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Michael A. Peters [104]Michael Peters [66]Michael David Peters [1]
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  1. Michael Peters (1995). Legitimation Problems: Knowledge and Education in the Postmodern Condition. In Education and the Postmodern Condition. Bergin & Garvey 21--38.
     
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  2. 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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  3.  15
    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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  4.  6
    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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  5. Michael Peters (1999). Wittgenstein: Philosophy, Postmodernism, Pedagogy. Bergin & Garvey.
  6.  10
    Michael A. Peters (2013). Open Science, Philosophy and Peer Review. Educational Philosophy and Theory 46 (3):1-5.
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  7.  13
    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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  8.  10
    Michael A. Peters (2009). Editorial: Heidegger, Phenomenology, Education. Educational Philosophy and Theory 41 (1):1-6.
  9.  16
    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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  10.  13
    Michael A. Peters (2004). Geophilosophy, Education and the Pedagogy of the Concept. Educational Philosophy and Theory 36 (3):217–226.
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  11.  1
    Michael A. Peters (2013). The Educational Mode of Development. Educational Philosophy and Theory 45 (5):477-481.
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  12. Michael A. Peters (2010). Pedagogies of the Image: Economies of the Gaze. Analysis and Metaphysics 9:42-61.
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  13. Michael Peters & James Marshall (1998). Individualism and Community: Education and Social Policy in the Postmodern Condition. British Journal of Educational Studies 46 (1):112-114.
     
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  14.  6
    Peter Pericles Trifonas & Michael Peters (eds.) (2003). Derrida, Deconstruction, and Education: Ethics of Pedagogy and Research. Blackwell.
    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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  15. Michael Peters (ed.) (1998). Naming the Multiple: Poststructuralism and Education. Bergin & Garvey.
  16. 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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  17.  6
    Michael Peters & James Marshall (1993). Beyond the Philosophy of the Subject: Liberalism, Education and the Critique of Individualism. Educational Philosophy and Theory 25 (1):19–39.
  18. Michael Peters (2012). Educational Philosophy and Politics: The Selected Works of Michael A. Peters. Routlede.
    Introduction: 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 disciplinary pedagogy to perpetual training -- Geophilosophy, education and the pedagogy of the concept - (...)
     
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  19.  9
    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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  20.  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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  21.  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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  22.  9
    Michael Peters (1989). Techno-Science, Rationality, and the University: Lyotard on the "Postmodern Condition"1. Educational Theory 39 (2):93-105.
  23. Michael A. Peters (2013). Competing Conceptions of the Creative University. Educational Philosophy and Theory 46 (7):1-5.
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  24.  5
    Michael A. Peters (2006). Lyotard, Nihilism and Education. Studies in Philosophy and Education 25 (4):303-314.
  25.  41
    Michael Peters (1995). Education and the Postmodern Condition: Revisiting Jean-François Lyotard. Journal of Philosophy of Education 29 (3):387–400.
  26.  13
    Michael A. Peters (2012). Looking Forward in Anger1. Educational Philosophy and Theory 44 (3):238-244.
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  27.  2
    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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  28.  29
    Michael A. Peters (2009). Futures for Philosophy of Education. Analysis and Metaphysics 7:14-26.
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  29.  13
    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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  30.  3
    Michael A. Peters (2012). Educational Research and the Philosophy of Context. Educational Philosophy and Theory 44 (8):793-800.
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  31.  9
    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.
  32.  35
    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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  33. Michael A. Peters (2009). Dreams of Dionysus: Wine, Philosophy and Eros. Linguistic and Philosophical Investigations 8:36-52.
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  34.  5
    Dorothy Howie & Michael Peters (1996). Positioning Theory: Vygotsky, Wittgenstein and Social Constructionist Psychology. Journal for the Theory of Social Behaviour 26 (1):51-64.
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  35.  32
    Michael Peters (1997). Wittgenstein and Post-Analytic Philosophy of Education: Rorty or Lyotard? Educational Philosophy and Theory 29 (2):1–32.
    (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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  36.  7
    Michael Peters (2002). Derrida and the Tasks for the New Humanities: Postmodern Nursing and the Culture Wars. Nursing Philosophy 3 (1):47-57.
    Jacques Derrida is perhaps the foremost philosopher of the humanities and of its place in the university. Over the long period of his career he has been concerned with the fate, status, place and contribution of the humanities. Through his deconstructive readings and writings he has done much not only to reinvent the western tradition by attending closely to those texts which constitute it but also he has redefined its procedures and protocols. This paper first introduces the notion of postmodern (...)
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  37.  8
    Michael A. Peters (2003). Derrida, Pedagogy and the Calculation of the Subject. Educational Philosophy and Theory 35 (3):313–332.
  38.  8
    Michael A. Peters (2015). Why is My Curriculum White? Educational Philosophy and Theory 47 (7):641-646.
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  39.  10
    Michael Peters (2001). Wittgensteinian Pedagogics: Cavell on the Figure of the Child in the Investigations. Studies in Philosophy and Education 20 (2):125-138.
    This paper discusses Stanley Cavell's approach to the Investigations,focusing upon his essay – `Notes and Afterthoughts on the Opening ofWittgenstein's Investigations'. First, the paper investigates the waysin which Cavell makes central the figure and `voice' of the child to hisreading of the opening of the Investigations. Second, it argues thatCavell's Notes provides a basis for a Wittgensteinian pedagogics,for not only does it hold up the figure of the child as central to the Investigations but it does so in a philosophical (...)
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  40.  9
    Michael Peters (2002). Dreyfus on the Internet: Platonism, Body Talk and Nihilism. Educational Philosophy and Theory 34 (4):403–406.
  41.  2
    Michael Peters (1997). Nietzsche, Poststructuralism and Education: After the Subject?1. Educational Philosophy and Theory 29 (1):1-19.
  42. 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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  43.  1
    James Marshall & Michael Peters (1991). Educational "Reforms" and New Right Thinking: An Example From New Zealand. Educational Philosophy and Theory 23 (2):46–57.
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  44.  11
    Michael Peters (2000). Writing the Self: Wittgenstein, Confession and Pedagogy. Journal of Philosophy of Education 34 (2):353–368.
  45.  4
    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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  46.  3
    James Marshall, Michael Peters & Miles Shepheard (1981). Self Refutation Arguments Against Young's Epistemology. Educational Philosophy and Theory 13 (2):43–50.
  47.  1
    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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  48. Peter Pericles Trifonas & Michael Peters (eds.) (2005). Deconstructing Derrida: Tasks for the New Humanities. Palgrave Macmillan.
    Responding to Jacques Derrida's vision for what a "new" humanities should strive toward, Peter Trifonas and Michael Peters gather together in a single volume original essays by major scholars in the humanities today. Using Derrida's seven programmatic theses as a springboard, the contributors aim to reimagine, as Derrida did, the tasks for the new humanities in such areas as history of literature, history of democracy, history of profession, idea of sovereignty, and history of man.
     
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  49.  1
    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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  50.  1
    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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