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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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8Education and the Postmodern Condition (edited book)Bergin & Garvey. 1995.This collection of essays brings together a number of contributions on Lyotard's work made by philosophers, educationalists and sociologists around the special focus of education. Their intent is to examine Lyotard's notion of the postmodern condition and its relevance to education.
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31The long read: On the global relevance of the US electionsEducational Philosophy and Theory 54 (14): 2389-2408. 2022.At almost every election, Americans are inclined to say that this is the most consequential election in American history. 2020 is no exception. However, what is particularly remarkable about the No...
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136Reimagining 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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76Reimagining 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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12Making democracy safe for the world? Philosophy of war, peace and democracyEducational Philosophy and Theory 56 (3): 197-200. 2024.The list of causalities for wars in the twentieth and twenty-first centuries is horrendous with an estimated 187 million people dying in the period 1900 to the present day, with approximately 75 mi...
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10<I>The Last Book of Postmodernism comprises set of essays written on and about 'postmodernism' and education. It is written in an apocalyptic tone that treats themes of religion and spiritualism, drawing on poststructuralist sources of inspiration, to contrast the present 'postmodern condition' and the philosophical significance and historical influence of Nietzsche's statement 'God is dead.' The book considers the meaning of the 'end' of Christendom and the prospect of global spirituality. It…Read more
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33Academic Writing, Philosophy and Genre (edited book)Wiley-Blackwell. 2009.This book investigates how philosophical texts display a variety of literary forms and explores philosophical writing and the relation of philosophy to literature and reading. Discusses the many different philosophical genres that have developed, among them letters, the treatise, the confession, the meditation, the allegory, the essay, the soliloquy, the symposium, the consolation, the commentary, the disputation, and the dialogue Shows how these forms of philosophy have conditioned and become t…Read more
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42Derrida, deconstruction, and education: ethics of pedagogy and research (edited book)Blackwell. 2003.This book takes as a premise that Derrida is a profound educational thinker, who from the very beginning concerned himself with questions of pedagogy.
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Philosophy, genre, and academic writingIn Academic Writing, Philosophy, and Genre, Wiley-blackwell. 2009.
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Introduction: Fragments of thinking, thinking in systemsIn Academic Writing, Philosophy, and Genre, Wiley-blackwell. 2009.
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1Introduction: Thinking in fragments; thinking in systemsIn Academic Writing, Philosophy and Genre, Wiley-blackwell. 2009.
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59Derrida, Deconstruction, and the Politics of PedagogyPeter Lang. 2009.With an up-to-date synopsis, review, and critique of his writings, this book demonstrates Derrida's almost singular power to reconceptualize and reimagine the ...
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18Introduction: education, philosophy and politics -- Writing the self: Wittgenstein, confession and pedagogy -- Nietzsche, nihilism and the critique of modernity: post-Nietzschean philosophy of education -- Heidegger, education and modernity -- Truth-telling as an educational practice of the self: Foucault and the ethics of subjectivity -- Neoliberal governmentality: Foucault on the birth of biopolitics -- Lyotard, nihilism and education -- Gilles Deleuze's 'societies of control': from disciplina…Read more
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24Philosophy of education in a new key: Publicness, social justice, and education; a South-North conversationEducational Philosophy and Theory 54 (8): 1216-1233. 2022.Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, but always reaches beyond such particular desires to…Read more
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23The Philosophy of Education as the Economy and Ecology of Pedagogical KnowledgeStudies in Philosophy and Education 34 (6): 651-664. 2015.What does reflection on educational theory and education today actually aim at, if theory and practice can no longer be formulated as a unity? This article describes the German discourse of educational philosophy and outlines its critical view discussing the “limits of understanding subjectivity”. In the following parts it is argued that the philosophy of education of the future will encompass an “economy” as well as an “ecology” of pedagogical or educational knowledge. Here, analyses of contemp…Read more
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29Towards Intercultural Philosophy of EducationStudies in Philosophy and Education 34 (6): 635-649. 2015.In this paper, we propose an understanding of philosophy of education as cultural and intercultural work and philosophers of education as cultural and intercultural workers. In our view, the discipline of philosophy of education in North America is currently suffering from measures of insularity and singularity. It is vital that we justly and respectfully engage with and expand our knowledge and understanding of sets of conceptual and life-practice resources, and honor and learn from diverse his…Read more
