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  1.  1
    Bolsonaro and Pandemic Denial: Some Considerations on the Leader, Anti-Intellectualism, and Nationalism. Anonymous - 2022 - Educational Philosophy and Theory 54 (6):834-848.
    On the 9th of May 2020 The Lancet, the leading medical journal, published an editorial referring to the current situation of the pandemic in Brazil, which is short of being disastrous, and describing Jair Bolsonaro, the Brazilian president, as the biggest threat to Brazil – we would add to the world. In this paper, we enquire the issue of leadership, anti-intellectualism and nationalism by conducting a philosophical enquiry, whilst also questioning the role and shortcomings of the Brazilian educational system in (...)
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  2.  5
    Australian Universities in the Age of Covid.Scott Doidge & John Doyle - 2022 - Educational Philosophy and Theory 54 (6):668-674.
    As 2020 dawned, Australia’s universities were anticipating another prosperous year. But within months, as Covid-19 calamitously surged, they were declaring a state of crisis. That the Australian se...
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  3.  10
    Rethinking Future Uncertainty in the Shadow of COVID 19: Education, Change, Complexity and Adaptability.Tal Gilead & Gideon Dishon - 2022 - Educational Philosophy and Theory 54 (6):822-833.
    The outbreak of the COVID-19 pandemic in 2020 threw the world into an unexpected turmoil; schools were closed, exams cancelled, and educational systems were forced to react to deep and unexpected changes. In educational policy, however, the idea that we should prepare for an unknown, uncontrollable and risky future has been widely accepted long before the outbreak. Building on insights from complexity theory and the study of dynamic systems, the article critically examines how the standard educational response to future unpredictability, (...)
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  4.  4
    New Directions Towards Internationalization of Higher Education in China During Post-COVID 19: A Systematic Literature Review.Jian Li & Xue Eryong - 2022 - Educational Philosophy and Theory 54 (6):812-821.
    This study aims to explore the new directions towards internationalization of higher education in China during post-COVID 19. The systematic literature review is applied as an evidence-based policy analysis approach. The findings indicate that the challenges and difficulties of internationalization of higher education in the post-COVID 19 were considered as a high-frequency discussion topic. In order to address the crises of internationalization of higher education during the post-COVID 19, the idea of internationalization at home is regarded as a beneficial approach (...)
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  5. Reimagining the New Pedagogical Possibilities for Universities Post-Covid-19: An EPAT Collective Project.Lauren Misiaszek, Tina Besley, Marek Tesar, Rob Tierney, Lynda Stone, Michael Apple, Suzanne S. Choo, Petar Jandrić, Gert Biesta, Greg Misiaszek, James Conroy, Aslam Fataar, Bill Cope, Mary Kalantzis, Pankaj Jalote, Liz Jackson, Nick Burbules, Marianna Papastephanou, Rima Apple, Peter McLaren, Wang Chengbing, Ronald Barnett, Danilo Taglietti, Justin Malbon, John Quay, Susan Robertson, Marie Brennan, Lew Zipin, Yoonjung Hwang, Moon Hong, Radhika Gorur, Paul Gibbs, Gary McCulloch, Fazal Rizvi & Michael A. Peters - 2022 - Educational Philosophy and Theory 54 (6):717-760.
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  6.  11
    Žižek on China and COVID-19: Wuhan, Authoritarian Capitalism, and Empathetic Socialism in NZ.Michael A. Peters - 2022 - Educational Philosophy and Theory 54 (6):651-655.
    On my visit to the city Wuhan in 1999 I was invited to the philosophy department at Wuhan University to give a couple of lectures on Wittgenstein. The city was in the middle of a merger of three un...
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  7.  5
    The Coming Pandemic Era.Michael A. Peters - 2022 - Educational Philosophy and Theory 54 (6):656-661.
    There is evidence and informed expert opinion that we are entering a coming age of pandemics where humanity is exposed to lethal and highly infectious bacterial or viral diseases that have the pote...
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  8. The WHO, the Global Governance of Health and Pandemic Politics.Michael A. Peters, Stephanie Hollings, Benjamin Green & Moses Oladele Ogunniran - 2022 - Educational Philosophy and Theory 54 (6):707-716.
    The World Health Organization has been subjected to serious criticism for its handling of the COVID-19 virus, specifically that it failed to act decisively to stop the global outbreak and tha...
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  9.  2
    Surreal Economics, Fiscal Stimulus, and the Financialization of Public Health: Politics of the Covid-19 Narrative.Michael A. Peters & Petar Jandrić - 2022 - Educational Philosophy and Theory 54 (6):662-667.
  10.  4
    Public Intellectuals in the Age of Viral Modernity: An EPAT Collective Writing Project.Michael A. Peters, Petar Jandrić, Steve Fuller, Alexander J. Means, Sharon Rider, George Lăzăroiu, Sarah Hayes, Greg William Misiaszek, Marek Tesar, Peter McLaren & Ronald Barnett - 2022 - Educational Philosophy and Theory 54 (6):783-798.
