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Michael Peters

Beijing Normal UniversityUniversity of Glasgow
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 More details
  • Beijing Normal University
    Huiyan International College
    Distinguished Professor
  • University of Glasgow
    Professor
  • University of Illinois, Urbana-Champaign
    Policy
    Professor
  • University of Waikato
    Wilf Malcolm Research Centre
    Regular Faculty
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  • All publications (426)
  •  83
    Infantologies. An EPAT collective writing project
    with E. Jayne White, Marek Tesar, Andrew Gibbons, Sonja Arndt, Niina Rutanen, Sheila Degotardi, Andi Salamon, Kim Browne, Bridgette Redder, Jennifer Charteris, Kiri Gould, Alison Warren, Andrea Delaune, Olivera Kamenarac, Nina Hood, and Sean Sturm
    Educational Philosophy and Theory 1-19. forthcoming.
    Infantologies is a collective writing project designed to express and summarise important ideas, approaches and forms of advocacy in a short and condensed method, in order to present a network of d...
    Philosophy of Education
  •  130
    Higher learning, greater good: The private and social benefits of higher education – by W. W. McMahon
    Educational Philosophy and Theory 42 (4): 504-506. 2010.
    No Abstract
    Philosophy of Higher Education
  •  140
    Human Brain Project; Blue Brain; Virtual Brain
    Educational Philosophy and Theory 45 (8): 817-820. 2013.
    No abstract
  •  71
    Hayek as classical liberal public intellectual: Neoliberalism, the privatization of public discourse and the future of democracy
    Educational Philosophy and Theory 54 (5): 443-449. 2022.
    F.A. Hayek (1889–1962) was an intellectual who, driven by state phobia and the fear of totalitarianism established the Mont Pèlerin Society (MPS) in 1947, with Karl Popper, Frank Knight, Ludwig von...
    Philosophy of Education
  •  91
    Hell as education: From place to state of being? Hell, Hades, Tartarus, Gehinnom
    Educational Philosophy and Theory 53 (4): 320-322. 2021.
    .
    Philosophy of Education
  •  135
    Global university rankings: Metrics, performance, governance
    Educational Philosophy and Theory 51 (1): 5-13. 2017.
    Philosophy of Education
  •  126
    5G transformational advanced wireless futures
    with Tina Besley
    Educational Philosophy and Theory 53 (9): 847-851. 2021.
    It may seem strange to have what amounts to a technology report, The Transformational Impact of 5G: Proceedings of a Workshop in Brief (2019)1 as central to an editorial in Educational Philosophy a...
    Philosophy of Education
  •  153
    Geophilosophy, education and the pedagogy of the concept
    Educational Philosophy and Theory 36 (3). 2004.
    Philosophy of Education
  •  85
    Global Britain’: The China challenge and Post-Brexit Britain as a ‘science superpower
    Educational Philosophy and Theory 55 (8): 871-876. 2023.
    The British PM Boris Johnson is impressed with the way British science ‘liberated’ the public from Covid-19. He is reported as indicating that never before has the British people owed so much to sc...
    Philosophy of Education
  •  106
    Giorgio Agamben’s Homo Sacer Project
    Educational Philosophy and Theory 46 (4): 327-333. 2014.
    Philosophy of Education
  •  86
    From the ‘Yellow Peril’ to the ‘Asian Century’
    Educational Philosophy and Theory 55 (9): 983-989. 2023.
    The History of the World travels from East to West for Europe is absolutely the end of History, Asia the Beginning (Hegel, 1956, p. 103).In 1721 Christian Wolff gave a lecture on Confucius at Halle...
    Philosophy of Education
  •  69
    Educational Web Science
    Educational Philosophy and Theory 48 (11). 2016.
    Philosophy of Education
  •  91
    Editorial: The Emergence of the Global Science System and the Promise of Openness
    Educational Philosophy and Theory 43 (10): 1013-1019. 2011.
    (2011). Editorial: The Emergence of the Global Science System and the Promise of Openness. Educational Philosophy and Theory: Vol. 43, No. 10, pp. 1013-1019
    Philosophy of Education
  •  102
    Educational Research and the Philosophy of Context
    Educational Philosophy and Theory 44 (8): 793-800. 2012.
    Philosophy of Education
  •  107
    Education policy research and the global knowledge economy
    Educational Philosophy and Theory 34 (1). 2002.
