72 found
Order:
  1. Michel Foucault Personal Autonomy and Education.James Marshall - 1996
     
    Export citation  
     
    My bibliography   19 citations  
  2.  16
    Philosophy, Polemics, Education.James D. Marshall - 2007 - Studies in Philosophy and Education 26 (2):97-109.
  3. Foucault and Neo-Liberalism: Biopower and Busno-Power.James D. Marshall - forthcoming - Philosophy of Education.
     
    Export citation  
     
    My bibliography   2 citations  
  4. Individualism and Community: Education and Social Policy in the Postmodern Condition.Michael Peters & James Marshall - 1998 - British Journal of Educational Studies 46 (1):112-114.
     
    Export citation  
     
    My bibliography   10 citations  
  5.  9
    Beyond the Philosophy of the Subject: Liberalism, Education and the Critique of Individualism.Michael Peters & James Marshall - 1993 - Educational Philosophy and Theory 25 (1):19–39.
  6.  14
    The Autonomous Chooser And?Reforms? In Education.James D. Marshall - 1996 - Studies in Philosophy and Education 15 (1-2):89-96.
  7.  38
    Performativity: Lyotard and Foucault Through Searle and Austin.James D. Marshall - 1999 - Studies in Philosophy and Education 18 (5):309-317.
    Lyotard talks of performativity or the subsumption of education to the efficient functioning of the social system. Education is no longer to be concerned with the pursuit of ideals such as that of personal autonomy or emancipation, but with the means, techniques or skills that contribute to the efficient operation of the state in the world market and contribute to maintaining the internal cohesion and legitimation of the state. But this requires individuals of a certain kind -- not Kantian autonomous (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   4 citations  
  8.  56
    A Critical Theory of the Self: Wittgenstein, Nietzsche, Foucault.James D. Marshall - 2001 - Studies in Philosophy and Education 20 (1):75-91.
    Critical thinking, considered as a version of informallogic, must consider emotions and personal attitudesin assessing assertions and conclusions in anyanalysis of discourse. It must therefore presupposesome notion of the self. Critical theory may be seenas providing a substantive and non-neutral positionfor the exercise of critical thinking. It thereforemust presuppose some notion of the self. This paperargues for a Foucauldean position on the self toextend critical theory and provide a particularposition on the self for critical thinking. Thisposition on the self is (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   3 citations  
  9.  16
    Wittgenstein on Rules: Implications for Authority and Discipline in Education.James D. Marshall - 1985 - Journal of Philosophy of Education 19 (1):3–11.
  10.  23
    Michel Foucault: Governmentality and Liberal Education.James Marshall - 1995 - Studies in Philosophy and Education 14 (1):23-34.
  11. The Development and Trials of a Decision-Making Model.Robert Keith Shaw, Michael A. Peters & James D. Marshall - 1986 - Evaluation Review, 10 (1):5-27.
    We describe an evaluation undertaken on contract for the New Zealand State Services Commission of a major project (the Administrative Decision-Making Skills Project) designed to produce a model of administrative decision making and an associated teaching/learning packagefor use by government officers. It describes the evaluation of a philosophical model of decision making and the associated teaching/learning package in the setting of the New Zealand Public Service, where a deliberate attempt has been initiated to improve the quality of decision making, especially (...)
    Translate
      Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  12.  18
    Poststructuralism, Philosophy, Pedagogy.James Marshall (ed.) - 2004 - Kluwer Academic Publishers.
    This book provides an historical and a conceptual background to post-structuralism, and in part to post-modernism, for readers entering the discussions on post-structuralism. It does not attempt to be at the cutting edge of these debates nor to be advancing research in these areas. It does however look at the educational implications of the ideas discussed. The intention behind this collection was to provide a sound introduction to the key positions of a number of French poststructuralist thinkers who are being (...)
    Direct download  
     
    Export citation  
     
    My bibliography   2 citations  
  13.  61
    Queller's Separation Condition Explained and Defended.Jonathan Birch & James A. R. Marshall - 2014 - American Naturalist 184 (4):531-540.
    The theories of inclusive fitness and multilevel selection provide alternative perspectives on social evolution. The question of whether these perspectives are of equal generality remains a divisive issue. In an analysis based on the Price equation, Queller argued (by means of a principle he called the separation condition) that the two approaches are subject to the same limitations, arising from their fundamentally quantitative-genetical character. Recently, van Veelen et al. have challenged Queller’s results, using this as the basis for a broader (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  14.  14
    Michel Foucault: Problematising the Individual and Constituting 'The' Self.James D. Marshall - 1997 - Educational Philosophy and Theory 29 (1):32-49.
    (1997). Michel Foucault: Problematising the individual and constituting ‘the’ self. Educational Philosophy and Theory: Vol. 29, No. 1, pp. 32-49. doi: 10.1111/j.1469-5812.1997.tb00526.x.
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography   3 citations  
  15.  36
    Michel Foucault: Liberation, Freedom, Education.James D. Marshall - 2002 - Educational Philosophy and Theory 34 (4):413–418.
  16.  35
    Punishment and Moral Education.James D. Marshall - 1984 - Journal of Moral Education 13 (2):83-89.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography   4 citations  
  17. Michel Foucault: Philosophy, Education, and Freedom as an Exercise Upon the Self.James D. Marshall - 1998 - In Michael Peters (ed.), Naming the Multiple: Poststructuralism and Education. Bergin & Garvey.
     
