19 found
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  1.  84
    Towards a Philosophy of Academic Publishing.Michael A. Peters, Petar Jandrić, Ruth Irwin, Kirsten Locke, Nesta Devine, Richard Heraud, Andrew Gibbons, Tina Besley, Jayne White, Daniella Forster, Liz Jackson, Elizabeth Grierson, Carl Mika, Georgina Stewart, Marek Tesar, Susanne Brighouse, Sonja Arndt, George Lazaroiu, Ramona Mihaila, Catherine Legg & Leon Benade - 2016 - Educational Philosophy and Theory 48 (14):1401-1425.
    This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper (...)
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  2.  18
    Like a Stone: A Happy Death and the Search for Knowledge.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1092-1103.
    This article explores the story of ‘the other Mersault’ whose narrative is published in the posthumous and arguably incomplete work A happy death. That this work is incomplete and that it appears to be a precursor to The outsider, has arguably limited scholarly analysis of its character and plot. However, the themes that are explored in A happy death are significant in their distinction to those themes that are experienced by the other, younger, Meursault. In A happy death the world (...)
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  3.  9
    Beyond Education: Meursault and Being Ordinary.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1104-1115.
    The infamous story of a young office clerk called Meursault has long entertained literary critics, scholars, musicians, artists and school teachers for the light and shadow that it reveals around and on the human condition. His character has been lauded as existential hero and rebuked as lacking agency. In this article, his story, in Camus’ The outsider, is explored as an educational challenge to a society to reflect on the territory it occupies, and the ways in which the sociopolitical machinery (...)
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  4.  29
    Introduction: Camus and Education.Peter Roberts, Andrew Gibbons & Richard Heraud - 2013 - Educational Philosophy and Theory 45 (11):1085-1091.
  5.  8
    Tragedy and Teaching: The Education of Narrative.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1162-1174.
    This is the second of two articles that are connected in a reading of The plague by Albert Camus. The other article is a determined narration of the events of a tragedy that befalls a city on the coast of Algeria. That article resists analysis beyond the decisions that are made regarding text to use, and of course interpretations to make. This article is juxtaposed to the first, with the intention of taking key themes of education and narration and considering (...)
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  6.  8
    The Teaching of Tragedy: Narrative and Education.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (11):1150-1161.
    The plague narrates the stories of a group of men whose lives interconnect around the experience of exile during the event of a plague. This article selects and summarizes themes from each of their stories. The purpose of these selections is to present an interpretation of Camus’ narratives that can be juxtaposed to an analysis, overleaf, of the educational nature of narratives, and in particular of the event of the tragedy. This article then maps out the narrative of the town (...)
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  7.  30
    The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis?Andrew Gibbons - 2007 - Educational Philosophy and Theory 39 (3):300–311.
    This paper critically engages with the theme of ‘process over product’—a theme that is argued to be increasingly problematised as an influential narrative in the construction and transmission of a philosophy of early education. The importance of producing children of ‘competence’ through appropriate educational processes is associated with assumptions regarding what counts as an appropriate educational journey for children before they reach school age. Drawing upon the work of Michel Foucault, and Jean‐François Lyotard, this paper considers the purpose and tensions (...)
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  8.  28
    Philosophers as Children: Playing with Style in the Philosophy of Education.Andrew Gibbons - 2007 - Educational Philosophy and Theory 39 (5):506–518.
    In this article the questions of what counts as play and philosophy are considered in relation to the question of early education for young children. The child subject characterised by the themes of playfulness, emotion, and irrationality is compared to the playful philosopher emanating from the work of Friedrich Nietzsche, Ludwig Wittgenstein and Michel Foucault. This analysis contributes to the exploration of themes of truth and difference, the search for challenges to styles of philosophy in education, and to the role (...)
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  9.  6
    A Critical Philosophy of Sport: Some Applications.Andrew Gibbons - 2019 - Educational Philosophy and Theory 52 (8):811-815.
    Volume 52, Issue 8, July 2020, Page 811-815.
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  10.  1
    Philosophy of Education in a New Key.Michael A. Peters, Sonja Arndt, Marek Tesar, Liz Jackson, Ruyu Hung, Carl Mika, Janis T. Ozolins, Christoph Teschers, Janet Orchard, Rachel Buchanan, Andrew Madjar, Rene Novak, Tina Besley, Sean Sturm, Peter Roberts & Andrew Gibbons - forthcoming - Educational Philosophy and Theory:1-22.
  11.  66
    In the Pursuit of Unhappiness: The 'Measuring Up' of Early Childhood Education in a Seamless System.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (5):502-508.
    Recent government attention to the coherence between early childhood and compulsory school curricula in Aotearoa/new Zealand has led to debates regarding the educational aims of different education sectors Concerns regarding a ‘push-down’ of compulsory school aims are highlighted in this article, with reference to Nel Noddings’s Happiness and Education and the problem of an increased ‘measuring’ of early childhood education aims and outcomes. It is argued that removal of seams between early childhood and primary education may lead to unhappiness in (...)
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  12.  8
    Anti-Intellectualism and the Study of Teaching: Camus and the Problem of Intellectual Polemics.Andrew Gibbons - 2018 - Educational Philosophy and Theory 51 (4):366-368.
  13.  13
    Design in Educational Technology.Brad Hokanson & Andrew Gibbons - unknown - Emergence: Complexity and Organization 209 (218):265-267.
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  14.  6
    Stewart, Georgina Marjorie, Good Science? The Growing Gap Between Power and Education.Andrew Gibbons - 2013 - Educational Philosophy and Theory 45 (3):348-351.
  15.  4
    Creating Our (Educational) Futures.Nesta Devine & Andrew Gibbons - 2015 - Educational Philosophy and Theory 47 (9):856-862.
  16. Encyclopaedia of Educational Philosophy and Theory.Michael Peters, Paulo Ghiraldelli, Berislav Žarnić, Andrew Gibbons & Tina Besley (eds.) - 2016 - Singapore: Springer.
    Living Reference Work. Continuously updated edition.
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  17. Video Ethics in Educational Research Involving Children: Literature Review and Critical Discussion.Michael A. Peters, E. Jayne White, Tina Besley, Kirsten Locke, Bridgette Redder, Rene Novak, Andrew Gibbons, John O’Neill, Marek Tesar & Sean Sturm - forthcoming - Educational Philosophy and Theory:1-18.
    Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research especially with...
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  18.  59
    Nietzsche, Ethics and Education: An Account of Difference – By P. Fitzsimons.Andrew Gibbons - 2010 - Educational Philosophy and Theory 42 (1):142-145.
  19.  40
    Child‐Rearing Practices and Expert Identities: A Tale of Two Interventions.Andrew Gibbons - 2008 - Educational Philosophy and Theory 40 (6):747-757.
    Paul Smeyers’ keynote address to the PESA 2007 Conference, ‘The Entrepreneurial Self and Informal Education: On government intervention and the discourse of experts’ provides a timely call for questioning the governing of the family. This paper draws upon Smeyers’ key concerns to explore both historical and contemporary trends in clustering government agencies, under the guidance of child development experts. The guidance of two expert groups is problematised, with particular attention to an absence of commitment to Māori perspectives of education and (...)
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