  11.  13
    Viral Modernity? Epidemics, Infodemics, and the ‘Bioinformational’ Paradigm.Michael A. Peters, Petar Jandrić & Peter McLaren - 2022 - Educational Philosophy and Theory 54 (6):675-697.
    Viral modernity is a concept based upon the nature of viruses, the ancient and critical role they play in evolution and culture, and the basic application to understanding the role of information and forms of bioinformation in the social world. The concept draws a close association between viral biology on the one hand, and information science on the other – it is an illustration and prime example of bioinformationalism that brings together two of the most powerful forces that now drive (...)
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  12.  7
    A Viral Theory of Post-Truth.Michael A. Peters, Peter McLaren & Petar Jandrić - 2022 - Educational Philosophy and Theory 54 (6):698-706.
    There is an ecology of bad ideas, just as there is an ecology of weeds, and it is characteristic of the system that basic error propagates itself.–Gregory Bateson, Steps Towards an Ecology of Mind...
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  13.  1
    Knowledge Socialism in the COVID-19 Era: A Collective Exploration of Needs, Forms, and Possibilities.Sean Sturm, Liz Jackson, Ogunyemi Folasade Bolanle, Yuhan Jiang, Artem Samilo, Anum Riaz, Tahira Yasmeen, Paola Guañuna, Yodpet Worapot, Moses Oladele Ogunniran, Hazzan Moses Kayode, Stephanie Hollings & Daniel E. Crain - 2022 - Educational Philosophy and Theory 54 (6):761-782.
    The inspiration for this collective writing project began with a digital conference entitled ‘Knowledge Socialism, COVID-19 and the New Reality of Education’ held at Beijing Normal University. In this conference and through this article, multiple researchers spread across six continents have engaged in the collaborative task of outlining emerging innovations and alternative contingencies towards education, international collaboration, and digital reform in this time of global crisis. Trends associated with digital education, knowledge openness, peer production, and collective intelligence as articulated by (...)
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  14.  9
    Online Education Action for Defeating COVID-19 in China: An Analysis of the System, Mechanism and Mode.Eryong Xue, Jian Li & Liujie Xu - 2022 - Educational Philosophy and Theory 54 (6):799-811.
    This study explores the online education action for defeating COVID-19 in China from the perspectives of the system, mechanism and mode. In particular, the policy development of online education in China during the epidemic includes the education informatization policy, the online education system, and the online education mechanism in China. The online education and teaching mode during the epidemic involve the synchronous live class-based teaching mode, asynchronous recording and broadcasting teaching mode, online flipped classroom teaching mode, and online tutoring-based teaching (...)
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  15.  2
    Experiments in Negentropic Knowledge: Bernard Stiegler and the Philosophy of Education II.Joff P. N. Bradley - 2022 - Educational Philosophy and Theory 54 (5):459-464.
  16.  14
    On the Curation of Negentropic Forms of Knowledge.Joff P. N. Bradley - 2022 - Educational Philosophy and Theory 54 (5):465-476.
    My intention is to consider Bernard Stiegler’s concept of ‘journeys of knowledge’. Open Humanities Press, 2020) and to explore how one might rethink the knowledge-creating potentialities of information itself. This has become all the more apparent in the time of lockdowns, physical distancing during the pandemic but the primary purpose of the paper is to look at the distinction between knowledge/information and the role of the teacher in using technology pharmacologically to safeguard the savoirs and to stem the proletarianization of (...)
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  17.  4
    Transformations: Art and the City: Edited by Elizabeth M. Grierson, Bristol, Intellect Ltd., 2017, 301 P, Price $50, ISBN: 9781783207725.Hongyan Chen - 2022 - Educational Philosophy and Theory 54 (5):642-644.
  18.  5
    The Limits of Motivation Theory in Education and the Dynamics of Value-Embedded Learning.Chris Duncan, Minkang Kim, Soohyun Baek, Kwan Yiu Yoyo Wu & Derek Sankey - 2022 - Educational Philosophy and Theory 54 (5):618-629.
    Over the past twenty-five years, or so, considerable advances have been made in understanding how learning occurs in the brain, though much of this research is still to make its way into education. One contribution it should be making is to furnish the philosophical critique of past and current theory with supporting empirical evidence. For example, motivation theory and its cognate expectancy-value theory continue to be taught in teacher education, even though their rational cognitivist foundations are philosophically shaky, and their (...)
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  19.  1
    Burning Beds and Political Stasis: Bernard Stiegler and the Entropic Nature of Australian Anti-Reflexivity.Kristy Forrest - 2022 - Educational Philosophy and Theory 54 (5):557-567.
    The entropic state that engulfed the East Coast of Australia in the first eight months of 2020 followed thirty years of uninterrupted economic growth and 10 years of tenuous federal governments divided on the question of climate change. The twin geophysical crises of catastrophic bushfires and the COVID-19 pandemic have led to a public reckoning around our guardianship of the environment, as well as our relationship with science and indigenous knowledge. Congruent with this was the rapid transformation of both schools (...)
