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Peter Roberts [32]Peter A. Roberts [1]Peter M. Roberts [1]
  1. Peter Roberts (forthcoming). 'It Was the Best of Times, It Was the Worst of Times …': Philosophy of Education in the Contemporary World. Studies in Philosophy and Education:1-12.
    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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  2. Allyson Thomson, Peter Roberts & Alan Bittles (forthcoming). Navigating the Maze: Ethics Approval Pathways for Intellectual Disability Research. Journal of Medical Ethics:2012-100899.
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  3. Nesta Devine, John Freeman-Moir, Aidan Hobson, Ruyu Hung, Peter Roberts, Claudia Rozas Gomez, Elias Schwieler, Alan Scott & Richard Smith (2013). First Page Preview. Educational Philosophy and Theory 45 (4).
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  4. Peter Roberts (2013). Acceptance, Resistance and Educational Transformation: A Taoist Reading of The First Man. Educational Philosophy and Theory 45 (11):1175-1189.
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  5. Peter Roberts (2013). Education and the Face of the Other: Levinas, Camus and (Mis)Understanding. Educational Philosophy and Theory 45 (11):1133-1149.
    Among the most neglected of Albert Camus? literary works is his play The misunderstanding. Composed while Camus was in exile in occupied France, and first performed on stage in 1944, The misunderstanding depicts the events that unfold when a man returns, without declaring his identity, to a home he left 20 years ago. Unrecognized, he is killed by his mother and sister for financial gain. This article draws on ideas from Emmanuel Levinas in identifying and discussing some of the key (...)
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  6. Peter Roberts (2013). Happiness, Despair and Education. Studies in Philosophy and Education 32 (5):463-475.
    In today’s world we appear to place a premium on happiness. Happiness is often portrayed, directly or indirectly, as one of the key aims of education. To suggest that education is concerned with promoting unhappiness or even despair would, in many contexts, seem outlandish. This paper challenges these widely held views. Focusing on the work of the great Russian writer, Fyodor Dostoevsky, I argue that despair, the origins of which lie in our reflective consciousness, is a defining feature of human (...)
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  7. Peter M. Roberts & Emily O. Perez (eds.) (2013). Ethics Research Compendium. Gazelle [Distributor].
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  8. Peter Roberts & John Freeman-Moir (2013). Better Worlds: Education, Art, and Utopia. Lexington Books.
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  9. Peter Roberts, Andrew Gibbons & Richard Heraud (2013). Introduction: Camus and Education. Educational Philosophy and Theory 45 (11):1085-1091.
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  10. Peter Roberts (2012). Bridging East and West-Or, a Bridge Too Far? Paulo Freire and theTao Te Ching. Educational Philosophy and Theory 44 (9):942-958.
    This article considers key differences and similarities between Freirean and Taoist ideals. I limit my focus to the Tao Te Ching (attributed to Lao Tzu), paying brief attention to the origins of this classic work of Chinese philosophy before concentrating on several themes of relevance to Freire's work. An essay by James Fraser (1997), who makes three references to the Tao Te Ching in his discussion of love and history in Freire's pedagogy, provides a helpful starting point for investigation. A (...)
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  11. Peter Roberts (2012). Education and the Limits of Reason: Reading Dostoevsky. Educational Theory 62 (2):203-223.
    Philosophers of education have had a longstanding interest in the nature and value of reason. Literature can provide an important source of insight in addressing questions in this area. One writer who is especially helpful in this regard is Fyodor Dostoevsky. In this essay Peter Roberts provides an educational reading of Dostoevsky's highly influential shorter novel, Notes from Underground. This novel was Dostoevsky's critical response to the emerging philosophy of rational egoism. In this close reading of Notes from Underground, Roberts (...)
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  12. Peter Roberts (2012). Introduction: Educative Strangeness. Educational Philosophy and Theory 45 (4):355-359.
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  13. Peter Roberts (2012). Kirylo, J.D., Paulo Freire: The Man From Recife New York, Peter Lang, 2011. Educational Philosophy and Theory 45 (1):111-112.
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  14. Peter Roberts (2012). Siegel, Harvey (Ed.), The Oxford Handbook of Philosophy of Education. Educational Philosophy and Theory 45 (1):112-114.
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  15. Peter Roberts (2012). The Stranger Within: Dostoevsky's Underground. Educational Philosophy and Theory 45 (4):396-408.
    In Fyodor Dostoevsky?s influential novel Notes from underground, we find one of the most memorable characters in nineteenth century literature. The Underground Man, around whom everything else in this book revolves, is in some respects utterly repugnant: he is self-centred, obsessive and cruel. Yet he is also highly intelligent, honest and reflective, and he has suffered significantly at the hands of others. Reading Notes from underground can be a harrowing experience but also an educative one, for in an encounter with (...)
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  16. Peter Roberts (2009). A New Patriotism? Neoliberalism, Citizenship and Tertiary Education in New Zealand. Educational Philosophy and Theory 41 (4):410-423.
    This paper argues that a new patriotism has emerged in New Zealand over recent years. This has been promoted in tandem with the notion of advancing New Zealand as a knowledge economy and society. The new patriotism encourages New Zealanders to accept, indeed embrace, a single, shared vision of the future: one structured by a neoliberal ontology and the demands of global capitalism. This constructs a narrow view of citizenship and reduces the possibility of economic and social alternatives being considered (...)
