducational Philosophy and Theory 54 (6): 662-667. 2022.
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40Socrates and Confucius: The cultural foundations and ethics of learningEducational Philosophy and Theory 47 (5): 423-427. 2015.
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1Showing and Doing: Wittgenstein as a Pedagogical PhilosopherRoutledge. 2008.Three prominent Wittgenstein scholars introduce the broad educational significance of Ludwig Wittgenstein’s work to a wider audience of educational researchers and practitioners through provocative, innovative, and playful readings of his work. They vividly demonstrate the influence of his thinking and its centrality to understanding our contemporary condition. Wittgenstein fundamentally shaped contemporary theories of language, representation, cognition, and learning. The book also traces the “…Read more
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48Reading 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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66Response to Claudia Ruitenberg’s Review of Derrida, Deconstruction and the Politics of PedagogyStudies in Philosophy and Education 29 (1): 85-87. 2010.
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7Russia-China/China-Russia: Sino-Russian relations in the post-Soviet eraEducational Philosophy and Theory 55 (14): 1664-1671. 2023.China, the most populous country in the world after India with 1.4 billion people, shares a 4200 km (2600 mi) border with Russia, the country with the world’s largest geographical territory, roughl...
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14Roboethics in education and societyEducational Philosophy and Theory 52 (1): 11-16. 2019.Volume 52, Issue 1, January 2020, Page 11-16.
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16‘Reality is an activity of the most august imagination’. When the world stops, it’s not a complete disaster – we can hear the birds sing!Educational Philosophy and Theory 54 (3): 217-220. 2022.Last Friday, in the big light of last Friday night,We drove home from Cornwall to Hartford, late.It was not a night blown at a glassworks in ViennaOr Venice, motionless, gathering time and dust.The...
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16Referendum Democracy: Citizens, Elites, and Deliberation in Referendum CampaignsContemporary Political Theory 2 (1): 139-140. 2003.
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32Russian apocalypse, Christian fascism and the dangers of a limited nuclear warEducational Philosophy and Theory 55 (12): 1311-1315. 2023.
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16Rhizomatic America and Arborescent Culture: Towards a new philosophy of danceEducational Philosophy and Theory 46 (14): 1489-1495. 2014.
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31Posthumanism, platform ontologies and the ‘wounds of modern subjectivity’Educational Philosophy and Theory 52 (6): 579-585. 2019.Volume 52, Issue 6, June - July 2020, Page 579-585.
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35Peer production and collective intelligence as the basis for the public digital universityEducational Philosophy and Theory 50 (13): 1271-1284. 2018.This paper reviews two main historical approaches to creativity: the Romanticist approach, based on the culture of the irrational, and the Enlightenment approach, based on the culture of the objective. It defends a paradigm of creativity as a sum of rich semiotic systems that form the basis of distributed knowledge and learning, reviews historical ideas of the university, and identifies two conflicting mainstream models in regards to understanding of the university as a public good: the ‘Public’…Read more
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23Platform ontologies, the AI crisis and the ability to hack humans ‘An algorithm knows me better than I know myself’Educational Philosophy and Theory 52 (6): 593-601. 2019.Volume 52, Issue 6, June - July 2020, Page 593-601.
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40Posthumanism, open ontologies and bio-digital becoming: Response to Luciano Floridi’s Onlife ManifestoEducational Philosophy and Theory 51 (10): 971-980. 2019.In The Onlife Manifesto: Being Human in a Hyperconnected Era Luciano Floridi and his associates examine various aspects of the contemporary meaning of humanity. Yet, their insights give less thought to the political economy of techno-capitalism that in large measure creates ICTs and leads to their further innovation, development and commercialization. This article responses to Floridi’s work and examines political economy of the blurred distinction between human, machine and nature in the postdi…Read more
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Special issue—Philosophy of Science EducationEducational Philosophy and Theory 38 (5): 579-584. 2006.
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41Philosophy of education in a new key: A collective project of the PESA executiveEducational Philosophy and Theory 54 (8): 1061-1082. 2022.Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...
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9Public Intellectuals, Viral Modernity and the Problem of TruthBritish Journal of Educational Studies 70 (5): 557-573. 2022.Public intellectuals today must be understood in relation to the concept of ‘viral modernity’, characterised by viral and open media and technologies of post-truth that reveal the dramatic transformations of the ‘public’, its forms and its future possibilities. The history, status and role of the public intellectual are constituted by both the network of law in liberal society and above all the primacy of the concept of freedom of expression. The task of public intellectuals was to define, analy…Read more
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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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29Public intellectuals in the age of viral modernity: An EPAT collective writing projectEducational Philosophy and Theory 54 (6): 783-798. 2022.Michael A. PetersBeijing Normal University, Beijing, PR China;There is an ecology of bad ideas, just as there is an ecology of weeds– Gregory Bateson (1972, p. 492)While there are classical anteced...
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15Post-marxism, humanism and (post)structuralism: Educational philosophy and theoryEducational Philosophy and Theory 54 (14): 2331-2340. 2022.Western Marxism, since its Western deviation and theoretical development in the 1920s, developed in diverse ways that has reflected the broader philosophical environment. First, a theory of conscio...
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