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  20. A Song of Teaching with Free Software in the Anthropocene.Greta Goetz - 2022 - Educational Philosophy and Theory 54 (5):545-556.
    Bernard Stiegler highlights many of the problems faced by education with respect to the ‘bringing forth’ of knowledge on an individual, collective, and technical level in the Anthropocene. These problems include the short-circuiting of dreams, automatization of thought, and toxic digital networks. Stiegler’s φάρμακον seeks to treat the toxicity of the Anthropocene with a care-ful hermeneutic approach that is directed towards the disautomatized, inventive, co-individuating knowledge act. This paper first explores Stiegler’s Anthropocene and his development of Heideggerian ποίησις in terms (...)
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  21.  3
    Education and the Dislike Society: The Impossibility of Learning in Filter Bubbles.Benjamin Herm-Morris - 2022 - Educational Philosophy and Theory 54 (5):502-511.
    As we begin to witness a new phase in the integration of digital social media platforms with educational institutions, we ought to ask how learning exchanges may be altered as a result. Looking to transformations in knowledge exchanges outside of formal education, we find that these technologies have already modified the ways in which communities engage with each other. Gerlitz and Helmond explain that the Like Economy built into all major social media platforms flattens exchanges between users to engagement metrics. (...)
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  22. Yin/Yang Crossing East/West.Ruyu Hung - 2022 - Educational Philosophy and Theory 54 (5):457-458.
  23.  6
    Heidegger’s Critique of the Technology and the Educational Ecological Imperative.Rauno Huttunen & Leena Kakkori - 2022 - Educational Philosophy and Theory 54 (5):630-642.
    It is clear that we have to do something in our time concerning global warming yet before we can actually change the world, we must first understand our world. According to Heidegger, technology itself is not good or bad, but the problem is, that technological thinking (calculative thinking) has become the only form of thinking. Heidegger saw that the essence of technology nowadays is enframing – Ge-stell, which means that everything in nature is ‘standing-reserve’ (Bestand). Enframing (as apparatus) is one (...)
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  24.  4
    Negentropy for the Anthropocene; Stiegler, Maori and Exosomatic Memory.Ruth Irwin & Te Haumoana White - 2022 - Educational Philosophy and Theory 54 (5):532-544.
    Exosomatic memory is a crucial phase in the evolution of humanity because it enables learning to take place across groups and generations rather than exclusively through lived experience or one on one transmission. Exosomatic memory is the attribution of knowledge to objects, such as art or writing, which allows epistemology to be transmitted beyond the individual to subsequent generations of people. Exosomatic memory is the key to the transmission of culture and knowledge, beyond the individual who learns exclusively from personal (...)
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  25.  3
    Coexistence Between Attention and Distraction: An Attempt to Bridge the Gap Between Bernard Stiegler and Walter Benjamin.Sunji Lee - 2022 - Educational Philosophy and Theory 54 (5):512-520.
    Reflecting on the question of media, this paper attempts to bridge the gap between attention and distraction in Bernard Stiegler and Walter Benjamin’s respective philosophies. Based on Stiegler’s philosophical theory, this paper will demonstrate, on the one hand, how harmful the destruction of attention, i.e. deficit hyperactivity disorder, can be to intergenerational relationships which is constructed of retentions including tertiary retention, and the other hand, how Stiegler’s theory is too exclusively focused upon ‘Generation M,’ that is children with hyper attention. (...)
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  26.  5
    Sinophobia in Hong Kong News Media.Cong Lin & Liz Jackson - 2022 - Educational Philosophy and Theory 54 (5):568-580.
    Sinophobia has become normalised and increasingly acceptable in Hong Kong in recent decades. Such Sinophobia intersects with aims of protecting what is local in the society, as seen in Hong Kong news media. This paper first explores the concept of Sinophobia. It then provides a background on Sinophobia in Hong Kong, explaining the tensions between the identities of Hong Kong/hongkongers and Mainland China/mainland Chinese. After elaborating on the role of media and the nature of local media in Hong Kong, this (...)
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  27.  3
    The Dichotomy in India’s Education System – A Macro Level Analysis.Trinadh Nookathoti - 2022 - Educational Philosophy and Theory 54 (5):606-618.
    Field of education is associated with herculean task and innate responsibility of escorting societies forward. Across space and time, it has been an unambiguous synthesis that education should precede any progress or change. It helps humans to understand themselves and better their interaction with rest of the society. Hence the field of education and dissemination of knowledge is very much a pivotal entity in the evolution of human civilisation. No country in the globe over centuries could afford to flourish on (...)
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  28.  6
    Hayek as Classical Liberal Public Intellectual: Neoliberalism, the Privatization of Public Discourse and the Future of Democracy.Michael A. Peters - 2022 - Educational Philosophy and Theory 54 (5):443-449.
    F.A. Hayek was an intellectual who, driven by state phobia and the fear of totalitarianism established the Mont Pèlerin Society in 1947, with Karl Popper, Frank Knight, Ludwig von...
