-
1044Climate change and educationEducational Philosophy and Theory 52 (5): 492-507. 2019.Understanding climate change is becoming an urgent requirement for those in education. The normative values of education have long been closely aligned with the global, modernised world. The industrial model has underpinned the hidden and overt curriculum. Increasingly though, a new eco-centric orientation to economics, technology, and social organisation is beginning to shape up the post-carbon world. Unless education is up to date with the issues of climate change, the estate of education will…Read more
-
650Heidegger and Stiegler on failure and technologyEducational Philosophy and Theory 52 (4): 361-375. 2020.Heidegger argues that modern technology is quantifiably different from all earlier periods because of a shift in ethos from in situ craftwork to globalised production and storage at the behest of consumerism. He argues that this shift in technology has fundamentally shaped our epistemology, and it is almost impossible to comprehend anything outside the technological enframing of knowledge. The exception is when something breaks down, and the fault ‘shows up’ in fresh ways. Stiegler has several …Read more
-
192Towards 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
-
75Heidegger and Nietzsche; the Question of Value and Nihilism in relation to EducationStudies in Philosophy and Education 22 (3/4): 227-244. 2003.This paper is a philosophical analysis ofHeidegger and Nietzsche's approach tometaphysics and the associated problem ofnihilism. Heidegger sums up the history ofWestern metaphysics in a way which challengescommon sense approaches to values education.Through close attention to language, Heideggerargues that Nietzsche inverts thePlatonic-Christian tradition but retains theanthropocentric imposition of âvaluesâ. Ihave used Nietzsche's theory to suggest aslightly different definition of metaphys…Read more
-
45Symposium on thinking again: Education after postmodernism by Nigel Blake, Richard Smith, Paul Standish & Paul SmeyersEducational Philosophy and Theory 32 (3). 2000.
-
42Autonomy, agency and education: He tangata, he tangata, he tangataEducational Philosophy and Theory 37 (3). 2005.In this paper the authors take up James Marshall's work on the individual and autonomy. Their suggestion is that although the liberal notion of the autonomous individual might give us a standard of reference for the freedom of persons, the liberal tradition also circumscribes that freedom by prescribing it both as an attribute of persons and as a necessity for persons to exercise, in the form of choice, even though the range of choice is in fact limited. Starting from an account of James Marshal…Read more
-
40Heidegger, Politics and Climate Change: Risking It AllContinuum. 2008.Globalization -- Globalization and the environment -- Climate change and the crisis of philosophy -- Social conscience and global market -- Categories, environmental indicators, and the enlightenment market -- Environmentalism -- Pessimistic realism and optimistic total management -- Population statistics and modern governmentality -- Pragmatism -- Technological enframing -- Heidegger, the origin and the finitude of civilization -- Technology and the kultur of late modernity -- Embodied subjecti…Read more
-
38David E. Storey. Naturalizing Heidegger: His Confrontation with Nietzsche, His Contributions to Environmental PhilosophyEnvironmental Philosophy 13 (1): 146-149. 2016.
-
32Negentropy for the anthropocene; Stiegler, Maori and exosomatic memoryEducational Philosophy and Theory 54 (5): 532-544. 2022.Exosomatic memory is a crucial phase in the evolution of humanity because it enables learning to take place across groups and generations rather than exclusively through lived experience or one on one transmission. Exosomatic memory is the attribution of knowledge to objects, such as art or writing, which allows epistemology to be transmitted beyond the individual to subsequent generations of people. Exosomatic memory is the key to the transmission of culture and knowledge, beyond the individual…Read more
-
31Collective obituary for James D. Marshall (1937–2021)Educational Philosophy and Theory 54 (4): 331-349. 2021.Michael A. PetersBeijing Normal UniversityMy deepest condolences to Pepe, Dom and Marcus and to Jim’s grandchildren. Tina and I spent a lot of time at the Marshall family home, often attending dinn...
-
30Engaging and developing community in digital spaces: Approaches from the Editorial Development GroupEducational Philosophy and Theory 55 (7): 760-772. 2023.Despite the reservations of many, digital spaces are useful and are here to stay. Most of us have witnessed that usefulness in action over the last two years, since the outbreak of COVID-19, and ma...
-
27Knowledge ecologies after postmodernityEducational Philosophy and Theory 50 (14): 1368-1369. 2018.
-
23Economics, ecology, and a new eco-social settlement informing educationEducational Philosophy and Theory 52 (8): 834-834. 2019.Volume 52, Issue 8, July 2020, Page 834-834.
-
18This 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
-
17Rethinking Economics and Education: Exponential Growth and Post‐Growth StrategiesEducational Theory 67 (4): 379-398. 2017.Education is increasingly vocational and structured to serve the ongoing exponential increase in economic growth. Climate change is an outcome of these same economic values and praxes. Attempts to shift these values and our approach to technology are continually absorbed and overcome by the pressing motif of economic growth. In this article, Ruth Irwin uses Martin Heidegger's concept of the technological enframing of modernity to view economic growth. John Maynard Keynes's notion of economic gro…Read more