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19Postdigital-biodigital: An emerging configurationEducational Philosophy and Theory 55 (1): 1-14. 2023.This dialogue (trilogue) is an attempt to critically discuss the technoscientific convergence that is taking place with biodigital technologies in the postdigital condition. In this discussion, Sarah Hayes, Petar Jandrić and Michael A. Peters examine the nature of the convergences, their applications for bioeconomic sustainability and associated ecopedagogies. The dialogue paper raises issues of definition and places the technological convergence (‘nano-bio-info-cogno’) – of new systems biology …Read more
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1Editorial: Heidegger, Phenomenology, EducationEducational Philosophy and Theory 41 (1): 1-6. 2009.
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23On the public pedagogy of conspiracy: An EPAT collective projectEducational Philosophy and Theory 54 (14): 2409-2421. 2022.What is it about conspiracies that make them so attractive and easy to believe yet difficult to debunk? Is the epistemological process of debunking the best or only pedagogy for dislodging conspiracies? Are all conspiracies irrational and/or unverifiable? To what extent, if at all, do today’s social media conspiracies differ from conspiracies in the past?
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33On 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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64Open Science, Philosophy and Peer ReviewEducational Philosophy and Theory 46 (3): 215-219. 2014.
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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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11New histories of capitalism: from delineation to critiqueEducational Philosophy and Theory 51 (14): 1399-1407. 2019.Volume 51, Issue 14, December 2019, Page 1399-1407.
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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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24New age spiritualism, mysticism, and far-right conspiracyEducational Philosophy and Theory 55 (14): 1608-1616. 2023.When the moon is in the Seventh HouseAnd Jupiter aligns with MarsThen peace will guide the planetsAnd love will steer the starsThis is the dawning of the age of Aquarius–‘The Age of Aquarius’, 5th...
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16Marshalling the Self: James D. Marshall as Educational PhilosopherEducational Philosophy and Theory 37 (3): 389-395. 2005.
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14Manifesto for the postcolonial universityEducational Philosophy and Theory 51 (2): 142-148. 2019.
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18Limiting the capacity for hate: Hate speech, hate groups and the philosophy of hateEducational Philosophy and Theory 54 (14): 2325-2330. 2022.On May 8, 2020, Antonio Guterres, United Nations Secretary-General warned on Twitter ‘the pandemic continues to unleash a tsunami of hate and xenophobia, scapegoating and scare-mongering’ ‘appealin...
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23Language-games philosophy: Language-games as rationality and methodEducational Philosophy and Theory 54 (12): 1929-1935. 2022.Rationality is a matter of making allowed moves within language games. Imagination creates the games that reason proceeds to play. Then, exemplified by people such as Plato and Newton, it keeps mod...
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46Lyotard, nihilism and educationStudies in Philosophy and Education 25 (4): 303-314. 2006.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 …Read more
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10Late Modernity from the Perspective of Girls’ EducationEducational Philosophy and Theory 47 (10): 997-1005. 2015.Late Modernity is one of those imprecise concertina concepts like postmodernity or indeed modernity itself that expands to fill the theoretical void. These concepts are very broad historical catego...
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50Love and social distancing in the time of Covid-19: The philosophy and literature of pandemicsEducational Philosophy and Theory 53 (8): 755-759. 2021.The next pandemic will erupt, not from the jungle, but from the disease factories of hospitals, refugee camps and cities. Wendy Orent, How Plagues Really Work,
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23Knowledge socialism: the rise of peer production - collegiality, collaboration, and collective intelligenceEducational Philosophy and Theory 53 (1): 1-9. 2019.The terms ‘knowledge economy’ and ‘knowledge capitalism’ have been used with increasing frequency since the 1990s as a way of describing the latest phase of capitalism in in the process of global r...
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65Kinds of thinking, styles of reasoningEducational Philosophy and Theory 39 (4). 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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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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17Kinds 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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5Je m'excuse, Monsieur Lyotard: Response to ClarkEducational Philosophy and Theory 38 (3): 407-410. 2006.
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