    Export citation  
     
    My bibliography   2 citations  
  18.  16
    Information on Information: Recent Curriculum Reform. [REVIEW]James D. Marshall - 1998 - Studies in Philosophy and Education 17 (4):313-321.
    Recent curriculum ‘reform’ in western educational systems has seen a major emphasis on electronic technology, but reform literature seldom problematises the form that this new education should take in this new mode of information. From the particular case of New Zealand it is argued that knowledge has been replaced by information, knowing that (something is the case) by knowing how (acquiring skills), while electronic writing tends to be treated as a mere extension of print literacy. However, the information economy is (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  19.  8
    Asking Philosophical Questions About Education: Foucault on Punishment.James D. Marshall - 1990 - Educational Philosophy and Theory 22 (2):81–92.
  20.  1
    Educational "Reforms" and New Right Thinking: An Example From New Zealand.James Marshall & Michael Peters - 1991 - Educational Philosophy and Theory 23 (2):46–57.
  21.  4
    Self Refutation Arguments Against Young's Epistemology.James Marshall, Michael Peters & Miles Shepheard - 1981 - Educational Philosophy and Theory 13 (2):43–50.
  22.  9
    Revisiting the Task/Achievement Analysis of Teaching in Neo-Liberal Times.James D. Marshall - 2009 - Educational Philosophy and Theory 41 (1):79-90.
    In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching , arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction as teaching was often claimed to be a term with both an achievement (...)
    Direct download (7 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  23.  8
    An Educational Journey.James D. Marshall - 2009 - Educational Philosophy and Theory 41 (7):774-776.
  24.  12
    Exploring the Symbolic/Subsymbolic Continuum: A Case Study of RAAM.Douglas S. Blank, Lisa A. Meeden & James B. Marshall - 1992 - In J. Dinsmore (ed.), The Symbolic and Connectionist Paradigms: Closing the Gap. Lawrence Erlbaum. pp. 113--148.
  25.  2
    The Dawn of a Golden Age in Mathematical Insect Sociobiology.Nigel R. Franks, Anna Dornhaus, James Ar Marshall & F. X. Dechaume-Moncharmount - 2009 - In Juergen Gadau & Jennifer Fewell (eds.), Organization of Insect Societies: From Genome to Sociocomplexity. Harvard.
    Direct download  
     