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  17. Peter Roberts (2009). Hope in Troubled Times? Pesa and the Future of Philosophy of Education. Educational Philosophy and Theory 41 (7):811-813.
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  18. Peter Roberts (2009). Review of G. Kitching the Trouble with Theory. [REVIEW] Educational Philosophy and Theory 41 (3):248-251.
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  19. Peter Roberts (2008). Bridging Literary and Philosophical Genres: Judgement, Reflection and Education in Camus'the Fall. Educational Philosophy and Theory 40 (7):873-887.
    Both literature and philosophy, as genres of writing, can enable us to address important ontological, epistemological and ethical questions. One author who makes it possible for readers to bridge these two genres is Albert Camus. Nowhere is this more evident than in Camus' short novel, The Fall. The Fall, through the character and words of Jean-Baptiste Clamence, prompts readers to reflect deeply on themselves, their motivations and commitments, and their relations with others. This paper discusses the origin and structure of (...)
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  20. Peter Roberts (2008). From West to East and Back Again: Faith, Doubt and Education in Hermann Hesse's Later Work. Journal of Philosophy of Education 42 (2):249-268.
    This paper examines Hermann Hesse's penultimate novel, The Journey to the East, from an educational point of view. Hesse was a man of the West who turned to the idea of 'the East' in seeking to understand himself and his society. While highly critical of elements of Western modernism, Hesse nonetheless viewed 'the East' through Western lenses and drew inspiration from other Western thinkers. At the end of The Journey to the East, the main character, H.H., believes he has found (...)
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  21. Peter Roberts (2007). Conscientisation in Castalia: A Freirean Reading of Hermann Hesse's The Glass Bead Game. Studies in Philosophy and Education 26 (6):509-523.
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  22. Peter Roberts (2007). Intellectuals, Tertiary Education and Questions of Difference. Educational Philosophy and Theory 39 (5):480–493.
    In contemplating the roles and responsibilities of intellectuals in the 21st century, the notion of ?difference? is significant in at least two senses. First, work on the politics of difference allows us to consider the question ?For whom does the intellectual speak?? in a fresh light. Second, we can ask: ?To what extent, and in what ways, might our activities as intellectuals make a difference?? Thinkers such as Foucault, Kristeva, Lyotard, and Bauman (among many others) are helpful in addressing these (...)
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  23. Peter Roberts (2007). Ten Years On: Engaging the Work of Paulo Freire in the 21st Century. Studies in Philosophy and Education 26 (6):505-508.
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  24. Lawrence Prybil, Mary Charlton & Peter Roberts (2006). The Wellmark and University of Iowa Partnership: An Innovative Model for Collaboration Between Blue Cross-Blue Shield Plans and Colleges. Inquiry 43 (4):309-314.
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  25. Peter Roberts (2003). Epistemology, Ethics and Education: Addressing Dilemmas of Difference in the Work of Paulo Freire. Studies in Philosophy and Education 22 (2):157-173.
  26. Peter Roberts (2003). Pedagogy, Neoliberalism and Postmodernity: Reflections on Freire's Later Work. Educational Philosophy and Theory 35 (4):451–465.
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  27. Peter Roberts (2000). Education, Literacy, and Humanization: Exploring the Work of Paulo Freire. Bergin & Garvey.
    Provides a critical introduction to the work of Paulo Freire, paying particular attention to later texts.
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  28. Peter Roberts (1999). A Dilemma for Critical Educators? Journal of Moral Education 28 (1):19-30.
    This article addresses some of the philosophical issues arising from debates over "political correctness" and "great books" in the early 1990s. Partly as a result of these battles, the notion of "correctness" now carries a highly pejorative connotation. The author suggests that a distinction needs to be drawn between (a) transmitting a political or moral view and (b) doing this in a dogmatic way. For one well-known educational figure, Paulo Freire, a "correct" approach to moral matters is a "critical" one. (...)
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  29. Peter Roberts (1997). Paulo Freire and Political Correctness. Educational Philosophy and Theory 29 (2):83–101.
  30. Peter Roberts (1996). Defending Freirean Intervention. Educational Theory 46 (3):335-352.
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  31. Peter Roberts (1996). Rethinking Conscientisation. Journal of Philosophy of Education 30 (2):179–196.
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  32. Peter Roberts (1995). Defining Literacy: Paradise, Nightmare or Red Herring? British Journal of Educational Studies 43 (4):412 - 432.
    In the past fifty years, hundreds of definitions of 'literacy' have been advanced by scholars, adult literacy workers, and programme planners. This paper analyses three major approaches to the problem of defining literacy: quantitative, qualitative and pluralist. The pluralist perspective, while not without its difficulties, appears to have the most to offer in understanding literacy in the contemporary world.
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  33. Peter Roberts (1994). Education, Dialogue and Intervention: Revisiting the Freirean Project. Educational Studies 20 (3):307-327.
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  34. Peter A. Roberts (1984). Problems with Similarities Across Creoles and the Development of Creole. Behavioral and Brain Sciences 7 (2):205.
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