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564Philosophy of Education in a New Key: Who Remembers Greta Thunberg? Education and Environment after the CoronavirusEducational Philosophy and Theory 53 (14): 1421-1441. 2021.This paper explores relationships between environment and education after the Covid-19 pandemic through the lens of philosophy of education in a new key developed by Michael Peters and the Philosophy of Education Society of Australasia. The paper is collectively written by 15 authors who responded to the question: Who remembers Greta Thunberg? Their answers are classified into four main themes and corresponding sections. The first section, ‘As we bake the earth, let's try and bake it from scratc…Read more
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457Legitimation problems: Knowledge and education in the postmodern conditionIn Education and the Postmodern Condition, Bergin & Garvey. pp. 21--38. 1995.
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159Towards a philosophy of academic publishingEducational Philosophy and Theory 48 (14): 1401-1425. 2016.This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in t…Read more
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135AI and the future of humanity: ChatGPT-4, philosophy and education – Critical responsesEducational Philosophy and Theory. forthcoming.Michael A PetersBeijing Normal UniversityChatGPT is an AI chatbot released by OpenAI on November 30, 2022 and a ‘stable release’ on February 13, 2023. It belongs to OpenAI’s GPT-3 family (generativ...
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130Reimagining 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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130Education and the postmodern condition: Revisiting Jean-françois Lyotard (edited book)Journal of Philosophy of Education 29 (3). 1995.This paper re-examines Lyotard's notion of the postmodern condition in terms of its relevance and significance for education. The first section of the paper examines the Wittgensteinian role that Lyotard ascribes to philosophy in the postmodern condition. The second section, following Lyotard's discursive turn, locates the problem of the legitimation of education and knowledge in relation to capitalism. The final section provides a review of both Lyotard's responses to his critics and his reappr…Read more
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94Academic writing, genres and philosophyEducational Philosophy and Theory 40 (7): 819-831. 2008.This paper examines the underlying genres of philosophy focusing especially on their pedagogical forms to emphasize the materiality and historicity of genres, texts and writing. It focuses briefly on the history of the essay and its relation to the journal within the wider history of scientific communication, and comments on the standardized forms of academic writing and the issue of 'bad writing'.
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92Wittgenstein as Exile: A philosophical topographyEducational Philosophy and Theory 40 (5): 591-605. 2008.This paper argues that Wittgenstein considered himself an exile and indeed was a self‐imposed exile from his native Vienna; that this condition of exile is important for understanding Wittgenstein the man and his philosophy; and that exile as a condition has become both a central characteristic condition of late modernity (as much as alienation was for the era of industrial capitalism) and emblematic of literary modernism. The paper employs the notion of ‘exhilic thought’ as a central trope for …Read more
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84Richard Rorty: Education, Philosophy, and PoliticsRowman & Littlefield Publishers. 2001.This distinctive collection by scholars from around the world focuses upon the cultural, educational, and political significance of Richard Rorty's thought. The nine essays which comprise the collection examine a variety of related themes: Rorty's neopragmatism, his view of philosophy, his philosophy of education and culture, Rorty's comparison between Dewey and Foucault, his relation to postmodern theory, and, also his form of political liberalism
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70Reimagining 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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69Bio-informational capitalismThesis Eleven 110 (1): 98-111. 2012.This essay builds on the literatures on ‘biocapitalism’ and ‘informationalism’ (or ‘informational capitalism’) to develop the concept of ‘bio-informational capitalism’ in order to articulate an emergent form of capitalism that is self-renewing in the sense that it can change and renew the material basis for life and capital as well as program itself. Bio-informational capitalism applies and develops aspects of the new biology to informatics to create new organic forms of computing and self-repro…Read more
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66Response to Claudia Ruitenberg’s Review of Derrida, Deconstruction and the Politics of PedagogyStudies in Philosophy and Education 29 (1): 85-87. 2010.
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66The Refugee Crisis and The Right to Political AsylumEducational Philosophy and Theory 47 (13-14): 1367-1374. 2015.
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64Why is My Curriculum White?Educational Philosophy and Theory 47 (7): 641-646. 2015.You have to be careful, very careful, introducing the truth to the Black man who has never previously heard the truth about himself, his own kind, and the white man … The Black brother is so brainw...
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64Philosophy of education in a new key: Education for justice nowEducational Philosophy and Theory 54 (8): 1083-1098. 2022.Marianna PapastephanouUniversity of CyprusSince Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (reali...
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63Open Science, Philosophy and Peer ReviewEducational Philosophy and Theory 46 (3): 215-219. 2014.
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61Kinds of thinking, styles of reasoningEducational Philosophy and Theory 39 (4). 2007.There is no more central issue to education than thinking and reasoning. Certainly, such an emphasis chimes with the rationalist and cognitive deep structure of the Western educational tradition. The contemporary tendency reinforced by cognitive science is to treat thinking ahistorically and aculturally as though physiology, brain structure and human evolution are all there is to say about thinking that is worthwhile or educationally significant. The movement of critical thinking also tends to t…Read more
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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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56The end of neoliberal globalisation and the rise of authoritarian populismEducational Philosophy and Theory 50 (4): 323-325. 2018.
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56Three Forms of the Knowledge Economy: Learning, Creativity and OpennessBritish Journal of Educational Studies 58 (1): 67-88. 2010.This paper outlines and reviews three forms and associated discourses of the 'knowledge economy': the 'learning economy', based on the work of Bengt-Åke Lundvall; the 'creative economy' based on the work of Charles Landry, John Howkins and Richard Florida; and the 'open knowledge economy' based on the work of Yochai Benkler and others. Arguably, these three forms and discourses represent three recent related but different conceptions of the knowledge economy, each with clear significance and imp…Read more
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55Digital archives in the cloud: Collective memory, institutional histories and the politics of informationEducational Philosophy and Theory 51 (10): 1020-1029. 2018.The archive is a cultural institution that creates a framework for the social and collective memory and as such is one of the collection of knowledge institutions that not only preserves and classifies “texts” but uses them to re-create collective memory and sometimes to invent cultural histories. Like all knowledge institutions, the archive is also a construction deeply implicated in knowledge politics or what Foucault calls power/knowledge. In the past the archive has functioned as a central m…Read more
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55Wittgenstein and post‐analytic philosophy of education: Rorty or Lyotard?Educational Philosophy and Theory 29 (2). 1997.(1997). Wittgenstein and post‐analytic philosophy of education: Rorty or Lyotard? Educational Philosophy and Theory: Vol. 29, No. 2, pp. 1-32. doi: 10.1111/j.1469-5812.1997.tb00018.x
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53James D. Marshall: Philosopher of education interview with Michael A. PetersEducational Philosophy and Theory 37 (3). 2005.
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52Weinstein, sexual predation, and ‘Rape Culture’: Public pedagogies and Hashtag Internet activismEducational Philosophy and Theory 51 (5): 458-464. 2019.
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52Geophilosophy, education and the pedagogy of the conceptEducational Philosophy and Theory 36 (3). 2004.
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50Love and social distancing in the time of Covid-19: The philosophy and literature of pandemicsEducational Philosophy and Theory 53 (8): 755-759. 2021.The next pandemic will erupt, not from the jungle, but from the disease factories of hospitals, refugee camps and cities. Wendy Orent, How Plagues Really Work,
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University of GlasgowProfessor
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