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17Sonorous Voice and Feminist Teaching: Lessons from CavareroStudies in Philosophy and Education 34 (6): 587-602. 2015.I claim that Adriana Cavarero’s concept of sonorous voice is significant in feminist teaching because, as she argues, dominant concepts of voice refer to voice in semantic terms thereby discounting voice in sonorous terms. This process of ‘devocalization’, spanning the history of Western philosophy, devalues the uniqueness embodied in each sonorous voice effecting a bias against female-sounding voices. In light of women’s history and experience of being silenced, this devaluing of sonorous voice…Read more
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23Professionalization of the University and the Profession as Macintyrean PracticeStudies in Philosophy and Education 34 (6): 551-564. 2015.Since the nineteenth century, the debate around the process of professionalization of higher education has been characterized by two extreme positions. For some critics the process carries the risks of instrumentalizing knowledge and of leading the university to succumb under the demands of the market or the state; for other theorists it represents a concrete opportunity for the university to open up to the real needs of society and for reorienting theoretical and fragmented disciplines towards …Read more
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29Movement, Memory and Mathematics: Henri Bergson and the Ontology of LearningStudies in Philosophy and Education 34 (6): 565-585. 2015.Using the work of philosopher Henri Bergson to examine the nature of movement and memory, this article contributes to recent research on the role of the body in learning mathematics. Our aim in this paper is to introduce the ideas of Bergson and to show how these ideas shed light on mathematics classroom activity. Bergson’s monist philosophy provides a framework for understanding the materiality of both bodies and mathematical concepts. We discuss two case studies of classrooms to show how the m…Read more
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50‘It was the Best of Times, it was the Worst of Times …’: Philosophy of Education in the Contemporary WorldStudies in Philosophy and Education 34 (6): 623-634. 2015.This article considers the state of philosophy of education in our current age and assesses prospects for the future of the field. I argue that as philosophers of education, we live in both the best of times and the worst of times. Developments in one key organisation, the Philosophy of Education Society of Australasia, are examined in relation to broader international trends. Informed by the work of Pierre Hadot, I also reflect on what it might mean to talk of philosophy of education as a way o…Read more
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8Drawing upon both Western and indigenous philosophies, this book engages with the indigenous self s relationship with objects around them, and how this has changed due to colonisation through a metaphysics of presence. Chapters explore the portrayal of the self in the West, examining key philosophers from Heraclitus to Heidegger and combining important theoretical ideas alongside key events which produced a greater reliance on visibility and appearance in the classroom, and in the language of ed…Read more
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1Heidegger and Executive Education: The Management of TimeRoutledge. 2017.Introduction -- The false necessity of executive orders -- Death and the executionless-execution -- Anxiety is nothing -- No time for boredom -- The gods of technology -- Being mindful of history -- The event of appropriation -- Ideal romantic remainders -- Considerations.
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23Authenticity in Education: From Narcissism and Freedom to the Messy Interplay of Self-Exploration and Acceptable TensionStudies in Philosophy and Education 34 (6): 603-618. 2015.The problem with authenticity—the idea of being “true to one’s self”—is that its somewhat checkered reputation garners a complete range of favorable and unfavorable reactions. In educational settings, authenticity is lauded as one of the top two traits students desire in their teachers. Yet, authenticity is criticized for its tendency towards narcissism and self-entitlement. So, is authenticity a good or a bad thing? The purpose of this article is to develop an intimate understanding of authenti…Read more
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1Radical schooling for democracy: Engaging philosophy of education for the public good (edited book)Routledge. 2017.Radical Schooling for Democracyproposes that formal education around the world has a serious philosophical weakness: as the ideology of neoliberalism increasingly dominates economic and as a consequence, educational and social life, formal education has adopted a narrow, rational and economic purpose for all students. Hooley argues that, under these circumstances, schooling is inherently frustrating and alienating for vast numbers of children as they are systematically removed from the big ideas…Read more
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32Alternative Futures and Future Alternatives for the Philosophy of Education: Introduction to the SymposiumStudies in Philosophy and Education 34 (6): 619-621. 2015.
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Educational philosophy and post-apocalyptic survivalIn Educational philosophy and post-apocalyptical survival, Routledge, Taylor & Francis Group. 2023.
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Postscript : zombie education and culture in the global apocalypse : pdagogies of the walking deadIn Educational philosophy and post-apocalyptical survival, Routledge, Taylor & Francis Group. 2023.
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The armageddon club : education for the future of humanityIn Educational philosophy and post-apocalyptical survival, Routledge, Taylor & Francis Group. 2023.
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University of GlasgowProfessor
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