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  29.  3
    Why I Am Not a Deweyean.Michael A. Peters - 2022 - Educational Philosophy and Theory 54 (5):439-442.
  30.  7
    Stiegler and the Task of Tertiary Retention: On the Amateur as an Educational Subject.Virgilio A. Rivas - 2022 - Educational Philosophy and Theory 54 (5):521-531.
    The paper attempts to examine what is by all accounts a self-styled approach to contemporary existence, borrowing from Claire Colebrook’s 2017 essay on Bernard Stiegler’s so-called ‘curious problem of range’. Subsequently, we tackle Yuk Hui's interpretive reading of Stiegler's analysis of retentional digitality. Hui promotes the idea of archival metaphysics to overlay Stiegler’s concept of tertiary retention with tertiary protention. However, Stiegler's reformulation of Kant's aesthetics already addresses these concerns: the problem of range that his works continually provoke and the (...)
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  31.  5
    Philosophical Roots of Argumentative Writing in Higher Education.Erhan Şimşek - 2022 - Educational Philosophy and Theory 54 (5):581-595.
    The split between analytic philosophy and Continental philosophy has mainly preoccupied scholars of philosophy so far, but in fact, it has broader pedagogical implications. This article argues that conventions of argumentative writing, as taught in colleges today, have their roots in analytic philosophy and its assumptions regarding ways of disseminating knowledge. Behind writing instructors’ emphasis on the ‘thesis and evidence’ structure lie analytic tendencies such as verifiability and intersubjectivity. By contrast, Continental philosophy emphasises the subjective human experience, which leads to (...)
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  32.  1
    The Critical Gift: Revaluing Book Reviews in Educational Philosophy and Theory.Sean Sturm - 2022 - Educational Philosophy and Theory 54 (5):450-456.
  33. Stiegler’s Automaton and Artisanal Mode of Learning.Santosh Jaising Thorat - 2022 - Educational Philosophy and Theory 54 (5):489-501.
    In Stieglerian fashion, this paper is concerned with both the loss and the re-creation of knowledge in the field of architecture. The student of architecture must be the one who learns new tools and new forms of knowledge and this has profound implications and applicability for the philosophy of education as it is a question of the recuperation of architecture with negentropic tools. Why? In the realm of the digital, it is the case that architectural student is at risk of (...)
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  34.  8
    The Subject in Posthumanist Theory: Retained Rather Than Dethroned.Ingrid Andersson - 2022 - Educational Philosophy and Theory 54 (4):395-403.
    The aim of this paper is to sketch a conception of a posthuman subject in which we can recognize a cognitive dimension. Through Hayles’s widened notion of cognition, I argue that we can retain the interpreting subject within posthumanism and thereby view it as entrenched in the surrounding world. Nonconscious- and conscious cognition, which are the terms that Hayles utilizes, shows how both non-human cognizing systems and the human subject widens while remaining level specific. The text concludes with a discussion (...)
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  35.  5
    Possible Approaches to the Comparative Study of William James and Traditional Chinese Philosophy.Wang Chengbing - 2022 - Educational Philosophy and Theory 54 (4):328-330.
    In the current era of globalization, to engage in the dialogue and comparative study of Chinese and Western philosophy is not only a general trend but also an academic responsibility that contempor...
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  36.  3
    Caught Between the Air and Earth: A Schizoanalytic Critique of the Role of the Education in the Development of a New Airport.David R. Cole - 2022 - Educational Philosophy and Theory 54 (4):422-433.
    This philosophy of education paper describes a schizophrenic situation. A new airport is being planned in the locale of a university which is a Centre of Excellence of Education for Sustainable Development, and the university is a major partner. The airport involves an investment in jobs, resources, and will encourage further economic development. The planners have named the inter-connected developments around the airport as the ‘Aerotropolis’, including new university facilities. One could argue that the airport is a classic example of (...)
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  37.  4
    Visual Borderlands: Visuality, Performance, Fluidity and Art-Science Learning.Kathryn Grushka, Miranda Lawry, Ari Chand & Andy Devine - 2022 - Educational Philosophy and Theory 54 (4):404-421.
    The image is the raw material of the twenty-first century. Images infiltrate all social and cultural spaces. Its digital-mediated realities drive communication, industry and knowledge. Images saturate life and adolescent learners are familiar with the participatory nature of image production and its social, educational and personal communicative realities. Vision and visibility, seeing and being now dominate how we inter-subjectively recognise ourselves and perform our world. We also find our aesthetic and embodied self increasingly constituted within imaging acts that are relational. (...)
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  38.  10
    A Theory of Hope in Critical Pedagogy: An Interpretation of Henry Giroux.Hideyuki Ichikawa - 2022 - Educational Philosophy and Theory 54 (4):384-394.
    This paper examines Henry Giroux’s critical pedagogy, and explores the interconnections among education, democracy, and hope. Whereas critical pedagogy rejects foundationalism, it still requires a normative foundation to criticise oppressive situations and pose a vision of the future. Giroux rejects foundationalism and regards oppressive force such as neoliberalism as an enemy of both hope and democracy. He regards hope as an act of imagination, something to be cultivated, which can be regarded as a medium of mobilisation. This seems inconsistent with (...)
