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  1. Non-Word (Buyan) and Non-Self (Wuji): Resistance to Duality, Standardisation and Comparison in Regime of School Accountability.Yuting Lan - 2020 - Educational Philosophy and Theory 52 (7):791-803.
    This article problematizes the way of thinking schooling in discourse of sign system, which involves opposition, and double gesture of inclusion/exclusion. Drawing on two fundamental texts of Taois...
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  2.  6
    ‘Education has No End’: Reconciling Past and Future Through Reforms in the Education System.Giancarlo Corsi - 2020 - Educational Philosophy and Theory 52 (6):688-697.
    Education conceives itself as something that cannot end. Pedagogy talks of lifelong learning and teachers would never say that their work is finished just because students graduate. But edu...
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  3.  2
    Time and Educational (Re-)Forms—Inquiring the Temporal Dimension of Education.Mathias Decuypere & Pieter Vanden Broeck - 2020 - Educational Philosophy and Theory 52 (6):602-612.
    Volume 52, Issue 6, June - July 2020, Page 602-612.
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  4.  2
    Pasts and Futures That Keep the Possible Alive: Reflections on Time, Space, Education and Governing.Mathias Decuypere & Maarten Simons - 2020 - Educational Philosophy and Theory 52 (6):640-652.
    Over the last years, the European Commission has heavily promoted various forms of digital education. In this article, we draw upon two recent European policy documents as key articulations...
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  5.  2
    The PISA Calendar: Temporal Governance and International Large-Scale Assessments.Joakim Landahl - 2020 - Educational Philosophy and Theory 52 (6):625-639.
    This article analyses international large-scale assessments in education from a temporal perspective. The article discusses and compares the different conceptions of time in the early inter...
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  6.  2
    Network Time for the European Higher Education Area.Rosaria Lumino & Paolo Landri - 2020 - Educational Philosophy and Theory 52 (6):653-663.
    In this article, we discuss the process of standardization of Higher education initiated by the Bologna Process bringing to the forefront the temporal politics of the standardization o...
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  7.  7
    The History of the Future and the Shifting Forms of Education.Eric Mangez & Pieter Vanden Broeck - 2020 - Educational Philosophy and Theory 52 (6):676-687.
    Across the globe, education has recently been through a major semantic shift, where new notions such as ‘learning’, ‘competences’, ‘projects’ came to replace or complement an older, more es...
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  8.  7
    The Problem of the Present: On Simultaneity, Synchronisation and Transnational Education Projects.Pieter Vanden Broeck - 2020 - Educational Philosophy and Theory 52 (6):664-675.
    The current inclination, at the European level, to fund education in the form of projects radicalises the modern orientation towards the present as the attempt to bind a yet indeterminate f...
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  9.  4
    Reification and Recognition in Teenage Years in the Contemporary World: An Interpretation Based on a Critical Look at Axel Honneth's Theses.Mônica Guimarães Teixeira do Amaral & Maria Patrícia Cândido Hetti - 2020 - Educational Philosophy and Theory 52 (5):508-523.
    This article seeks to explore the theoretical contributions of Axel Honneth, particularly in his works, The Struggle for Recognition and Reification, aiming at diving deep into the debate on the contemporary ideological expressions and their incidence in the process of subjective constitution in teenage years. This particular interest springs from the need to interweave the concepts of reification, forgetfulness and recognition within a fruitful theoretical field in order to interpret a project work called Hip-Hop: cultures and identities, developed with teenagers (...)
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  10.  6
    This is Not a Checklist: Higher Education and Student Affairs Competencies, Neoliberal Protocol, and Poetics.Paul William Eaton & Laura Smithers - 2020 - Educational Philosophy and Theory 52 (5):560-574.
    This article examines the ACPA/naspa Competencies as functional protocol of the neoliberal state. Described as ‘not a checklist’, Competencies structure rubrics, conferences, jobs, and performance as static, indicative of a power/knowledge rooted in protocol. We utilize post qualitative thinking, specifically poetics, to create a series of experimentations tension with Competencies. This micropolitical practice disrupts protocol, opening imaginative space for subversion, movement, and becoming ∼ professional.
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  11.  2
    Revisiting Peirce’s Account of Scientific Creativity to Inform Classroom Practice.Joseph Paul Ferguson & Vaughan Prain - 2020 - Educational Philosophy and Theory 52 (5):524-534.
    Peirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce’s later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science classroom. We focus on his rationale for abduction, conditions he recognised as necessary to support this speculative reasoning, pragmatic strategies to guide inquiry and test conjectural (...)
