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1Postfoundationalist 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
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6Naming the multiple: poststructuralism and education (edited book)Bergin & Garvey. 1998.Poststructuralism--as a name for a mode of thinking, a style of philosophizing, a kind of writing--has exercised a profound influence upon contemporary Western thought and the institution of the university. As a French and predominantly Parisian affair, poststructuralism is inseparable from the intellectual milieu of postwar France, a world dominated by Alexandre Kojève's and Jean Hyppolite's interpretations of Hegel, Jacques Lacan's reading of Freud, Gaston Bachelard's epistemology, George Cang…Read more
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5Social governance, education and socialist rule of law in ChinaEducational Philosophy and Theory 51 (7): 670-673. 2019.
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21Contemporary Chinese Marxism: Basic research orientationsEducational Philosophy and Theory 54 (11): 1740-1753. 2022.Chengbing WangShanxi University, Taiyuan, ChinaMichael A. PetersBeijing Normal University, Beijing, ChinaContemporary Chinese Marxism is not only an important theory in the humanities and social sc...
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2Bakhtin 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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15‘Intelligent capitalism’ and the disappearance of labour: Whitherto education?Educational Philosophy and Theory 51 (8): 757-766. 2018.This speculative paper enquires into the discourse of the ‘end of labour’ or ‘disappearance of labour’ as a result of the development of ‘intelligent capitalism’ clearly seen in ‘intelligent manufacturing’ systems that are now pursued and developed as Industry 4.0 strategy in East Asia, Germany and others parts of the world. When ‘intelligent capitalism’ becomes the norm rather the exception what happens to labour as a factor of production and what happens to economy and society based on capital…Read more
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6Introduction for the special issue on Contemporary Chinese Marxist social outlook and philosophy of educationEducational Philosophy and Theory 55 (8): 897-902. 2023.Contemporary Chinese Marxist Social Outlook and Philosophy of Education is the second of two special issues organized by the Journal of Educational Philosophy and Theory (EPAT).The first special is...
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10Contemporary Chinese Marxism: Disciplines, teaching platforms and status quo of basic academic researchEducational Philosophy and Theory 55 (8): 877-887. 2023.In terms of its academic status, Marxism is the most important and unique research field in contemporary Chinese humanities and social sciences. And with respect to its role, Marxism has an incompa...
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13Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African UniversitiesTandf: Educational Philosophy and Theory 1-14. forthcoming..
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12Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African universitiesEducational Philosophy and Theory 54 (8): 1099-1112. 2022.
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18Philosophy of education in a new key: Reflection on higher education in IranEducational Philosophy and Theory 54 (8): 1198-1215. 2022.This collective article discusses the philosophy of modern higher education in Iran, which in this case, optimistically, its history dates back to the founding of Dār al-fonūn —if we consider Dār al-fonūn as a university. Otherwise, its origin can be traced back to the University of Tehran. Central to this article is the emphasis on the lack of philosophy of higher education in Iran. Therefore, most of the criticisms in front of us are related to the internal inconsistency in the Iranian higher …Read more
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18Infanticides: The unspoken side of infantologiesEducational Philosophy and Theory 1-15. forthcoming.
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8Heralding ideas of well-being: A philosophical perspectiveEducational Philosophy and Theory 52 (9): 923-927. 2020.Volume 52, Issue 9, August 2020, Page 923-927.