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  39.  5
    Michel Serres: Divergences.Marla Beth Morris - 2022 - Educational Philosophy and Theory 54 (4):362-374.
    In order to show how Michel Serres’s work diverges from traditional Western philosophy, this article explores a multitude of texts and contexts against which Serres might be better understood. Most starkly, Serres’s work diverges from the eighteenth and nineteenth century Germanic tradition of Bildung, meaning cultivation through introspection, apolitical thought and character building through education. Serres’s moves away from ego-centric thought to eco-centric thought more akin to what Gregory Bateson called an ecology of mind. That is, Serres’s integrates—in a more (...)
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  40.  5
    Postmodernism in the Afterlife.Michael A. Peters, Marek Tesar, Liz Jackson & Tina Besley - 2022 - Educational Philosophy and Theory 54 (4):325-327.
    [This editorial is part of the 50th celebration issue that explored ‘what comes after postmodernism in educational theory. The special issue is being published as a monograph and this is our group...
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  41.  1
    Georgina Tuari Stewart on Decolonizing and Indigenizing Education in Canada.Georgina Tuari Stewart - 2022 - Educational Philosophy and Theory 54 (4):434-436.
  42.  1
    Georgina Tuari Stewart on Decolonizing and Indigenizing Education in Canada : Canadian Scholars, 2020, RRP$59.95, ISBN 9781773381817. [REVIEW]Georgina Tuari Stewart - 2022 - Educational Philosophy and Theory 54 (4):434-436.
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  43.  3
    Serres’ Science.John Weaver - 2022 - Educational Philosophy and Theory 54 (4):353-361.
    In this article I explore Serres’ idea of science and how it impacted his overall work. This approach to understanding Serres’ idea of science is much like working with Nietzsche. I look at the areas Serres viewed as the dangers of science including what he referred to as a tsunami of data and the primary focus on methods. I end with Serres third way of inventive science.
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  44.  3
    Serres and the University.John Weaver - 2022 - Educational Philosophy and Theory 54 (4):375-383.
    Michel Serres was a successful scholar who made a living within the university on two continents. However, he also viewed the university with great trepidation and tried to warn young scholars against falling victim to the university culture that encouraged a scholar to become a critic and not do original work. In place of the current university system, Serres offers an alternative vision that I refer to as the Diogenes University.
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  45.  5
    Michel Serres: A Pedagogical Life.John A. Weaver & Marla Beth Morris - 2022 - Educational Philosophy and Theory 54 (4):350-352.
  46.  7
    Have We Been Paying Attention? Educational Anaesthetics in a Time of Crises.Gert Biesta - 2022 - Educational Philosophy and Theory 54 (3):221-223.
    It is remarkable to see how much has already been written about what is alternatively called the ‘Corona Crisis’ or the ‘Covid-19 Crisis’ and also about its impact on education. In addition to an i...
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  47.  4
    Education for Sustainable Development in the ‘Capitalocene’.Olof Franck, Arjen Wals, Dawn Sanders, Beniamin Knutsson, Sally Windsor & Helena Pedersen - 2022 - Educational Philosophy and Theory 54 (3):224-227.
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  48.  6
    Education, Sustainable or Otherwise, as Simulacra: A Symphony of Baudrillard.Chloe Humphreys, Sean Blenkinsop & Bob Jickling - 2022 - Educational Philosophy and Theory 54 (3):310-323.
    Preamble: Singers gathering on stage This is a paper for three voices. An attempt at a philosophic experience in the symphonic form. The first voice carries the tune and holds the shape of the paper as it focuses on Baudrillard and proposes that public education in Canada today is in fact a simulacra. The second voice has more room to roam, tracing some of the Western philosophical underpinnings of Baudrillard’s stages of the simulacra from Aristotle to Saussure’s centralization of human (...)
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  49. Catastrophe or Apocalypse? The Anthropocenologist as Pedagogue.Chris Peers - 2022 - Educational Philosophy and Theory 54 (3):263-273.
    The fact that humans are responsible for climate change is certain. But the meaning of the fact of human responsibility is not disclosed by stating the fact: there is a distinction between the two principles, de facto and de jure, the right to state a fact and the right to assert the meaning of the fact. This distinction must be preserved in order that humans may interpret the nature of our responsibility, as a form of justice. In fact, the nature (...)
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  50.  4
    Education After the End of the World. How Can Education Be Viewed as a Hyperobject?Nick Peim & Nicholas Stock - 2022 - Educational Philosophy and Theory 54 (3):251-262.
    This article considers a series of ideas disturbing the conventional wisdom that decrees education an essential force in saving the world. Taking Morton's descriptions of hyperobjects seriously, we consider his radical idea that the world has ended amidst the eco-political depredations of the Anthropocene. Accordingly, we claim that education in modernity most properly belongs - materially and ideologically - with technological enframing and the rise of biopower. In other words, what is taken almost universally as the sacred realm of education (...)
