•  4
    Introduction to Symposium on Hubert Dreyfus' On the Internet
    Educational Philosophy and Theory 34 (4): 367-368. 2002.
  •  3
    Editorial
    Educational Philosophy and Theory 32 (2): 157-158. 2000.
  • Editorial
    Educational Philosophy and Theory 31 (2): 109-111. 1999.
  • Editorial
    Educational Philosophy and Theory 34 (4): 365-365. 2002.
  •  3
    Editorial
    Educational Philosophy and Theory 35 (1): 1-4. 2003.
  •  6
    Editorial
    Educational Philosophy and Theory 32 (3): 269-269. 2000.
  •  3
    Editorial
    Educational Philosophy and Theory 35 (2): 131-132. 2003.
  •  30
    Editorial
    Educational Philosophy and Theory 31 (2). 1999.
    Editor's Comment: One of the functions of the journal is to develop an awareness of its own history. These papers are online-only papers that discuss the first ten years of the journal going back to 1969. Every so often the journal publishes synoptic articles that take a broad approach to the beginning of the Society and the journal to treat major themes and topics. As one can clearly see EPAT published many of the luminaries that helped to shape the discipline
  •  33
    Editorial
    Educational Philosophy and Theory 32 (1). 2000.
    Editor's Comment: One of the functions of the journal is to develop an awareness of its own history. These papers are online-only papers that discuss the first ten years of the journal going back to 1969. Every so often the journal publishes synoptic articles that take a broad approach to the beginning of the Society and the journal to treat major themes and topics. As one can clearly see EPAT published many of the luminaries that helped to shape the discipline
  •  24
    After the subject: A response to MacKenzie
    with James Marshall
    Educational Philosophy and Theory 27 (1). 1995.
  • Why Foucault? New Directions in Educational Research (review)
    with Tina Besley
    Foucault Studies 144-147. 2009.
  •  19
    Information, Knowledge and Learning: Some Issues Facing Epistemology and Education in a Digital Age
    with Colin Lankshear and Michele Knobel
    Journal of Philosophy of Education 34 (1): 17-39. 2000.
    Philosophers of education have always been interested in epistemological issues. In their efforts to help inform educational theory and practice they have dealt extensively with concepts like knowledge, teaching, learning, thinking, understanding, belief, justification, theory, the disciplines, rationality and the like. Their inquiries have addressed issues about what kinds of knowledge are most important and worthwhile, and how knowledge and information might best be organised as curricular act…Read more
  •  6
    The future of teaching (edited book)
    with Xudong Zhu
    Brill. 2023.
    Teaching, born of the period of the ancient sages, developed as the moral art of living that introduced humanity to teaching as a moral pursuit, to the formation of value, to a moral and religious mode of being, and to a set of moral principles that have survived into the modern day. The idea that the 'future of teaching' represents a technological disruption of moral traditions of teaching and what teaching might become has become a serious concern for the current generation of philosophers in …Read more
  •  30
    The ethical academy? The university as an ethical system
    with Marek Tesar and Liz Jackson
    Educational Philosophy and Theory 53 (5): 419-425. 2021.
  •  47
    Wittgensteinian Pedagogics: Cavell on the Figure of the Child in the Investigations
    Studies in Philosophy and Education 20 (2): 125-138. 2001.
    This paper discusses Stanley Cavell's approach to the Investigations,focusing upon his essay – `Notes and Afterthoughts on the Opening ofWittgenstein's Investigations'. First, the paper investigates the waysin which Cavell makes central the figure and `voice' of the child to hisreading of the opening of the Investigations. Second, it argues thatCavell's Notes provides a basis for a Wittgensteinian pedagogics,for not only does it hold up the figure of the child as central to the Investigations …Read more
  •  8
    This book takes up, and takes seriously, the institutional sites and pedagogical investments of professional identity for college English teachers and examines how these site and investments both constitute and complicate the space of our politics.
  •  17
    Wittgenstein and post‐analytic philosophy of education: Rorty or Lyotard?
    Educational Philosophy and Theory 29 (2): 1-32. 1997.
    I was thinking about my philosophical work and saying to myself: ‘I destroy, I destroy, I destroy…’Context: The ‘linguistic turn’ of Western philosophy ; and correlatively, the decline of universalist discourses. The weariness with regard to ‘theory’, and the miserable slackening that goes along with it. The time has come to philosophize.…there is no danger of philosophy's ‘coming to an end’. Religion did not come to an end in the Enlightenment, nor painting in Impressionism. Even if the period …Read more
  •  55
    Wittgenstein and post‐analytic philosophy of education: Rorty or Lyotard?
    Educational Philosophy and Theory 29 (2). 1997.
    (1997). Wittgenstein and post‐analytic philosophy of education: Rorty or Lyotard? Educational Philosophy and Theory: Vol. 29, No. 2, pp. 1-32. doi: 10.1111/j.1469-5812.1997.tb00018.x
  •  7
    Cover -- Title -- Copyright -- Contents -- Citation Information -- Introduction -- 1 The Philosophy of Early Childhood: Examining the Cradle of the Evil, Rational and Free Child -- 2 Child-Rearing: On Government Intervention and the Discourse of Experts -- 3 Out of Place: Economic Imperialisms in Early Childhood Education -- 4 The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis? -- 5 Narrative Identity and Early Childhood Education -- 6 Global Crisis: Loc…Read more
  • School Choice and Social Justice (Harry Brighouse)
    Educational Philosophy and Theory 33 (1): 114-116. 2001.
  •  6
    Thinking Again or Thinking Differently?
    Educational Philosophy and Theory 32 (3): 335-338. 2000.
  •  17
    Response to Peter Roberts and Marek Tesar
    Educational Philosophy and Theory 48 (9). 2016.
  •  6
    Philosophy of Educational Research
    Educational Philosophy and Theory 34 (3): 357-360. 2002.
  •  17
    Postmodernism/Post‐structuralism
    with Kenneth Wain
    In Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education, Wiley-blackwell. 2002.
    This chapter contains sections titled: The Meanings of “Postmodernism” The Meanings of Post‐structuralism Education and the Politics of Post‐structuralism.
  •  10
    Philosophy and education: 'After' Wittgenstein (review)
    Studies in Philosophy and Education 14 (2-3): 313-328. 1995.