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  12.  7
    Capitalism’s Slavery.David Neilson & Michael A. Peters - 2020 - Educational Philosophy and Theory 52 (5):475-484.
    Volume 52, Issue 5, May 2020, Page 475-484.
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  13.  4
    Beyond Technological Unemployment: The Future of Work.Michael A. Peters - 2020 - Educational Philosophy and Theory 52 (5):485-491.
    Volume 52, Issue 5, May 2020, Page 485-491.
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  14.  7
    Work, Play and Language Learning: Some Implications for Curriculum Policy of Michael Oakeshott’s Philosophy of Education.Kevin Williams - 2020 - Educational Philosophy and Theory 52 (5):535-548.
    This paper applies Oakeshott’s distinction between work and play to his philosophy of language education. The first part explores his critique of the vocational rationale for learning foreign languages and his affirmation of the intrinsic value or playful character of the activity. The second part of the article endeavours to give practical content to Oakeshott’s vision of studying language for the pleasure of the activity by drawing on sources that reflect the character of the experience in terms of playfulness.
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  15.  12
    Negen-U-Topic Becoming: On the Reinvention of Youth.Joff P. N. Bradley - 2020 - Educational Philosophy and Theory 52 (4):443-454.
    At first glance a Russian anarchist’s revolutionary address to the youth of his day made in the late 19th century and the address to youth made by a contemporary French philosopher may appear to have little in common as their context and era are ostensibly very different. How would Petr Kropotkin’s address be understood in our time? Are Kropotkin’s concerns the same as those raised by Bernard Stiegler? Could Kropotkin speak of universal concerns, a sense of elevation and sublimation not (...)
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  16.  10
    On the Organology of Utopia: Stiegler's Contribution to the Philosophy of Education.Joff P. N. Bradley & David Kennedy - 2020 - Educational Philosophy and Theory 52 (4):420-432.
    We are living in and beyond two massive changes in the world, both of which must be addressed by education, the caretaker of memory. First is the geological era of the Anthropocene—a crisis...
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  17.  11
    Stiegler as Philosopher of Education.Joff P. N. Bradley & David Kennedy - 2020 - Educational Philosophy and Theory 52 (4):332-336.
  18.  8
    Stiegler’s Ecological Thought: The Politics of Knowledge in the Anthropocene.Mark Featherstone - 2020 - Educational Philosophy and Theory 52 (4):409-419.
    My objective in this article is to consider the implications of Bernard Stiegler’s theory of the neganthropocene for the politics of knowledge and education. Stiegler sets out his theory of...
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  19.  6
    Questions Concerning Attention and Stiegler’s Therapeutics.Noel Fitzpatrick - 2020 - Educational Philosophy and Theory 52 (4):348-360.
    The article sets out to develop the concept of attention as a key aspect to building the possible therapeutics that Bernard Stiegler’s recent works have pointed to. The therapeutic aspect of pharmacology takes place through processes that are neganthropic; therefore, which attempt to counteract the entropic nature of digital technologies where there is flattening out to the measurable and the calculable of Big Data. The most obvious examples of this flattening out can be seen in relation to the use of (...)
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  20.  5
    The Problem of Now: Bernard Stiegler and the Student as Consumer.Kristy Forrest - 2020 - Educational Philosophy and Theory 52 (4):337-347.
    The student as consumer has emerged as a common motif and point of contestation in educational philosophy over the past two decades, as part of the critique of the neoliberal educational re...
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  21.  2
    Rhythmic Nootechnics: Stiegler, Whitehead, and Noetic Life.Conor Heaney - 2020 - Educational Philosophy and Theory 52 (4):397-408.
    In Taking Care of Youth and the Generations, Bernard Stiegler develops an account of the pedagogical responsibilities which follow from rhythmic intergenerational flows, involving the creation of milieus which care for and pay attention to the future, toward the creation of nootechnical milieus. Such milieus are defined by their objects of attention: political life, spiritual life, and political life; taken together: noetic life. Such is the claim Alfred North Whitehead makes when arguing that the sole object of education is life (...)
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  22.  3
    Heidegger and Stiegler on Failure and Technology.Ruth Irwin - 2020 - Educational Philosophy and Theory 52 (4):361-375.
    Heidegger argues that modern technology is quantifiably different from all earlier periods because of a shift in ethos from in situ craftwork to globalised production and storage at the beh...
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  23.  11
    What is in a Child’s Hand? Prosthesis in Bernard Stiegler: Some Implications for a Future Philosophy of Childhood.Anna Kouppanou - 2020 - Educational Philosophy and Theory 52 (4):433-442.