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  51.  6
    ‘Reality is an Activity of the Most August Imagination’. When the World Stops, It’s Not a Complete Disaster – We Can Hear the Birds Sing!Michael A. Peters - 2022 - Educational Philosophy and Theory 54 (3):217-220.
    Last Friday, in the big light of last Friday night,We drove home from Cornwall to Hartford, late.It was not a night blown at a glassworks in ViennaOr Venice, motionless, gathering time and dust.The...
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  52.  5
    Strange Loops, Oedipal Logic, and an Apophatic Ecology: Reimagining Critique in Environmental Education.Antti Saari & John Mullen - 2022 - Educational Philosophy and Theory 54 (3):228-237.
    There are currently two broad forms of critique undergirding environmental education theories: the first is one of subtraction from perceived reality as it seeks to reveal and remove illusions and ideologies, while the other takes the inverse form of adding to reality in the form of investigating how matter comes to matter. We suggest a third form that explores the paradoxical and uncanny aspects of ecological awareness and assumes an apophatic, self-negating form, which short-circuits and relinquishes all attempts at epistemological (...)
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  53.  24
    From “Education for Sustainable Development” to “Education for the End of the World as We Know It”.Sharon Stein, Vanessa Andreotti, Rene Suša, Cash Ahenakew & Tereza Čajková - 2022 - Educational Philosophy and Theory 54 (3):274-287.
    In this article, we address the limitations of sustainable development as an orienting educational horizon of hope and change, given that mainstream development presumes the possibility of perpetual growth and consumption on a finite planet. Facing these limitations requires us to consider the inherently violent and unsustainable nature of our modern-colonial modes of existence. Thus, we propose a shift from “education for sustainable development” to “education for the end of the world as we know it.” We contend that the predicament (...)
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  54.  2
    The Holocene Simulacrum.Jason James Wallin - 2022 - Educational Philosophy and Theory 54 (3):238-250.
    Education for Sustainable Development is a broad and varied field of study replete with compelling advocacies for a more humane world. Across a majority of its instances however, ESD might yet be seen to labour in stealth fidelity to a mode of political economy and model of human-nature relations complicit with planetary ecocide. This essay draws largely from the thinking of Jean Baudrillard in an effort to identify the implications of ESD’s mainstay commitments, particularly as expressed in the field’s lingering (...)
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  55.  7
    Ilyenkov’s Ideal: Can We Bank on It?Mike Ward - 2022 - Educational Philosophy and Theory 54 (3):299-309.
    Education for Sustainable Development supports processes of change in complex socio-ecological systems. Where and how this change takes place are important considerations as we seek to enhance our capacity to challenge existing systems and thus produce and reproduce our life activities in more sustainable ways. This paper considers the possibilities for change in a system as deeply embedded in our social and material existence as capitalism. It rejects the notion that there is no alternative and considers the implications of Evald (...)
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  56.  2
    Spiritual Education for a Post-Capitalist Society.R. Scott Webster - 2022 - Educational Philosophy and Theory 54 (3):288-298.
    The dominance of capitalism, through the hegemony of neoliberal ideology, is maintained as an illusion through the use of four main strategies. In order to obtain the consent of the population, mass schooling tends to produce graduates who accept this illusion because they are vulnerable to these strategies and cannot imagine a post-capitalist world. However, through education, people can better appreciate the problematic reality of unbridled capitalism, such as the degradation of the global ecosystem. It is argued here that programs (...)
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  57.  3
    Diasporicity and Intercultural Dialectics in Muslim Education: Conceptualizing a Minorities Curriculum.Wisam Kh Abdul-Jabbar - 2022 - Educational Philosophy and Theory 54 (2):204-216.
    Drawing on fiqh al-aqalliyyat, this article introduces a Muslim minorities curriculum and negotiates the notion of diasporicity as a process that signifies a community’s readiness to respond to its own cultural, religious and literacy practices. More specifically, first, I propose a Muslim minorities curriculum that is informed by diasporicity and fiqh al-aqalliyyat. Second, the article makes a distinction between diaspora and diasporicity. In what ways can diasporicity itself be conceptualized to advance Muslim education and what are the pedagogical implications? Third, (...)
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  58.  10
    Strikingly Educational: A Childist Perspective on Children’s Civil Disobedience for Climate Justice.Tanu Biswas & Nikolas Mattheis - 2022 - Educational Philosophy and Theory 54 (2):145-157.
    In this paper, we offer a childist reading of school strikes for climate in an overheated world. We argue that school strikes can be understood as offering a dynamic counterweight to formal education, by providing opportunities for children to self-educate, and for others, especially adults, to learn from them. We suggest that taking school strikes seriously as sites of political appearance—which highlight interdependencies and vulnerabilities in the face of crises in Anthropocene neoliberalism requires rethinking the boundaries of democratic participation and (...)
