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  1.  22
    ‘Finding Foucault’: Orders of Discourse and Cultures of the Self.A. C. Besley - 2015 - Educational Philosophy and Theory 47 (13-14):1435-1451.
    The idea of finding Foucault first looks at the many influences on Foucault, including his Nietzschean acclamations. It examines Foucault’s critical history of thought, his work on the orders of discourse with his emphasis on being a pluralist: the problem he says that he has set himself is that of the individualization of discourses. Finally, it addresses his work on the culture of the self which became a philosophical and historical question for Foucault later in his life as he investigated (...)
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  2.  54
    Jim Marshall: Foucault and Disciplining the Self.A. C. Besley - 2005 - Educational Philosophy and Theory 37 (3):309-315.
    This paper notes how Jim influenced my own use of Foucault and also focuses on two of James Marshall's New Zealand oriented texts. In the first, Discipline and Punishment in New Zealand Education he provides a Foucauldian genealogy of New Zealand approaches to both punishment and discipline, in particular corporal punishment. The second, his 1996 book co‐written with Michael Peters, Individualism and Community: Education and Social Policy in the Postmodern Condition, analyses political philosophy and social and educational policy as New (...)
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  3.  86
    Philosophy, Education and the Corruption of Youth—From Socrates to Islamic Extremists.A. C. Besley - 2013 - Educational Philosophy and Theory 45 (1):6-19.
    Following Aristotle?s description of youth and brief discussion about indoctrination and parrhesia, the article historicizes Socrates? trial as the intersection of philosophy, education and a teacher?s influence on youth. It explores the historic-political context and how contemporary Athenians might have viewed Socrates and his student?s actions, whereby his teachings were implicated in three coups led by his former students against Athenian democracy, for or which he accepted little or no responsibility. Socrates appears subversively anti-democratic. This provides grounds that challenge the (...)
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  4.  35
    Philosophy, Education and the Corruption of Youth—From Socrates to Islamic Extremists.A. C. Besley - 2013 - Educational Philosophy and Theory 45 (1):6-19.
    Following Aristotle’s description of youth and brief discussion about indoctrination and parrhesia, the article historicizes Socrates’ trial as the intersection of philosophy, education and a teacher’s influence on youth. It explores the historic-political context and how contemporary Athenians might have viewed Socrates and his student’s actions, whereby his teachings were implicated in three coups led by his former students against Athenian democracy, for or which he accepted little or no responsibility. Socrates appears subversively anti-democratic. This provides grounds that challenge the (...)
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  5. Intercultural Understanding, Ethnocentrism and Western Forms of Dialogue.Michael A. Peters & A. C. Besley - 2011 - Analysis and Metaphysics 10:81-100.
     
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