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  1. Post-Marxism, Humanism and (Post)Structuralism: Educational Philosophy and Theory.Michael A. Peters, David Neilson & Liz Jackson - forthcoming - Educational Philosophy and Theory:1-10.
    Western Marxism, since its Western deviation and theoretical development in the 1920s, developed in diverse ways that has reflected the broader philosophical environment. First, a theory of conscio...
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  • Facing Epistemic Uncertainty: Characteristics, Possibilities, and Limitations of a Discursive.R. L. C. van Goor - 2012 - Dissertation, University of Amsterdam
     
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  • The University and the State. A Study Into Global Transformations.Marek Kwiek - unknown
    This book argues that the current renegotiation of the postwar social contract concerning the welfare state in Europe is being accompanied by the renegotiation of a smaller-scale modern social pact between the university and the nation-state. Current transformations to the state under the pressures of globalization will not leave the university unaffected, and consequently it is useful to discuss the university and its future in the context of the state. In the new global order, against the odds, universities are striving (...)
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  • Citizen Science and Ecological Democracy in the Global Science Regime: The Need for Openness and Participation.Michael A. Peters - 2020 - Educational Philosophy and Theory 52 (3):221-226.
  • On the Unrepresentability of Affect in Lyotard’s Work: Towards Pedagogies of Ineffability.Michalinos Zembylas - 2020 - Educational Philosophy and Theory 52 (2):180-191.
    This article explores how Jean François Lyotard reflects on affect as unrepresentable in relation to contemporary affect theory and specifically post-Deleuzian perspectives and non-represen...
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  • Childhood and Education in Jean-François Lyotard’s Philosophy.Emine Sarikartal - 2019 - Educational Philosophy and Theory 52 (1):88-97.
    The theme of childhood and education in Lyotard’s philosophy provides an interesting field of reflection combining education studies and continental philosophy. Childhood in Lyotard’s thought is mostly understood as infantia, a concept that appears towards the end of his work. The claim of this article is that childhood in Lyotard’s philosophy cannot be reduced to the late concept of infantia; looking at the recurring nature of this theme in his writings that is present from the beginning, as well as various (...)
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  • The Ethics of Reading Wittgenstein.Michael A. Peters - 2018 - Educational Philosophy and Theory 51 (6):546-558.
  • Lyotard, Postmodernism and Science Education: A Rejoinder to Zembylas.Roland M. Schulz - 2007 - Educational Philosophy and Theory 39 (6):633–656.
    Although postmodernist thought has become prominent in some educational circles, its influence on science education has until recently been rather minor. This paper examines the proposal of Michalinos Zembylas, published earlier in this journal, that Lyotardian postmodernism should be applied to science educational reform in order to achieve the much sought after positive transformation. As a preliminary to this examination several critical points are raised about Lyotard's philosophy of education and philosophy of science which serve to challenge and undermine Zembylas’ (...)
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  • Michael Peters' Lyotardian Account of Postmodernism and Education: Some Epistemic Problems and Naturalistic Solutions.John A. Clark - 2006 - Educational Philosophy and Theory 38 (3):391-405.
    Postmodernism has established a significant hold in educational thought and some of the most important ideas are to be found in the writings of Michael Peters. This paper examines his postmodern stance and use of Lyotard's account of knowledge, and from a naturalist point of view raises a number of objections centred on science as a metanarrative, the unity of the empirical and the evaluative, and reason, truth and the growth of knowledge. It is concluded that postmodern epistemology, unlike naturalism, (...)
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  • Lyotard’s Pedagogies of Affect in Les Immatériaux.Kirsten Locke - 2017 - Educational Philosophy and Theory 49 (13):1277-1285.
    This paper explores the continuing relevance to education of ideas about art and resistance that Jean-François Lyotard signalled in his curated exhibition in 1985 at the Centre Georges Pompidou in Paris entitled Les Immatériaux. The exhibition was for Lyotard the ‘staging’ of a resistance at the dawning of an information age that challenged the prioritisation of computerised ‘data’ through the very deconstruction of data as presented in artistic form. While the implications of this event for art exhibitions are still being (...)
