•  112
    This volume offers a critical appreciation of the work of 16 leading curriculum theorists through critical expositions of their writings. Written by a leading name in Curriculum Studies, the book includes a balance of established curriculum thinkers and contemporary curriculum analysts from education as well as philosophy, sociology and psychology. With theorists from the UK, the US and Europe, there is also a spread of political perspectives from radical conservatism through liberalism to socia…Read more
  •  110
    Critical realism and empirical research methods in education
    Journal of Philosophy of Education 39 (4). 2005.
    In the light of recent writings of Richard Pring, and in relation to the application of empirical research methods in education, this paper offers a corrective to a neo-realist viewpoint and develops a critical realist perspective. The argument is made that the deployment of empirical research methods needs to be underpinned by a meta-theory embracing epistemological and ontological elements; that this meta-theory does not commit one to the view that absolute knowledge of the social world is pos…Read more
  •  61
    Supplement: on the work of david hume
    Angelaki 16 (2): 181-188. 2011.
    In this supplement to a work co-authored with André Cresson, David Hume, sa vie, son œuvre, left untranslated until now, Deleuze lays the groundwork for what he will later develop as an “ethics without morality.” Contrary to morality, ethics engenders its general rule for action out of the immanence that grants it the power to affect and to be affected, that is, to increase or decrease its capacity to compose new empowering relations between beings, and between beings and the world. The power to…Read more
  •  44
    Learning from Six Philosophers (review)
    Review of Metaphysics 57 (3): 603-605. 2004.
    Mostly what Bennett learns from these six philosophers is not their positive doctrines. Rather, his learning takes the form of reconstruction and analysis of what he deems to be otherwise incorrect views. A good example is found in his treatment of Berkeley’s attack on the conceptual defects of materialism. On Bennett’s analysis Berkeley’s case rests on a flawed theory of representation, but Bennett sticks with Berkeley nonetheless. We see the same kind of learning in his excellent chapter 29 on…Read more
  •  35
    Anti-Oedipus: A Practical Metaphysics?
    The European Legacy 14 (4): 463-466. 2009.
    No abstract
  •  29
    How Do We Recognise Deleuze and Simondon Are Spinozists?
    Deleuze and Guatarri Studies 11 (4): 555-579. 2017.
    While typically unapologetic in expressing admiration, notably Gilles Deleuze admits his concern one time, in passing, that Gilbert Simondon's thought might hide a pernicious kind of ‘disguised moralism’, in which the form of the transcendent lurks, the enemy of the philosophy of immanence. Might there in fact be an ulterior motive in Deleuze's concern? But might this potential critique invite its own reversal? That is, might Deleuze's accusation be in fact a strategy for teasing out what, perha…Read more
  •  28
    Merleau-Ponty et Deleuze demandent « Qu’est-ce que la philosophie? »La naïveté de la pensée et l’innocence de la questionLa philosophie doit reconnaître que son obligation pressante à l’égard de « l’histoire souterraine du problème du monde » implique qu’elle affronte les conditions de sa propre détermination. En d’autres termes, l’historicité de la philosophie est l’histoire du « monde » en tant qu’il devient problématique. Mais ce devenir problématique « n’appartient pas à l’histoire ». Dans l…Read more
  •  28
    Teaching Poor Ethnic Minority Students: A Critical Realist Interpretation of Disempowerment
    with Areti Stylianou
    British Journal of Educational Studies 66 (1): 69-85. 2018.
  •  25
    Merleau-Ponty And Deleuze Ask “What Is Philosophy?”
    Chiasmi International 13 259-283. 2011.
    Merleau-Ponty et Deleuze demandent « Qu’est-ce que la philosophie? »La naïveté de la pensée et l’innocence de la questionLa philosophie doit reconnaître que son obligation pressante à l’égard de « l’histoire souterraine du problème du monde » implique qu’elle affronte les conditions de sa propre détermination. En d’autres termes, l’historicité (Geschichte) de la philosophie est l’histoire du « monde » en tant qu’il devient problématique. Mais ce devenir problématique « n’appartient pas à l’histo…Read more
  •  20
    Leviathan and the Wars of the Three Kingdoms
    with Sarah Mortimer
    Journal of the History of Ideas 76 (2): 259-270. 2015.
  •  16
    Learning from Six Philosophers (review)
    Review of Metaphysics 57 (4): 828-830. 2004.
    Claiming to learn something from a philosopher can be fraught with difficulty. I may dispute your claim that Descartes taught you the tenability of voluntarism because I dispute the tenability of Descartes’s voluntarism: I just don’t think it is there to be learned. The idea of learning from a philosopher becomes even more charged given that what one learns is in some sense relative to what one already holds true. What Jonathan Bennett learns from Descartes, Spinoza, Leibniz, and from the empiri…Read more
  •  13
    Introduction and initial thoughts -- Critical realism and empirical research methods in education -- Resolving the quantitative-qualitative divide -- Epistemic relativism, ontological realism, and the possibility of judgemental rationality -- Educational judgements : epistemic, parasitic and external criteria -- Judgemental rationality -- Empirical indicators and causal narratives -- Structure and agency : key ontological concepts -- Educational critique -- Arbitrary and non-arbitrary knowledge.
  •  10
    Refugees in Higher Education: Debate, Discourse and Practice
    British Journal of Educational Studies 68 (4): 507-508. 2020.
  •  8
    Disarming causation in the service of agency: Tallis on Hume
    Human Affairs 32 (4): 373-388. 2022.
    I argue that, in his effort to overcome causation as an obstacle to agency or free will, Raymond Tallis’ self-described “Humean” re-working of David Hume’s analysis of causation falters on historicotextual and conceptual grounds.
  • Politicised Knowledge for Depoliticised Times: Knowledge, Power and Learning
    with Carrie Paechter, Margaret Preedy, and Janet Soler
    British Journal of Educational Studies 50 (4): 507-510. 2002.