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  1. Michael A. Peters, Valerie Allen, Ares D. Axiotis, Michael Bonnett, David E. Cooper, Patrick Fitzsimons, Ilan Gur-Ze'ev, Padraig Hogan, F. Ruth Irwin, Bert Lambeir, Paul Smeyers, Paul Standish & Iain Thomson (2002). Heidegger, Education, and Modernity. Rowman & Littlefield Publishers.
    Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.
     
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  2.  16
    Michael A. Peters (2009). Derrida, Deconstruction, and the Politics of Pedagogy. Peter Lang.
    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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  3.  7
    Michael A. Peters (2015). Socrates and Confucius: The Cultural Foundations and Ethics of Learning. Educational Philosophy and Theory 47 (5):423-427.
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  4.  12
    Michael A. Peters (2013). Open Science, Philosophy and Peer Review. Educational Philosophy and Theory 46 (3):1-5.
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  5.  14
    Michael A. Peters (2005). The New Prudentialism in Education: Actuarial Rationality and the Entrepreneurial Self. Educational Theory 55 (2):123-137.
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  6.  11
    Michael A. Peters (2009). Editorial: Heidegger, Phenomenology, Education. Educational Philosophy and Theory 41 (1):1-6.
  7.  14
    Michael A. Peters (2004). Geophilosophy, Education and the Pedagogy of the Concept. Educational Philosophy and Theory 36 (3):217–226.
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  8.  1
    Michael A. Peters (2013). The Educational Mode of Development. Educational Philosophy and Theory 45 (5):477-481.
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  9.  15
    Michael A. Peters & Gert Biesta (2015). ‘It Was the Best of Times, It Was the Worst of Times …’: Philosophy of Education in the Contemporary World. Studies in Philosophy and Education 34 (6):623-634.
    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 (...)
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  10. Michael A. Peters (2010). Pedagogies of the Image: Economies of the Gaze. Analysis and Metaphysics 9:42-61.
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  11.  17
    Michael A. Peters (2009). Education, Creativity and the Economy of Passions: New Forms of Educational Capitalism. Thesis Eleven 96 (1):40-63.
    This article reviews claims for creativity in the economy and in education distinguishing two accounts: 'personal anarcho-aesthetics' and 'the design principle'. The first emerges in the psychological literature from sources in the Romantic Movement emphasizing the creative genius and the way in which creativity emerges from deep subconscious processes, involves the imagination, is anchored in the passions, cannot be directed and is beyond the rational control of the individual. This account has a close fit to business as a form of (...)
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  12.  36
    Michael A. Peters (2012). Bio-Informational Capitalism. Thesis Eleven 110 (1):98-111.
    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-reproducing memory that in turn has become the (...)
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  13.  7
    Michael A. Peters (2013). The Concept of Radical Openness and the New Logic of the Public. Educational Philosophy and Theory 45 (3):239-242.
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  14.  17
    Michael A. Peters (2006). Lyotard, Nihilism and Education. Studies in Philosophy and Education 25 (4):303-314.
  15.  15
    Michael A. Peters (2007). Kinds of Thinking, Styles of Reasoning. Educational Philosophy and Theory 39 (4):350–363.
    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 treat thinking ahistorically, focusing on universal processes of (...)
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  16.  18
    Michael A. Peters & Tina Besley (2015). The Refugee Crisis and The Right to Political Asylum. Educational Philosophy and Theory 47 (13-14):1367-1374.
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  17. Michael A. Peters (2013). Competing Conceptions of the Creative University. Educational Philosophy and Theory 46 (7):1-5.
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  18.  24
    Michael A. Peters (2010). Response to Claudia Ruitenberg’s Review of Derrida, Deconstruction and the Politics of Pedagogy. Studies in Philosophy and Education 29 (1):85-87.
  19.  14
    Michael A. Peters (2012). Looking Forward in Anger1. Educational Philosophy and Theory 44 (3):238-244.