    Prosthesis and the human hand have been terms used by various philosophers in order to describe the interaction that binds together the human being and the technical artefact – Martin Heide...
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  24.  15
    Educational Methods and Cognitive Modes: Focusing on the Difference Between Bernard Stiegler and N. Katherine Hayles.Sunji Lee - 2020 - Educational Philosophy and Theory 52 (4):376-383.
    This paper aims to show how to conceive the relationship between educational methods and cognitive modes. Focusing on the difference between Stiegler and Hayles, I will show that it is necessary to invent an educational philosophy for hyper attention. While Stiegler agrees with Hayles’s position regarding attention, he criticizes Hayles for defining attention as duration. According to Stiegler, attention has less to do with duration than with ‘retention’ and ‘protention.’ Based on this phenomenological insight, Stiegler appeals for a need to (...)
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  25.  12
    Politics of Digital Learning—Thinking Education with Bernard Stiegler.Susanna Lindberg - 2020 - Educational Philosophy and Theory 52 (4):384-396.
    Bernard Stiegler is known as a leading philosopher of technics. He has developed an original interpretation of technics as an externalized epiphylogenetic memory that remembers in the p...
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  26.  12
    The University of the Future: Stiegler After Derrida.Constance L. Mui & Julien S. Murphy - 2020 - Educational Philosophy and Theory 52 (4):455-465.
    Higher education has not been spared from the effects of the disruptive aspects of technology. MOOCs, teach bots, virtual learning platforms, and Wikipedia are among technics marking a digi...
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  27.  15
    Wiring the Global Brain.Michael A. Peters - 2020 - Educational Philosophy and Theory 52 (4):327-331.
  28.  4
    From ‘Dare to Think!’ to ‘How Dare You!’ and Back Again.Daniel Ross - 2020 - Educational Philosophy and Theory 52 (4):466-474.
  29.  6
    Reading Derrida Close Reading Lemov Close Reading Close Reading.Jordan Corson - 2020 - Educational Philosophy and Theory 52 (3):240-250.
    AsbtractThis article does exactly what the title suggests: It reads Derrida’s idea of close reading into Doug Lemov’s idea of close reading by close reading Lemov’s definition for close reading. Building on work that considers poststructural approaches in reading classrooms, I engage Lemov and Derrida in a conversation about the meaning and uses of reading as a classroom practice. This approach asks questions about who gets to read, where, and in what ways. Within this conversation, I aim to open new (...)
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  30.  9
    Values in the Mathematics Classroom.Wajeeh Daher - 2020 - Educational Philosophy and Theory 52 (3):284-299.
    Values, moral values and democratic values are attracting the attention of education researchers in general and mathematics education researchers in particular. Little research has studied pre-service teachers’ perceptions of values in the classroom, their perceptions of the relationship between the different variables of values in the classroom, as well as their relationship with the democratic society. The present research attempts to do so. Twenty-two graduate pre-service teachers who participated in ‘New trends in mathematics education’ course discussed how to cultivated values (...)
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  31.  6
    A Theory of Moral Education. [REVIEW]Keira Hambrick - 2020 - Educational Philosophy and Theory 52 (3):322-326.
  32.  23
    What Can We Learn From Plato About Intellectual Character Education?Alkis Kotsonis - 2020 - Educational Philosophy and Theory 52 (3):251-260.
    In the Republic, Plato developed an educational program through which he trained young Athenians in desiring truth, without offering them any knowledge-education. This is not because he refused to pass on knowledge but because he considered knowledge of the Good as an ongoing research program. I show this by tracing the steps of the education of the Philosopher-Kings in Plato’s ideal state, to establish that the decades-long educational regime aims at training them in three types of virtue: Moral Virtue; the (...)
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  33.  4
    Situating Decolonization: An Indigenous Dilemma.Brian Martin, Georgina Stewart, Bruce Ka’imi Watson, Ola Keola Silva, Jeanne Teisina, Jacoba Matapo & Carl Mika - 2020 - Educational Philosophy and Theory 52 (3):312-321.
    Being Indigenous and operating in an institution such as a university places us in a complex position. The premise of decolonizing history, literature, curriculum, and thought in general creates a tenuous space for Indigenous and non-Indigenous peoples to confront a shared colonial condition. What does decolonization mean for Indigenous peoples? Is decolonization an implied promise to squash the tropes of coloniality? Or is it a way for non-Indigenous people to create another paradigm or site for their own resistance or transgression (...)
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  34.  3
    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.