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  59.  7
    A Heideggerian Pedagogy of Disruption.Sacha Golob - 2022 - Educational Philosophy and Theory 54 (2):194-203.
    The phenomenological tradition developed sophisticated techniques to draw attention to pre-theoretic or pre-reflective experience. This article examines how one of the most famous, Heidegger’s ‘broken tool’, might work in a pedagogical context. I contend that it can be highly effective there, fleshing out his vision of teaching as ‘letting learn’ with a distinctive educational method. At the same time, that context suggests fundamental changes to the standard reading of the ‘broken tool’, shifting the focus towards what I call ‘information tools’. (...)
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  60.  7
    Making Marks While Reading, with Some Remarks on the Challenges Posed by the Digital World.Marcus A. Lessa, Domício Proença Júnior, Roberto Bartholo & Édison Renato Silva - 2022 - Educational Philosophy and Theory 54 (2):183-193.
    This communication sought to redress the loss of the skill of making marks while reading by reporting a consolidated and reflective summation that drew on over four decades' worth of experience with approximately 500 undergraduate and 200 graduate students of Production Engineering at the Federal University of Rio de Janeiro. It identified the fundamentals and rationale of making marginalia while reading, with particular attention to their role in the preservation of insights and in furthering discovery, pointing to the need to (...)
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  61.  5
    Pandemic Abandonment, Panoramic Displays and Fascist Propaganda: The Month the Earth Stood Still.Peter McLaren - 2022 - Educational Philosophy and Theory 54 (2):121-130.
    In early June, 2020, Fox News displayed for viewers a color-coded graph that compared the amounts that the stock market had risen in the aftermath of major racial tragedies, including the assassina...
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  62.  2
    Exclusionary Practices of English Language Teaching Departments in Turkey: Radical Pedagogy, British Colonialism and Neoliberalism.Eser Ordem - 2022 - Educational Philosophy and Theory 54 (2):170-182.
    This study problematizes English language teaching departments in Turkey that have ignored the importance of radical pedagogy, the history of British colonialism and neoliberalism in the curriculum because Orientalist, Occidentalist and neoliberal discourses have led to the exclusion of critical discourses in ELT in Turkey. Therefore, the possible reasons for the absence of some curricular topics present a complicated structural problem. Exclusionary practices of ELT departments can be ascribed to Turkey’s political regimes that have reinforced both nation-state ideology and Anglo-American (...)
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  63.  6
    ‘Did COVID-19 Exist Before the Scientists?’ Towards Curriculum Theory Now.João M. Paraskeva - 2022 - Educational Philosophy and Theory 54 (2):158-169.
    We live in an era that normalized absurdism and abnormality. From successive devastating economic and environmental havoc, the world is now before a pandemic with a lethal footprint throughout the planet. The pandemonium became global. This paper situates the current COVID-19 pandemic within the context of an endless multi-plethora of devastating sagas pushing humanity into an unimaginable great regression. In doing so, the paper examines, how such pandemic reflects the very colors of an intentional epistemological blindness that frames Eurocentric reasoning, (...)
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  64.  5
    Biopolitics, Conspiracy and the Immuno-State: An Evolving Global Politico-Genetic Complex.Michael A. Peters & Tina Besley - 2022 - Educational Philosophy and Theory 54 (2):111-120.
    a. The literature on biopolitics emerged 1970s with Michel Foucault’s ‘Right of Death and Power over Life’, part five of The History of Sexuality: An Introduction :For a long time,...
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  65.  7
    Regarding the Question of Presence in Online Education: A Performative Pedagogical Perspective.Ozum Ucok-Sayrak & Nichole Brazelton - 2022 - Educational Philosophy and Theory 54 (2):131-144.
    In response to the interruption of all levels of education following COVID-19, we start by underlining the difference between emergency remote teaching and online learning. Next, we inquire into the question of presence in physical and virtual classrooms, and offer a discussion of presence as “being-here-now,” a “movement toward becoming,” and as gelassenheit or “releasement toward things.” We highlight the materiality of communication, and the performative production and transformation of the classroom space. Finally, we illustrate how performative writing enhances the (...)
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  66.  6
    Teaching and Learning Moments as Subjectively Problematic: Foundational Assumptions and Methodological Entailments.Andrew P. Carlin & Ricardo Moutinho - 2022 - Educational Philosophy and Theory 54 (1):48-60.
    This article takes a conceptual approach to an issue of pedagogical relevance—the presence of teaching and learning moments within educational environments. We suggest sources of philosophical confusions that design patterns for the classification and creation of typologies of classroom events. We identify three foundational assumptions with the way in which classroom events are analyzed: Describing a classroom event ; Devising a procedure for co-classifying events ; Repurposing decontextualized events to fit a preferred analytic model. Hitherto these assumptions have obscured the (...)
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  67.  12
    Questioning Allegiance: Resituating Civic Education.Stephen Chatelier, Candyce Reynolds, Kevin Williams & Liz Jackson - 2022 - Educational Philosophy and Theory 54 (1):104-109.
