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  1. Active Learning as Destituent Potential: Agambenian Philosophy of Education and Moderate Steps Towards the Coming Politics.Michael P. A. Murphy - 2020 - Educational Philosophy and Theory 52 (1):66-78.
    Beginning in earnest in the late 1990s, educational researchers devoted increasing attention to the study of “active learning,” leading to a robust literature on the topic in the scholarship of teaching and learning. Meanwhile, during largely the same period, political theorists discovered the radical philosophy of Giorgio Agamben, which soon after began to ripple through more radical forms of philosophy of education. While both the SoTL works on active learning and writings of “Agambenian” philosophers of education have offered new insights (...)
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  • The Rise, Fall, and Afterlife of Learning Styles: An Essay on Megarianism and Emancipation in Educational Potentiality.Michael P. A. Murphy - 2020 - Studies in Philosophy and Education 39 (2):205-217.
    The status of learning styles theory in educational studies is uncertain as we inhabit the liminal phase between the theory’s death as proclaimed by educational psychologists who avow to have disproven it and whatever afterlife will follow. At this moment, with both past and future in view, that we have an opportunity to reflect on the foundational assumptions of the theory. Engaging in the growing community of Agambenian philosophy of education and the ongoing dialogue around educational potentiality, this article approaches (...)
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  • The Rise, Fall, and Afterlife of Learning Styles: An Essay on Megarianism and Emancipation in Educational Potentiality.Michael P. A. Murphy - 2020 - Studies in Philosophy and Education 39 (2):205-217.
    The status of learning styles theory in educational studies is uncertain as we inhabit the liminal phase between the theory’s death as proclaimed by educational psychologists who avow to have disproven it and whatever afterlife will follow. At this moment, with both past and future in view, that we have an opportunity to reflect on the foundational assumptions of the theory. Engaging in the growing community of Agambenian philosophy of education and the ongoing dialogue around educational potentiality, this article approaches (...)
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