  35.  10
    Existential Perspectives on Education.Agnieszka Rumianowska - 2020 - Educational Philosophy and Theory 52 (3):261-269.
    The purpose of the article is to contribute to the discussion about the relevance of existential issues in contemporary education. Analysis presented in the paper is related to the problems of self-awareness, becoming oneself and self-development. First, the author begins by depicting the meaning of human existence in the light of philosophy. The following aspects have been analyzed: being true to one’s own beliefs and values, recognizing personal truth, making existential choices and finding one’s own voice. A special attention is (...)
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  36. Investigating ‘Collective Individualism Model of Learning’: From Chinese Context of Classroom Culture.Zhu Xudong & Jian Li - 2020 - Educational Philosophy and Theory 52 (3):270-283.
    In the current global push to examine the diverse and complex approach in which classroom culture contributes to the shaping of students’ learning cultural identity. Classroom culture plays a fundamental role in constructing students’ learning competencies, perceptions and behaviors. Thus, this study conceptualizes and contextualizes a collective individualism learning model to explicate a specific learning model in classroom culture at Chinese particular context historically and traditionally. The collective individualism model is identified as the individualized learning style of students in Chinese (...)
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  37.  12
    Top-Down Education Policy on the Inclusion of Ethnic Minority Population in China: A Perspective of Policy Analysis.Eryong Xue & Jian Li - 2020 - Educational Philosophy and Theory 52 (3):227-239.
    This study examines the educational policy related to the inclusion of ethnic minority population in the contemporary China. It has undergone three stages of the educational policy transformation, including the beginning, development and perfection stages. It is characterized by the steadiness, caution, rapidity, quality improvement, standardization and quality. Through implementing the educational policy of the inclusion of ethnic minority population, it has made retrogress and achievements, which has played a positive role in national integration, maintaining national unity and regional stability, (...)
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  38.  2
    China’s Making and Governing of Educational Subjects as ‘Talent’: A Dialogue with Michel Foucault.Weili Zhao - 2020 - Educational Philosophy and Theory 52 (3):300-311.
    As an imprint of Confucian culture, China’s education intersects state governance in making and governing educational subjects as ‘talent’, an official translation of the Chinese term ‘rencai’. Whereas the English word ‘talent’ itself denotes ‘[people with] natural aptitude or skill’, ‘talent’ is currently mobilized in China not only as a globalized discourse that speaks to the most aspired educational subjects for the 21st century but also as a re-invoked cultural notion that relates to Confucian wisdom. Drawing upon Foucault’s biopower hypothesis (...)
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  39.  17
    Participation, Not Paternalism: Moral Education, Normative Competence and the Child’s Entry Into the Moral Community.Christopher Joseph An - 2020 - Educational Philosophy and Theory 52 (2):192-205.
    Compared with children, adults are widely assumed to possess more mature moral understanding thus justifying deference to their moral authority and testimony. This paper examines philosophi...
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  40.  12
    A Picture Speaks a Thousand Words? Vision, Visuality and Authorization.Bernadette Baker & Antti Saari - 2020 - Educational Philosophy and Theory 52 (2):159-169.
    Images of brains circulate today as rationales for decision-making and selectivity in policies, curriculum, preservice teacher education and inservice professional development. The exciteme...
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  41.  13
    Terrorism, Trauma, Tolerance: Bearing Witness to White Supremacist Attack on Muslims in Christchurch, New Zealand.Tina Besley & Michael A. Peters - 2020 - Educational Philosophy and Theory 52 (2):109-119.
    Volume 52, Issue 2, February 2020, Page 109-119.
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  42.  10
    Merleau-Ponty’s ‘Wild Being’: Tangling with the Entanglements of Research with the Very Young.Sheena Elwick - 2020 - Educational Philosophy and Theory 52 (2):149-158.
    This article draws on a study of infant participation in research, and work in philosophical-empirical inquiry, to illuminate some of the inexhaustible entanglements constituting the collec...
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  43.  12
    Must Children Sit Still? The Dark Biopolitics of Mindfulness and Yoga in Education.Liz Jackson - 2020 - Educational Philosophy and Theory 52 (2):120-125.
    Volume 52, Issue 2, February 2020, Page 120-125.
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  44.  7
    Ecojustice Education and Communitarianism: Exploring the Possibility for African Eco-Communitarianism.Frans Kruger, Adré le Roux & Kevin Teise - 2020 - Educational Philosophy and Theory 52 (2):206-216.
    In this article, we explore the concept of African communitarianism and reflect on its potential value for ecojustice education as a localised response to the wider ecological crises that i...
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  45.  8
    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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