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  20. Robert Keith Shaw, Michael A. Peters & James D. Marshall (1986). The Development and Trials of a Decision-Making Model. Evaluation Review, 10 (1):5-27.
    We describe an evaluation undertaken on contract for the New Zealand State Services Commission of a major project (the Administrative Decision-Making Skills Project) designed to produce a model of administrative decision making and an associated teaching/learning packagefor use by government officers. It describes the evaluation of a philosophical model of decision making and the associated teaching/learning package in the setting of the New Zealand Public Service, where a deliberate attempt has been initiated to improve the quality of decision making, especially (...)
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  21.  3
    Michael A. Peters (2012). Educational Research and the Philosophy of Context. Educational Philosophy and Theory 44 (8):793-800.
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  22.  5
    Michael A. Peters & Gert Biesta (2015). Towards Intercultural Philosophy of Education. Studies in Philosophy and Education 34 (6):635-649.
    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 histories, cultures, and traditions. Such honoring (...)
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  23.  37
    Michael A. Peters (2008). Academic Writing, Genres and Philosophy. Educational Philosophy and Theory 40 (7):819-831.
    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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  24.  17
    Michael A. Peters (2005). Saint Marx, Literalism and American Academic Revolutionary Marxism. Studies in Philosophy and Education 24 (1):79-83.
  25.  10
    Michael A. Peters (2003). Derrida, Pedagogy and the Calculation of the Subject. Educational Philosophy and Theory 35 (3):313–332.
  26. Paul Smeyers & Michael A. Peters (eds.) (2006). Postfoundationalist Themes in the Philosophy of Education: Festschrift for James D. Marshall. Wiley-Blackwell.
    This collection of essays focuses on the work of James D. Marshall, who has been active in the philosophy of education for three decades. Deals with Marshall’s long-standing criticism of the public education system in New Zealand Discusses his work considering the relevance of Wittgenstein and Foucault for philosophy of education. Features tributes to Marshall in the form of interviews and testimonials. Contains remarks from Marshall himself in response to the commentaries of his colleagues.
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  27.  4
    Michael A. Peters & Gert Biesta (2015). The Philosophy of Education as the Economy and Ecology of Pedagogical Knowledge. Studies in Philosophy and Education 34 (6):651-664.
    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 contemporary educational practices are brought (...)
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  28.  4
    Michael A. Peters & Gert Biesta (2015). Movement, Memory and Mathematics: Henri Bergson and the Ontology of Learning. Studies in Philosophy and Education 34 (6):565-585.
    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 (...)
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  29.  29
    Michael A. Peters (2009). Futures for Philosophy of Education. Analysis and Metaphysics 7:14-26.
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  30.  5
    Michael A. Peters (2009). Self-Editorializing: Pesa and Educational Philosophy and Theory, After Twenty-Five Years. Educational Philosophy and Theory 41 (7):801-803.
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  31.  28
    Michael A. Peters & Tina A. C. Besley (2008). Academic Entrepreneurship and the Creative Economy. Thesis Eleven 94 (1):88-105.
    This article explores the relationships between several notions: the `creative economy'; New Growth Theory and the primacy of ideas; academic entrepreneurship; and the new paradigm of cultural production. Broadly conceptualized, the creative economy links the primacy of ideas in both arts and sciences in a more embedded and social framework of entrepreneurship which positions education as central, since its institutions are the primary knowledge institutions that provide the conditions for the transmission and development of new ideas. Entrepreneurship develops within networks (...)
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  32. Michael A. Peters (2009). Dreams of Dionysus: Wine, Philosophy and Eros. Linguistic and Philosophical Investigations 8:36-52.
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  33.  3
    Michael A. Peters & Gert Biesta (2015). Authenticity in Education: From Narcissism and Freedom to the Messy Interplay of Self-Exploration and Acceptable Tension. Studies in Philosophy and Education 34 (6):603-618.