    Knowledge is and will be produced in order to be sold; it is and will be consumed in order to be valorised in a new production: in both cases, the goal is exchange.We live in a social universe in which the formation, circulation, and utilization of knowledge presents a fundamental problem.If the accumulation of capital has been an essential feature of our society, the accumulation of knowledge has not been any less so.Now, the exercise, production, and accumulation of this knowledge cannot be di…Read more
    Knowledge is and will be produced in order to be sold; it is and will be consumed in order to be valorised in a new production: in both cases, the goal is exchange.We live in a social universe in which the formation, circulation, and utilization of knowledge presents a fundamental problem.If the accumulation of capital has been an essential feature of our society, the accumulation of knowledge has not been any less so.Now, the exercise, production, and accumulation of this knowledge cannot be dissociated from the mechanisms of power; complex relations exist which must be analysed
    Philosophy of Education
  •  90
    Educational philosophies of self-cultivation: Chinese humanism
    Educational Philosophy and Theory 54 (11): 1720-1726. 2022.
    Educational philosophies of self-cultivation as the foundation and cultural ethos for education have a strong and historically effective tradition stretching back to antiquity in the classical ‘cra...
    Philosophy of Education
  •  82
    Editorial: Educational Philosophy and Theory: Celebrating the first 10 years
    Educational Philosophy and Theory 44 (10). 2012.
    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
    Philosophy of Education
  •  51
    Educational philosophy and post-apocalyptic survival
    Educational Philosophy and Theory 55 (10): 1065-1068. 2023.
    The world faces a triple apocalypse: the Russian invasion of Ukraine, the huge unnecessary loss of life and the disastrous prospect of a limited ‘tactical’ nuclear war; the Covid pandemic that has...
    Philosophy of Education
  •  117
    Educational philosophy and theory at the turn of the century
    Educational Philosophy and Theory 31 (1). 1999.
    Philosophy of Education
  •  63
    Ecologies of fire
    Educational Philosophy and Theory 53 (13): 1307-1310. 2021.
    .
    Philosophy of Education
  •  137
    Education in a post-truth world
    Educational Philosophy and Theory 49 (6). 2017.
    Philosophy of Education
  •  168
    Editorial: Heidegger, Phenomenology, Education
    Educational Philosophy and Theory 41 (1): 1-6. 2009.
    Philosophy of EducationMartin Heidegger
  •  69
    Education for ecological democracy
    Educational Philosophy and Theory 49 (10): 941-945. 2017.
    Philosophy of Education
  •  106
    Editorial: Festschrift: Essays in honour of James D. Marshall
    with Paul Smeyers
    Educational Philosophy and Theory 37 (3). 2005.
    Philosophy of Education
  •  111
    Education, Dialogue and Interculturalism: New directions and contexts
    with Tina Besley
    Educational Philosophy and Theory 44 (9): 909-912. 2012.
    Philosophy of Education
  •  113
    Education, Creativity and the Economy of Passions: New Forms of Educational Capitalism
    Thesis Eleven 96 (1): 40-63. 2009.
    This article reviews claims for creativity in the economy and in education distinguishing two accounts: 'personal anarcho-aesthetics' and 'the design principle'. The first emerges in the psychological literature from sources in the Romantic Movement emphasizing the creative genius and the way in which creativity emerges from deep subconscious processes, involves the imagination, is anchored in the passions, cannot be directed and is beyond the rational control of the individual. This account has…Read more
    This article reviews claims for creativity in the economy and in education distinguishing two accounts: 'personal anarcho-aesthetics' and 'the design principle'. The first emerges in the psychological literature from sources in the Romantic Movement emphasizing the creative genius and the way in which creativity emerges from deep subconscious processes, involves the imagination, is anchored in the passions, cannot be directed and is beyond the rational control of the individual. This account has a close fit to business as a form of 'brainstorming', 'mind-mapping' or 'strategic planning', and is closely associated with the figure of the risk-taking entrepreneur. By contrast, 'the design principle' is both relational and social and surfaces in related ideas of 'social capital', 'situated learning', and 'P2P' (peer-to-peer) accounts of commons-based peer production. It is seen to be a product of social and networked environments — rich semiotic and intelligent environments in which everything speaks. The article traces the genealogies of these two contrasting accounts of creativity and their significance for educational practice before showing how both notions are strongly connected in accounts of new forms of capitalism that require a rethinking of the notion of creativity and its place in schools and institutions of higher education. The article begins by providing a context in terms of a history of the knowledge economy and the historical tendency toward aesthetic or designer capitalism
  •  139
    Education as philosophies of engagement
    with Tina Besley and Jayne White
    Educational Philosophy and Theory 50 (5): 444-447. 2018.
    This is Introduction to the PESA conference 2014 held in Hamilton, NZ, is devoted to the conference theme of ‘Education as philosophies of engagement’. We provide a brief analysis of the modern history of ‘philosophies of engagement’ since the Second World War examining the notion of socially responsible writing and teaching.
    Philosophy of Education
  •  28
    Editorial
    Educational Philosophy and Theory 37 (6): 781-783. 2005.
  •  93
    Editorial
    Educational Philosophy and Theory 40 (2). 2008.
    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
    Philosophy of Education
  •  37
    Editorial
    Educational Philosophy and Theory 43 (7): 701-705. 2011.
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