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15Philosophy of education in a new key: On radicalization and violent extremismEducational Philosophy and Theory 54 (8): 1162-1177. 2022.This collective paper on radicalization and violent extremism part of the ‘Philosophy of education in a new key’ initiative by Educational Philosophy and Theory brings together some of the leading contemporary scholars writing on the most pressing epistemological, ethical, political and educational issues facing post-9/11 scholarship on radicalization and violent extremism. Its overall aim is to move beyond the ‘conventional wisdom’ associated with this area of scholarly research best represente…Read more
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4Mind the gap: infilling Stiegler’s philosophico-educational approach to social innovationEducational Philosophy and Theory 48 (14): 1452-1463. 2016.According to Bernard Stiegler, social innovations in the educational field are an antidotical cure for social pathologies wrought by the digitalisation of society. This article explores how Stiegler’s social pharmacology links to the human-technical co-constitution thesis that he first expounded in Technics and Time, 1. Not only do we identify in the Stieglerian corpus a lack of conceptual clarity about social innovation, but also problems in the anthropo-philosophy on which this latter work res…Read more
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7In Vino Veritas: In Wine the TruthJournal of Aesthetic Education 45 (3): 114-117. 2011.For sensible men I prepare only three kraters: one for health (which they drink first), the second for love and pleasure, and the third for sleep. After the third one is drained, wise men go home. The fourth krater is not mine any more—it belongs to bad behaviour; the fifth is for shouting; the sixth is for rudeness and insults; the seventh is for fights; the eighth is for breaking the furniture; the ninth is for depression; the tenth is for madness and unconsciousness. The collection Questions …Read more
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28Writing the self: Wittgenstein, confession and pedagogyJournal of Philosophy of Education 34 (2). 2000.In this paper I investigate ‘the confessional’ as an aspect of Wittgenstein's style both as a mode of philosophising and as a mode of ‘writing the self’, tied explicitly to pedagogical practices. There are strong links between Wittgenstein's confessional mode of philosophising and his life—for him philosophy is a way of life —and interesting theoretical connections between confessional practices and pedagogy, usefully explored in the writings of the French philosopher, Michel Foucault. The Inves…Read more
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5Weinstein, sexual predation, and ‘Rape Culture’: Public pedagogies and Hashtag Internet activismEducational Philosophy and Theory 51 (5): 458-464. 2019.
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7White supremacism: The tragedy of CharlottesvilleEducational Philosophy and Theory 49 (14): 1309-1312. 2017.
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3Wittgenstein, Nāgārjuna and relational quantum mechanicsEducational Philosophy and Theory 54 (12): 1942-1951. 2022.My propositions serve as elucidations in this way: he who understands me eventually recognises them as nonsensical, when he has used them – as steps – to climb up over them. (He must, so to speak,...
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12Video ethics in educational research involving children: Literature review and critical discussionEducational Philosophy and Theory 53 (9): 863-880. 2021.Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research (such as photovoice and video) especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy (Brill) that was established in 2016. The paper is the result of a collective writing process…Read more
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1Wittgenstein, mysticism and the ‘religious point of view’: ‘Whereof one cannot speak, thereof one must be silent’Educational Philosophy and Theory 54 (12): 1952-1959. 2022.The religious and spiritual aspects of Wittgenstein, his understanding of ‘das mystiche’ and his philosophy understood against the background of German mysticism has been commented on by authors to...
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8Why is My Curriculum White?Educational Philosophy and Theory 47 (7): 641-646. 2015.You have to be careful, very careful, introducing the truth to the Black man who has never previously heard the truth about himself, his own kind, and the white man … The Black brother is so brainw...
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1Wittgenstein’s Education: 'A Picture Held Us Captive’Springer Singapore. 2018.Dedicated to educators who are not philosophy specialists, this book offers an overview of the connections between Wittgenstein’s later philosophy and his own training and practice as an educator. Arguing for the centrality of education to Wittgenstein’s life and works, the authors resist any reduction of Wittgenstein’s philosophy to remarks on pedagogy while addressing the current controversy surrounding the role of training in the enculturation process. Significant events in his education and …Read more
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4Wittgenstein/Foucault/anti-philosophy: Contingency, community, and the ethics of self-cultivationEducational Philosophy and Theory 54 (10): 1495-1500. 2022.A number of scholars have noted parallels and covergences between Wittgenstein and Foucault.1 Both thinkers focused on accounts of language and discourse as a means for understanding the social wor...
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7Wittgenstein and the ethics of suicide. Homosexuality and Jewish self-hatred in fin de siècle ViennaEducational Philosophy and Theory 51 (10): 981-990. 2019.Volume 51, Issue 10, September 2019, Page 981-990.
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