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  1. Paul Standish (2015). Crying and Learning to Speak. In Annalisa Coliva, Volker Munz & Danièle Moyal-Sharrock (eds.), Mind, Language and Action: Proceedings of the 36th International Wittgenstein Symposium. De Gruyter. 481-494.
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  2. Paul Standish (2014). Impudent Practices. Ethics and Education 9 (3):251-263.
    This article explores aspects of eros in education in relation to ideas of indirectness associated with the French concept of pudeur, sometimes translated as ‘modesty’. It explores lines of thought extending through Emerson and Nietzsche but reaching back to Plato's Symposium. This is a means of exposing the ‘impudence’ of some aspects of contemporary education and of pointing towards a conception of eros that is otherwise obscured.
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  3. Stanley Cavell & Paul Standish (2012). Stanley Cavell in Conversation with Paul Standish. Journal of Philosophy of Education 46 (2):155-176.
    Having acknowledged the recurrent theme of education in Stanley Cavell's work, the discussion addresses the topic of scepticism, especially as this emerges in the interpretation of Wittgenstein. Questions concerning rule‐following, language and society are then turned towards political philosophy, specifically with regard to John Rawls. The discussion examines the idea of the social contract, the nature of moral reasoning and the possibility of our lives' being above reproach, as well as Rawls's criticisms of Nietzschean perfectionism. This lays the way for (...)
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  4. Elizabeth Staddon & Paul Standish (2012). Improving the Student Experience. Journal of Philosophy of Education 46 (4):631-648.
    Shifts in funding and a worldwide trend towards marketising higher education have led to a new emphasis on the quality of the student experience. In the UK this trend finds its strongest expression in recent policy proposals to simultaneously increase student fees and student choice so that students themselves become the drivers of higher education. We trace the policy developments of this shift over recent years and rehearse some of the criticisms against it. Accepting that there is good reason to (...)
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  5. Paul Standish (2012). Registers of the Religious. Ethics and Education 7 (2):185-197.
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  6. Naoko Saito & Paul Standish (eds.) (2011). Stanley Cavell and the Education of Grownups. Fordham University Press.
    This book takes Stanley Cavell's much-quoted, yet enigmatic phrase as the provocation for a series of explorations into themes of education that run throughout his work - through his response to Wittgenstein, Austin and ordinary language ...
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  7. Paul Standish (2011). Preface. Journal of Philosophy of Education 45 (2):i-ii.
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  8. Paul Standish (2011). 'THIS is Produced by a Brain-Process!' Wittgenstein, Transparency and Psychology Today. Journal of Philosophy of Education 46 (1):60-72.
    This paper examines sections of Wittgenstein's Philosophical Investigations with a view to exposing trail-effects of psychology in educational and social practice today. These are seen in understandings of the relations between mind and body, and language and thought, and their influence is identified in such contemporary preoccupations as accounting transparency and the new science of happiness. A Wittgensteinian critique is offered, with attention paid to the idea that ‘nothing is hidden’. Finally a question is raised as to how far it (...)
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  9. Naoko Saito & Paul Standish (2010). Crossing Borders Within: Stanley Cavell and the Politics of Interpretation. Educational Theory 60 (4):419-433.
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  10. Paul Standish (2010). Food for Thought: Resourcing Moral Education. Ethics and Education 4 (1):31-42.
    J.M. Coetzee's Elizabeth Costello is an overtly philosophical novel, at the heart of which are questions concerning the relation of human beings to animals and the discussion of animal rights. The nature of its subject matter and the prominence it gives to dialogue, sometimes of an almost Platonic kind, make it a rich potential resource for moral education. This article begins by imagining a course based on extracts from the novel, intended for teenage students or older people. It goes on (...)
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  11. Naoko Saito & Paul Standish (2009). What's the Problem with Problem-Solving? Language, Skepticism, and Pragmatism. Contemporary Pragmatism 6 (1):153-167.