  68. From the Realm Where Parallel Lines Meet – Jim Walker: A Reminiscence.Kevin Harris - 2022 - Educational Philosophy and Theory 54 (1):16-20.
  69. Questioning Allegiance: Resituating Civic Education : By Liz Jackson: A Review Symposium. [REVIEW]Liz Jackson, Kevin Williams, Candyce Reynolds & Stephen Chatelier - 2022 - Educational Philosophy and Theory 54 (1):104-109.
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  70.  5
    Seeing Through a Glass, Darkly? Towards an Educational Iconomy of the Digital Screen.Wiebe Koopal & Joris Vlieghe - 2022 - Educational Philosophy and Theory 54 (1):61-70.
    This paper attempts to reassess the educational affordances of digital screens, at a time when their educational impact has become incontournable, but is also increasingly growing suspicion. To bypass the redundancies of overly critical theoretical approaches, the paper foregrounds the subjectifying potentialities of the screen’s elusive technological ‘plasticity’. After the introduction, in which some pedagogical misgivings about the digital screen are addressed, we turn to Marie-José Mondzain’s historico-philosophical genealogy of iconoclasm. Trying to make sense of the aesthetic-political ambivalence that shrouded (...)
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  71.  6
    Rethinking How to Create World-Class Universities in China: A Policy Mapping Perspective.Jian Li & Eryong Xue - 2022 - Educational Philosophy and Theory 54 (1):81-91.
    This study investigates how to create world-class universities in China from a policy mapping perspective. Specifically, policy connotations of creating world-class universities in China have been explored in this study. Policy mapping of creating world-class universities in China is mainly divided into two stages: Stage 1 focuses on the introduction and continuous improvement of the guiding overall plan; Stage 2 concentrates on conducting specific implementation plans, speeding up construction, and implementing them in colleges and universities. In addition, policy strategies on (...)
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  72. James Walker, Philosopher of Education – Five Tributes From Colleagues.Michael Matthews, Robert Mackie, Colin Evers, Steve Crump & Paul Hager - 2022 - Educational Philosophy and Theory 54 (1):5-10.
  73.  21
    The Plague: Human Resilience and the Collective Response to Catastrophe.Michael A. Peters - 2022 - Educational Philosophy and Theory 54 (1):1-4.
    What’s true of all the evils in the world is true of plague as well. It helps men [sic] to rise above themselves.– Albert Camus, The PlagueMany novelists and philosophers have commented on the them...
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  74.  3
    James (J.C.) Walker: Philosopher of Education – The Celebration of a Life.Michael A. Peters & Paul Hager - 2022 - Educational Philosophy and Theory 54 (1):11-15.
  75.  5
    Waiting Before Hoping: An Educational Approach to the Experience of Waiting.Alberto Sánchez-Rojo - 2022 - Educational Philosophy and Theory 54 (1):71-80.
    Waiting has traditionally been defined as the interval of time between the anticipation of an event and its occurrence. From an educational perspective, we usually believe that it is not the wait that is important, but the attitude of the individual who is waiting. It is for this reason that, while we can barely find any educational research that addresses waiting, there is a prolific production relating to hope; that is, relating to one of the possible attitudes that someone may (...)
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  76.  7
    Enriching the Narratives We Tell About Ourselves and Our Identities: An Educational Response to Populism and Extremism.Laurance J. Splitter - 2022 - Educational Philosophy and Theory 54 (1):21-36.
    The normative ideals of democracy, trust and respect are under threat from the forces of populism and extremism. I argue for a recalibration of some basic ideas in the moral and social domains in which each person sees her/himself as one among others. I defend 0093The Principle of Personal Worth0094 which asserts that persons are more valuable than non-persons such as nations, religions, ethnicities, tribes, gangs, and cultures. The 0091collectivist0092 mentality denied by this principle is often held up against a (...)
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  77.  2
    Competitive Accountability and the Dispossession of Academic Identity: Haunted by an Impact Phantom.Richard Watermeyer & Michael Tomlinson - 2022 - Educational Philosophy and Theory 54 (1):92-103.
    This article discusses the intensification of research performance demands in UK universities in relation to the complex terrain of academic identity formation. It considers whether a demand for academic researchers to produce and evidence economic and societal impact – in the rewards game of the UK’s performance-based research funding system, the Research Excellence Framework – influences their self-concept as ‘engaged researchers’. While a designation of being REF impactful may be considered constitutive to a researcher’s sense of self-worth and advantageous to (...)
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  78. Examining and Problematizing the Journalistic Discourses of Radical Rightism.Steven Zhao - 2022 - Educational Philosophy and Theory 54 (1):37-47.
    This article examines the popular journalistic discourses on the terroristic actions and ideological beliefs of Brenton Tarrant as a way to illuminate the problematic ways in which the notions of radicalization and extremism of rightism are framed. I argue that the journalistic discourses implicitly frame radicalization and extremism as isolated standalone phenomena in terms of their ideas and ideological proponents. This framing is problematic because it stimulates a practical solution of suppression and a moral reaction of condemnation that serve to (...)
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