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  • Toward an Ontology of Practices in Educational Administration: Theoretical Implications for Research and Practice.Paul Newton & Augusto Riveros - 2015 - Educational Philosophy and Theory 47 (4):330-341.
    In this article, we argue for a study of educational administration centered on an ontology of practices. This is an initial proposal for thinking about and conceptualizing practices in educational administration. To do this, first, we explore how practices are constituted and how they configure the social realities of practitioners. Second, we explore what an ontology of practices has to offer for our understanding of organizations. Third, we examine how an ontology of practices might inform our understandings of leadership in (...)
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  • Postmodernism, Science Education and the Slippery Slope to the Epistemic Crisis.Renia Gasparatou - 2018 - Educational Philosophy and Theory 50 (14):1412-1413.
    Declarations of the death knell of postmodernism are rather quite commonplace. For its 50th anniversary, The Journal of Educational Philosophy and Theory conducted a philosophical experiment, asking philosophers of education to solicit a comment, argument or position concerning the so-called death of postmodern philosophy. Renia Gasparatou joined this experiment; in this short paper she suggests that, unfortunately, postmodernism is not dead enough!
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  • Je M'excuse, Monsieur Lyotard: Response to Clark.Michael A. Peters - 2006 - Educational Philosophy and Theory 38 (3):407–410.
  • Something ‘Paralogical’ Under the Sun: Lyotard's Postmodern Condition and Science Education.Michalinos Zembylas - 2000 - Educational Philosophy and Theory 32 (2):159-184.
    Sometimes I dream that I am an astronaut. I land my spaceship on a distant planet. When I tell me children on that planet that on earth school is compulsory and that we have homework every evening, they split their sides laughing. And so I decide to stay with them for a long, long time… Well anyway… until the summer holidays. Each state of the mind is irreducible. The mere act of giving it a name, that is of classifying it, (...)
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  • Michael Peters' Lyotardian Account of Postmodernism and Education: Some Epistemic Problems and Naturalistic Solutions.John A. Clark - 2006 - Educational Philosophy and Theory 38 (3):391–405.
    Postmodernism has established a significant hold in educational thought and some of the most important ideas are to be found in the writings of Michael Peters. This paper examines his postmodern stance and use of Lyotard's account of knowledge, and from a naturalist point of view raises a number of objections centred on science as a metanarrative, the unity of the empirical and the evaluative, and reason, truth and the growth of knowledge. It is concluded that postmodern epistemology, unlike naturalism, (...)
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  • Something 'Paralogical' Under the Sun: Lyotard's Postmodern Condition and Science Education.Michalinos Zembylas - 2000 - Educational Philosophy and Theory 32 (2):159–184.
    Sometimes I dream that I am an astronaut. I land my spaceship on a distant planet. When I tell me children on that planet that on earth school is compulsory and that we have homework every evening, they split their sides laughing. And so I decide to stay with them for a long, long time… Well anyway… until the summer holidays. Each state of the mind is irreducible. The mere act of giving it a name, that is of classifying it, (...)
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  • Education Policy Research and the Global Knowledge Economy.Michael Peters - 2002 - Educational Philosophy and Theory 34 (1):91-102.
    Knowledge is and will be produced in order to be sold; it is and will be consumed in order to be valorised in a new production: in both cases, the goal is exchange.We live in a social universe in which the formation, circulation, and utilization of knowledge presents a fundamental problem.If the accumulation of capital has been an essential feature of our society, the accumulation of knowledge has not been any less so.Now, the exercise, production, and accumulation of this knowledge (...)
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  • Lyotard, Postmodernism and Science Education: A Rejoinder To Zembylas.Roland M. Schulz - 2007 - Educational Philosophy and Theory 39 (6):633-656.
    Although postmodernist thought has become prominent in some educational circles, its influence on science education has until recently been rather minor. This paper examines the proposal of Michalinos Zembylas, published earlier in this journal, that Lyotardian postmodernism should be applied to science educational reform in order to achieve the much sought after positive transformation. As a preliminary to this examination several critical points are raised about Lyotard's philosophy of education and philosophy of science which serve to challenge and undermine Zembylas’ (...)
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  • Je M'excuse, Monsieur Lyotard: Response to Clark.Michael A. Peters - 2006 - Educational Philosophy and Theory 38 (3):407-410.