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128Reimagining the new pedagogical possibilities for universities post-Covid-19Educational Philosophy and Theory 1-44. forthcoming.Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...
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69Reimagining the new pedagogical possibilities for universities post-Covid-19: An EPAT Collective ProjectEducational Philosophy and Theory 54 (6): 717-760. 2022.
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50In this book we take the reader on a journey through the various curriculum reforms that have emerged in the USA around the idea of conducting education outdoors – through initiatives such as nature-study, camping education, adventure education, environmental education, experiential education and place based education. This is a historical journey with an underlying message for educators, one we are able to illuminate through the educational theories of John Dewey. Central to this message is a d…Read more
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47Learning Phenomenology with Heidegger: experiencing the phenomenological ‘starting point’ as the beginning of phenomenological researchEducational Philosophy and Theory 48 (5): 484-497. 2016.Phenomenology has been with us for many years, and yet grasping phenomenology remains a difficult task. Heidegger, too, experienced this difficulty and devoted much of his teaching to the challenge of working phenomenologically. This article draws on aspects of Heidegger’s commentary in progressing the teaching and learning of phenomenology, especially as this pertains to research in fields such as education. Central to this task is elucidation of what I believe to be the most important feature …Read more
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39From Human–Nature to Cultureplace in Education Via an Exploration of Unity and Relation in the Work of Peirce and DeweyStudies in Philosophy and Education 36 (4): 463-476. 2016.In outdoor education discourse the notion of relation is often employed to convey basic connections between humanity and nature as human–nature relationships, yet the sense of relation itself is rarely questioned. Drawing on the work of Peirce and Dewey, I explore the ramifications of a more nuanced understanding of relation, specifically how relation works with and within differing senses of unity. These ramifications have consequences for how we understand human–nature relationships, which I a…Read more
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31Heidegger's Philosophic Pedagogy – By M. EhrmantrautEducational Philosophy and Theory 44 (5): 571-575. 2012.Book review of Michael Ehrmantraut's (2010) Heidegger's Philosophic Pedagogy published by Continuum.
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30Education, Experience and Existence proposes a new way of understanding education that delves beneath the conflict, confusion and compromise that characterize its long history. At the heart of this new understanding is what John Dewey strove to expound: a coherent theory of experience. Dewey’s reputation as a pragmatist is well known, but where experience is concerned pragmatism is only half the story. The other half is phenomenological, as crafted by Martin Heidegger. Encompassing both is Charl…Read more
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18Education is inseparable from experience. Consequently, lack of a coherent philosophy of experience amounts to confusion in education. This confusion is evident in the curriculum history of outdoor education, although not only there. Dewey argues that confusion is the major characteristic of the educational situation generally, a situation that spans more than a century and continues today in the contemporary experiences of young people in middle school. Through a combination of participant obse…Read more
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16“How dare you!” When an ecological crisis is impacted by an educational crisis: Temporal insights via ArendtEducational Philosophy and Theory 55 (10): 1137-1147. 2023.In this paper we take as our starting point Greta Thunberg’s message to an audience of adults at a recent climate change summit: ‘This is all wrong. I shouldn’t be up here. I should be back in school on the other side of the ocean. Yet you all come to us young people for hope. How dare you!’ We take Thunberg at her word and endeavour to investigate what is wrong and how it might be wrong. Through this investigation we consider how education may be implicated in the problem to which Thunberg allu…Read more
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16A Deweyan positive education: psychology with philosophyOxford Review of Education 45 (6): 786-801. 2019.Dewey’s vision for schooling can perhaps be described as an early positive education, a term now attributed to programmes derived from positive psychology. Positive psychology’s goals for education share many of Dewey’s ideas about community-mindedness and the role of education in nurturing citizenship. Having emerged from positive psychology, however, current programmes under the umbrella of positive education differ in that they are grounded in science rather than philosophy and are sometimes …Read more
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12The Art of Education and the Work(ing) of Art: Theorizing Museum Educator PedagogiesJournal of Aesthetic Education 56 (1): 74-93. 2022.Museum education is a complex and specialized endeavour, even more so when involving partnerships with schools. In this paper, we engage with theories that support understanding of museum-educator pedagogies. Dewey's notion of occupations is explored as offering a better theorization of pedagogical possibilities than that available through ideas associated with identity. Museum-educator pedagogies shape occupations, as the coherence of interest-purpose-meaning. Such shaping is not a purely indiv…Read more
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11Not ‘democratic education’ but ‘democracy and education’: Reconsidering Dewey’s oft misunderstood introduction to the philosophy of educationEducational Philosophy and Theory 48 (10): 1013-1028. 2016.Of enduring interest to philosophers of education is the intimate connection Dewey draws between Democracy and Education in this now century-old seminal work. At first glance the connection may appear quite simple, with the two terms commonly combined today as ‘democratic education’. But there is significantly more to Dewey’s connection between democracy and education than ‘democratic education’ suggests. Evidence for this greater depth can be seen in Dewey’s choice of subtitle for his text: an …Read more
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6Beyond modernism and postmodernism in educational theory and practice: A marriage of groundsEducational Philosophy and Theory 50 (14): 1553-1554. 2018.
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4Theory and philosophy in education research: methodological dialogues (edited book)Routledge, Taylor & Francis Group. 2018.The issue of methodology is a fundamental concern for all who engage in educational research. Presenting a series of methodological dialogues between eminent education researchers including Michael Apple, Gert Biesta, Penny Enslin, John Hattie, Nel Noddings, Michael Peters, Richard Pring and Paul Smeyers, this book explores the ways in which they have chosen and developed research methods to style their investigations and frame their arguments. These dialogues address the specialized and technic…Read more
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John Dewey's conceptualisation of experienceIn S. J. Parry & Pete Allison (eds.), Experiential learning and outdoor education: traditions of practice and philosophical perspectives, Routledge, Taylor & Francis Group. 2020.
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University of MelbourneRegular Faculty
Parkville, Victoria, Australia
Areas of Interest
Continental Philosophy |