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6No abstract available.
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3No abstract available.
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5No abstract available.
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7This paper discusses the notion of ecopoetics in relation to the work of Martin Heidegger and his concept of dwelling. Our aim, broadly stated, is to respond to the question: "What frame of mind could bring about sustainability - and how might we develop it?" In the first part of the paper, we comment on Jonathan Bate's notion of ecopoetics and his discussion of Heidegger. Crucial here is the question of whether we can ever approach Nature in an non-ideological way or are all attempts to capture…Read more
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1In an interview a year before his death, Foucault confessed that his real quarry was not an investigation of power but rather the history of the ways in which human beings are constituted as subjects; a process that involved power relations as an integral aspect of the production of discourses involving truths. His work dealt with three modes of objectification in our culture that transform human beings into subjects: modes of inquiry which try to give themselves the status of the sciences; the …Read more
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6I ought to be no more than a mirror, in which my reader can see his own thinking with all its deformities so that, helped in this way, he can put it right. Wittgenstein, Culture and Value, p.18e How much we are doing is changing the style of thinking and how much I'm doing is changing the style of thinking and how much I'm doing is persuading people to change their style of thinking. Wittgenstein, Lectures and Conversations, p. 28.
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1The "new Wittgenstein" coalesces around a series of common interpretive protocols: Wittgenstein is not advancing theories in metaphysics but employing a therapeutic method; he is helping us to work free of the confusions that become evident when we begin to philosophize; at the same time, Wittgenstein is disabusing us of the notion that we can stand outside language and command an external view, and; that such an external view is both necessary and possible for grasping the essence of thought an…Read more
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Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses (William Pinar, William M. Reynolds, Patrick Slattery and Peter M. Taubman) (review)Educational Philosophy and Theory 31 254-258. 1999.
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Deranging the Investigations: Cavell on the figure of the childEducational Philosophy and Theory 21 88-96. 2000.
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1Political philosophy of theatre: The experience of avant-garde and Black theatreLinguistic and Philosophical Investigations 9 17-35. 2010.
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9Historizing Subjectivity in Childhood StudiesLinguistic and Philosophical Investigations 11 42-61. 2012.Historizing Subjectivity in Childhood Studies
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3Living in the Eschata: The End of Christendom and Prospects for a Global SpiritualismAnalysis and Metaphysics 8 11-29. 2009.
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1Intercultural understanding, ethnocentrism and western forms of dialogueAnalysis and Metaphysics 10 81-100. 2011.
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1Derrida as a profound humanistIn Derrida, Deconstruction, and the Politics of Pedagogy, Peter Lang. 2009.
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511 Humanism, Derrida, and the new humanitiesIn Gert Biesta & Denise Egéa-Kuehne (eds.), Derrida & education, Routledge. pp. 10--209. 2001.
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3From knowledge to information : Virtual classrooms or automated diploma Mills?In John R. Dakers (ed.), Defining Technological Literacy: Towards an Epistemological Framework, Palgrave-macmillan. pp. 297. 2006.
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Emancipation, Education and Philosophies of History: Jean-François Lyotard and cultural differenceIn Pradeep Ajit Dhillon & Paul Standish (eds.), Lyotard: just education, Routledge. pp. 23--35. 2000.
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40Philosophy of education in a new key: A ‘Covid Collective’ of the Philosophy of Education Society of Great Britain (PESGB)Educational Philosophy and Theory 53 (12): 1215-1228. 2021.This article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB (Philosophy of Education Society of Great Britain). When asked to reflect on questions concerning the Philosophy of Education in a New Key in May 2020, it was unsurprising that the effects of the coronavirus pandemic on society and on education were foremost in our minds. We wanted to consider important philosophical and educational questions raised by the pandemic, while acknowledgi…Read more
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University of GlasgowProfessor
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Philosophical Traditions |