    We critically examine pragmatism's approach to skepticism and try to elucidate its certain limits. The central questions to be addressed are: whether “skepticism” interpreted through the lens of problem-solving does justice to the human condition; and whether the problem-solving approach to skepticism can do justice to pragmatism's self-proclaimed anti-foundationalism. We then examine Stanley Cavell's criticism of Dewey's “problem-solving” approach. We propose a shift from the problem-solving approach's eagerness for solutions to a more Wittgensteinian and Emersonian project of dissolution.
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  12. Paul Standish (2009). Preface. Journal of Philosophy of Education 43 (3):1-2.
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  13. Paul Standish (2008). 4 Levinas and the Language of the Curriculum1. In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. 18--56.
     
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  14. Paul Standish (2008). Preface. Journal of Philosophy of Education 42 (3-4):349-353.
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  15. Paul Standish (2007). Booknotes. Journal of Philosophy of Education 41 (2):285–287.
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  16. Paul Standish (2007). Editorial. Journal of Philosophy of Education 41 (1):iii–iv.
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  17. Paul Standish (2007). Education for Grown-Ups, a Religion for Adults: Scepticism and Alterity in Cavell and Levinas. Ethics and Education 2 (1):73-91.
    In his essay 'The Scandal of Skepticism', Stanley Cavell discusses aspects of the work of Emmanuel Levinas with a view to understanding how 'philosophical and religious ambitions so apparently different' as his own and those of Levinas can have led to 'phenomenological coincidences so precise'. The present paper explores themes of scepticism and alterity as these emerge in the work of these two increasingly influential philosophers. It shows education to be a sustained preoccupation in their work, crucially related to these (...)
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  18. Paul Standish (2007). Preface. Journal of Philosophy of Education 41 (4):v–vi.
  19. Paul Standish (2007). Rival Conceptions of the Philosophy of Education. Ethics and Education 2 (2):159-171.
    What is the place of philosophy in the study of education? What is its significance for policy and practice? This paper begins by considering the policy and institutional context of the philosophy of education in the UK and by tracing its recent history. It examines both the place of philosophy in Education (as a field of study) and the status and character of the philosophy of education in relation to the 'parent' discipline of philosophy. Rival accounts of the nature of (...)
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  20. Naomi Hodgson & Paul Standish (2006). Induction Into Educational Research Networks: The Striated and the Smooth. Journal of Philosophy of Education 40 (4):563–574.
  21. Paul Standish (2006). Toleration, Multiculturalism and Mistaken Belief. Ethics and Education 1 (1):79-100.
  22. Paul Standish (2006). Editorial. Journal of Philosophy of Education 40 (1):iii–v.
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  23. Paul Standish (2006). Preface. Journal of Philosophy of Education 40 (2):iv–iv.
  24. Paul Standish (2006). Uncommon Schools: Stanley Cavell and the Teaching of Walden. [REVIEW] Studies in Philosophy and Education 25 (1-2):145-157.
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  25. Paul Standish (2005). Booknotes. Journal of Philosophy of Education 39 (4):707–711.
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  26. Paul Standish (2005). Democratic Participation and the Body Politic. Educational Theory 55 (4):371-384.
    Drawing partial contrasts with Deweyan and poststructuralist approaches, this essay develops an account of democratic participation based upon the work of Stanley Cavell. In particular it explores Cavell's reading of the celebrated treatment of the theme of the “body politic” in Shakespeare's Coriolanus. The discussion examines what it is that conditions the emergence of participative democracy, with particular reference to questions concerning the body and the voice. Tensions between perfectionism and perfectability are considered, and an attempt is made to delineate (...)
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  27. Paul Standish (2005). Editorial. Journal of Philosophy of Education 39 (1):iii–iv.
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  28. Paul Standish (2005). Lightning and Frenzy: Music Education, Adolescence, and the Anxiety of Influence. Educational Philosophy and Theory 37 (3):431–440.
    Drawing on themes found in James Marshall's writings on Nietzsche, the arts and the self, this paper explores the nature of influence in the arts and its relevance to education. It considers what Harold Bloom has called the ‘anxiety of influence’ and amplifies this in terms of broader questions concerning Emersonian self‐reliance. The particular twist these matters take in the lives of adolescents presents special problems for education in the arts—not least in view of the dangers of self‐deception, affectation and (...)