    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 authenticity by investigating its current interpretation (...)
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  34.  3
    Michael A. Peters & Gert Biesta (2015). Sonorous Voice and Feminist Teaching: Lessons From Cavarero. Studies in Philosophy and Education 34 (6):587-602.
    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 has distinct implications for feminist teaching. A person’s (...)
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  35.  3
    Michael A. Peters & Gert Biesta (2015). Professionalization of the University and the Profession as Macintyrean Practice. Studies in Philosophy and Education 34 (6):551-564.
    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 the resolution of concrete and (...)
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  36.  9
    Michael A. Peters (2006). Special Issue – the Learning Society From the Perspective of Governmentality. Educational Philosophy and Theory 38 (4):413–414.
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  37.  10
    Michael A. Peters (2006). Special Issue—Philosophy of Science Education. Educational Philosophy and Theory 38 (5):579–584.
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  38.  9
    Michael A. Peters (2015). Why is My Curriculum White? Educational Philosophy and Theory 47 (7):641-646.
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  39. Michael A. Peters (2009). Introduction: Thinking in Fragments; Thinking in Systems. In Michael Peters (ed.), Academic Writing, Philosophy and Genre. Wiley-Blackwell
     
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  40.  6
    Michael A. Peters (2015). The Humanist Bias in Western Philosophy and Education. Educational Philosophy and Theory 47 (11):1128-1135.
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  41.  12
    Michael A. Peters (2011). White Philosophy in/of America. Linguistic and Philosophical Investigations 10:7-22.
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  42.  19
    Michael A. Peters (2011). In Vino Veritas : In Wine the Truth. Journal of Aesthetic Education 45 (3):114-117.
    For sensible men I prepare only three kraters: one for health (which they drink first), the second for love and pleasure, and the third for sleep. After the third one is drained, wise men go home. The fourth krater is not mine any more—it belongs to bad behaviour; the fifth is for shouting; the sixth is for rudeness and insults; the seventh is for fights; the eighth is for breaking the furniture; the ninth is for depression; the tenth is for (...)
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  43.  2
    Michael A. Peters (forthcoming). Educational Web Science. Educational Philosophy and Theory:1-7.
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  44.  8
    Michael A. Peters (2013). Human Brain Project; Blue Brain; Virtual Brain. Educational Philosophy and Theory 45 (8):817-820.
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  45.  3
    Michael A. Peters (forthcoming). Challenges to the ‘World Order’ of Liberal Internationalism: What Can We Learn? Educational Philosophy and Theory:1-9.
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  46. Michael A. Peters (2012). Western Models of Intercultural Philosophy. Analysis and Metaphysics 11:30-53.
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  47.  6
    Michael A. Peters (2003). Referendum Democracy: Citizens, Elites, and Deliberation in Referendum Campaigns. Contemporary Political Theory 2 (1):139-140.
  48.  6
    Morwenna Griffiths & Michael A. Peters (2012). 'I Knew Jean-Paul Sartre': Philosophy of Education as Comedy. Educational Philosophy and Theory 11 (2):1-16.
    Ludwig Wittgenstein suggests that ?A serious and good philosophical work could be written consisting entirely of jokes?. The idea for this dialogue comes from a conversation that Michael Peters and Morwenna Griffiths had at the Philosophy of Education of Great Britain annual meeting at the University of Oxford, 2011. It was sparked by an account of an assessment of a piece of work where one of the external examiners unexpectedly exclaimed ?I knew Jean-Paul Sartre?, trying to trump the discussion. This (...)
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    Michael A. Peters (2005). James D. Marshall: Philosopher of Education Interview with Michael A. Peters. Educational Philosophy and Theory 37 (3):291–297.
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  50.  6
    Michael A. Peters (2014). Anxieties of Knowing. Educational Philosophy and Theory 46 (10):1093-1097.
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