Citations of
Michael A. Peters (2004). Geophilosophy, Education and the Pedagogy of the Concept.

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  1.  4
    Taking the Edusemiotic Turn: A Body∼Mind Approach to Education.Inna Semetsky - 2014 - Journal of Philosophy of Education 48 (3):490-506.
    Educational philosophy in English-speaking countries tends to be informed mainly by analytic philosophy common to Western thinking. A welcome alternative is provided by pragmatism in the tradition of Peirce, James and Dewey. Still, the habit of the so-called linguistic turn has a firm grip in terms of analytic philosophy based on the logic of non-contradiction as the excluded middle. A body∼mind approach pertains to the edusemiotic turn that this article elucidates. Importantly, semiotics is not illogical but is informed by the (...)
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  2.  37
    Jung's Psychology and Deleuze's Philosophy: The Unconscious in Learning.Inna Semetsky & Joshua A. Delpech-Ramey - 2012 - Educational Philosophy and Theory 44 (1):69-81.
    This paper addresses the unconscious dimension as articulated in Carl Jung's depth psychology and in Gilles Deleuze's philosophy. Jung's theory of the archetypes and Deleuze's pedagogy of the concept are two complementary resources that posit individuation as the goal of human development and self-education in practice. The paper asserts that educational theory should explore the role of the unconscious in learning, especially with regard to adult education in the process of learning from life-experiences. The integration of the unconscious into consciousness (...)
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  3.  23
    Tribes, Territories and Threshold Concepts: Educational Materialisms at Work in Higher Education.Patrick Carmichael - 2011 - Educational Philosophy and Theory 44 (s1):31-42.
    The idea of transformative and troublesome ‘threshold concepts’ has been popular and influential in higher education. This article reports how teachers with different disciplinary affiliations responded to the ‘concept of thresholds’ in the course of a cross-disciplinary research project. It describes how the idea was territorialised and enacted through established materialising discourses in different disciplinary settings and enacted through pedagogical practice, technology and assessment. This has implications for professional development and pedagogical practice and endeavours to create ‘self-organising classrooms’ along Deleuzian (...)
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  4.  21
    Aesthetics, Affect, and Educational Politics.Alex Means - 2011 - Educational Philosophy and Theory 43 (10):1088-1102.
    This essay explores aesthetics, affect, and educational politics through the thought of Gilles Deleuze and Jacques Rancière. It contextualizes and contrasts the theoretical valences of their ethical and democratic projects through their shared critique of Kant. It then puts Rancière's notion of dissensus to work by exploring it in relation to a social movement and hunger strike organized for educational justice in Chicago's Little Village neighborhood. This serves as a context for understanding how educational provisions are linked to the aesthetic (...)
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  5.  22
    The Folds of Experience, Or: Constructing the Pedagogy of Values.Inna Semetsky - 2010 - Educational Philosophy and Theory 42 (4):476-488.
    This paper situates moral education in the context of Gilles Deleuze's philosophy and as embedded in lived experience qualified by three dimensions, namely critical, clinical, and creative ('3C'). The construct of '3C' education will be enriched by reference to the theoretical corpus of Nel Noddings, specifically her 2006 book Critical Lessons: What our schools should teach . The paper argues that only as embodying all three 'C's in experience can education become genuinely moral and bring the missing element of values (...)
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    Changing Planes: Rhizosemiotic Play in Transnational Curriculum Inquiry.Noel Gough - 2007 - Studies in Philosophy and Education 26 (3):279-294.
  7.  15
    Kinds of Thinking, Styles of Reasoning.Michael A. Peters - 2007 - 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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  8.  5
    Towards a Semiotic Theory of Learning: Deleuze's Philosophy and Educational Experience.Inna Semetsky - 2007 - Semiotica 2007 (164):197-214.