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  1.  26
    Ian Munday (2009). Passionate Utterance and Moral Education. Journal of Philosophy of Education 43 (1):57-74.
    This paper explores Stanley Cavell's notion of 'passionate utterance', which acts as an extension of/departure from (we might read it as both) J. L. Austin's theory of the performative. Cavell argues that Austin having made the revolutionary discovery that truth claims in language are bound up with how words perform, then gets bogged by convention when discussing what is done 'by' words. In failing to account for the less predictable, unconventional aspects of language, the latter therefore washes his hands (...)
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  2.  9
    Ian Munday (2012). Roots and Rhizomes-Some Reflections on Contemporary Pedagogy. Journal of Philosophy of Education 46 (1):42-59.
    During this article, I look at three images of thought which feature in Deleuze and Guattari's A Thousand Plateaus and consider their relevance to contemporary pedagogy. Deleuze and Guattari begin by discussing tree-like thought, which involves an insular depiction of the world. I suggest that the performative apparatus, which structures contemporary pedagogy in the comprehensive school, is also tree-like. Deleuze and Guattari's second image of thought is the fascicular root. Here the principle root is aborted leading to a multiplicity, which (...)
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  3.  12
    Ian Munday (2010). Improvisation in the Disorders of Desire: Performativity, Passion and Moral Education. Ethics and Education 5 (3):281 - 297.
    In this article, I attempt to bring some colour to a discussion of fraught topics in education. Though the scenes and stories (from education and elsewhere) that feature here deal with racism, the discussion aims to say something to such topics more generally. The philosophers whose work I draw on here are Stanley Cavell and Judith Butler. Both Butler and Cavell develop (or depart from) J.L. Austin's theory of the performative utterance. Butler, following Derrida, argues that in concentrating on the (...)
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  4. Ian Munday (2016). A Creative Education for the Day After Tomorrow. Journal of Philosophy of Education 50 (1):49-61.
    This paper considers the claims representatives of the ‘creativity movement’ make in regards to change and the future. This will particularly focus on the role that the arts are supposed to play in responding to industrial imperatives for the 21st century. It is argued that the compressed vision of the future offered by creativity experts succumbs to the nihilism so often described by Nietzsche. The second part of the paper draws on Stanley Cavell's chapter ‘Philosophy the Day After Tomorrow’ to (...)
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