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  29. Paul Standish (2005). Preface. Journal of Philosophy of Education 39 (2):fmiii–fmiii.
  30. Paul Standish (2004). Booknotes. Journal of Philosophy of Education 38 (2):305–309.
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  31. Paul Standish (2004). Editorial. Journal of Philosophy of Education 38 (2):iii–iv.
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  32. Paul Standish (2004). In Her Own Voice: Convention, Conversion, Criteria. Educational Philosophy and Theory 36 (1):91–106.
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  33. Paul Standish (2004). Preface. Journal of Philosophy of Education 38 (3):iii–iv.
  34. Ronald Barnett & Paul Standish (2003). Higher Education and the University. In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell Pub.. 215--233.
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  35. John White With responses by Wilfred Carr, Richard Smith, Paul Standish & Terence H. McLaughlin (2003). Five Critical Stances Towards Liberal Philosophy of Education in Britain. Journal of Philosophy of Education 37 (1):147–184.
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  36. Paul Standish (2003). Editorial. Journal of Philosophy of Education 37 (3):3–4.
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  37. Paul Standish (2003). Preface. Journal of Philosophy of Education 37 (4):ii–ii.
  38. Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) (2002). The Blackwell Guide to the Philosophy of Education. John Wiley & Sons.
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  39. Lars Lovlie & Paul Standish (2002). Introduction: Bildung and the Idea of a Liberal Education. Journal of the Philosophy of Education 36 (3):317-340.
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  40. Lars Løvlie & Paul Standish (2002). Introduction: Bildung and the Idea of a Liberal Education. Journal of Philosophy of Education 36 (3):317–340.
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  41. 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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  42. Paul Standish (2002). Bibliography. Journal of Philosophy of Education 36 (3):503–512.
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  43. Paul Standish (2002). Disciplining the Profession: Subjects Subject to Procedure. Educational Philosophy and Theory 34 (1):5–23.
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  44. Paul Standish (2002). Euphoria, Dystopia and Practice Today. Educational Philosophy and Theory 34 (4):407–412.
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  45. Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (2001). Unnecessary Supplement. Studies in Philosophy and Education 20 (5):433-441.
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  46. Paul Standish (2001). Data Return: The Sense of the Given in Educational Research. Journal of Philosophy of Education 35 (3):497–518.
    Educational research is dominated by a particular model: data is gathered and analysed. Much literature on methods concerns either ways of processing data, or ethical issues regarding its collection and handling. The present paper looks beyond these matters to the taken‐for‐granted idea of data itself. What can be meant by ‘data’? How does this connect with ideas of the given? What is the place of giving in education—in teaching and learning, in research itself? These issues are explored in the light (...)
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  47. Paul Standish (2001). Ethics Before Equality: Moral Education After Levinas. Journal of Moral Education 30 (4):339-347.
    Emptiness, indeed nihilism, is a characteristic of so much contemporary discourse regarding morality and moral education. This is found in facile notions of teaching right and wrong but also in the prevalence of rights-talk, with its sacrosanct assumptions about equality. This article examines this discourse in the light of Levinas' account of the primacy of ethics - of my absolute responsibility in the face of the other, of the asymmetry of my relation to the other. It seeks an account of (...)
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  48. Paul Standish (2001). 4 The Learning Pharmacy. In Gert Biesta & Denise Egéa-Kuehne (eds.), Derrida & Education. Routledge. 10--77.
     
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  49. Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (2000). Precarious Work. Educational Philosophy and Theory 32 (3):339–349.
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  50. Pradeep Ajit Dhillon & Paul Standish (eds.) (2000). Lyotard: Just Education. Routledge.
    Following Lyotard's death in 1998, this book provides an exploration of the recurrent theme of education in his work. It brings to a wider audience the significance of a body of thought about education that is subtle, profound and still largely unexplored. This book also makes an important contribution to contemporary debates on postmodernism and education.
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