    Export citation  
     
    My bibliography   1 citation  
  26.  15
    On What We May Hope: Rorty on Dewey and Foucault.James D. Marshall - 1995 - Studies in Philosophy and Education 13 (3-4):307-323.
  27.  8
    'I Am Lw': Wittgenstein on the Self.James Marshall - 1999 - Educational Philosophy and Theory 31 (2):113–121.
  28.  7
    Wittgenstein and Foucault: Resolving Philosophical Puzzles. [REVIEW]James D. Marshall - 1995 - Studies in Philosophy and Education 14 (2-3):329-344.
  29.  23
    The Incompatibility of Punishment and Moral Education: A Reply to Peter Hobson.James D. Marshall - 1989 - Journal of Moral Education 18 (2):144-147.
    Abstract In his paper ?The compatibility of punishment and moral education?, Hobson (1986) attempts to refute arguments which I had advanced (Marshall, 1984) to the effect that there were incompatibilities between claims to be morally educating children and to be punishing them. I wish to point out in Hobson's paper some questionable interpretations of the punishment literature and a serious flaw in the argument. More importantly, I wish to advance the debate by recourse to historical material and the work of (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   2 citations  
  30. On Being Agnostic: A Response to Bernadette Baker.James Marshall - 2007 - Foucault Studies 4:120-126.
    Direct download (7 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  31.  2
    After the Subject: A Response to MacKenzie.Michael Peters & James Marshall - 1995 - Educational Philosophy and Theory 27 (1):41–54.
  32.  19
    The Boundaries of Belief: Territories of Encounter Between Indigenous Peoples and Western Philosophies.James Marshall & Betsan Martin - 2000 - Educational Philosophy and Theory 32 (1):15–24.
  33.  5
    Two Forms of Philosophical Argument or Critique.James D. Marshall - 2004 - Educational Philosophy and Theory 36 (4):459–469.
  34.  9
    The Wittgensteinian Frame of Reference and Philosophy of Education at the End of the Twentieth Century.Paul Smeyers & James D. Marshall - 1995 - Studies in Philosophy and Education 14 (2-3):127-159.
    -discusses 3 methods of PoE instruction: PoE as foundational, Great Educators, and isms approach (p19).
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  35.  4
    Varieties of Neo-Liberalism: A Foucaultian Perspective1.James D. Marshall - 2001 - Educational Philosophy and Theory 33 (3-4):293-304.
  36.  35
    Kenneth Wain on Foucault and Postmodernism: A Reply.James D. Marshall - 1998 - Studies in Philosophy and Education 17 (2/3):177-183.
  37.  8
    John Wilson on the Necessity of Punishment[1].James D. Marshall - 1984 - Journal of Philosophy of Education 18 (1):97–104.
  38.  3
    Editorial.Michael Peters & James Marshall - 2002 - Educational Philosophy and Theory 34 (1):3–3.
    Editor's Comment: One of the functions of the journal is to develop an awareness of its own history. These papers are online-only papers that discuss the first ten years of the journal going back to 1969. Every so often the journal publishes synoptic articles that take a broad approach to the beginning of the Society and the journal to treat major themes and topics. As one can clearly see EPAT published many of the luminaries that helped to shape the discipline.
    Direct download (8 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  39.  18
    Demonstrating Sensemaking Emergence in Artificial Agents: A Method and an Example.Olivier L. Georgeon & James B. Marshall - 2013 - International Journal of Machine Consciousness 5 (2):131-144.
    We propose an experimental method to study the possible emergence of sensemaking in artificial agents. This method involves analyzing the agent's behavior in a test bed environment that presents regularities in the possibilities of interaction afforded to the agent, while the agent has no presuppositions about the underlying functioning of the environment that explains such regularities. We propose a particular environment that permits such an experiment, called the Small Loop Problem. We argue that the agent's behavior demonstrates sensemaking if the (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  40.  4
    Facts, Research Data and John Dewey.James D. Marshall - 1982 - Educational Philosophy and Theory 14 (2):61–72.
  41.  6
    2 Foucault and Educational Research.James D. Marshall - 1990 - In Stephen J. Ball (ed.), Foucault and Education: Disciplines and Knowledge. Routledge. pp. 1--11.
    Direct download  
     
    Export citation  
     
    My bibliography   1 citation  
  42.  3
    Needs, Interests, Growth, and Personal Autonomy: Foucault on Power.James D. Marshall - 1995 - In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge. pp. 364--378.
  43.  1
    Education and the Philosophy of the Subject (or Constitution of Self).James Marshall, Michael Peters & Patrick Fitzsimons - 1997 - Educational Philosophy and Theory 29 (1).
    (1997). Education and the philosophy of the subject (or constitution of self) Educational Philosophy and Theory: Vol. 29, No. 1, pp. v-xi. doi: 10.1111/j.1469-5812.1997.tb00523.x.
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  44. What is Education?: An Introduction to the Philosophy of Education.James Marshall - 1983 - Dunmore Press.
     
    Export citation  
     
    My bibliography   1 citation  
  45.  17
    ‘Developing’ the Self in the Knowledge Economy.James D. Marshall - 2008 - Studies in Philosophy and Education 27 (2-3):149-159.
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  46.  13
    Lacking Lack: A Reply to Joldersma.James D. Marshall - 2007 - Studies in Philosophy and Education 26 (1):67-75.
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  47.  36
    Wittgenstein, Freud, Dreaming and Education: Psychoanalytic Explanation as 'Une Façon de Parler'.James D. Marshall - 2008 - Educational Philosophy and Theory 40 (5):606-620.
    Freud saw the dream as occupying a very important position in his theoretical model. If there were to be problems with his theoretical account of the dream then this would impinge upon proposed therapy and, of course, education as the right balance between the instincts and the institution of culture. Wittgenstein, whilst stating that Freud was interesting and important, raised several issues in relation to psychology/psychoanalysis, and to Freud in particular. Why would Wittgenstein have seen Freud as having some important (...)
    Direct download (7 more)  
     
    Export citation  
     
    My bibliography  
  48.  20
    Reading Wittgenstein: The Rehersal of Prejudice A Response to Dr. McCarty.Michael Peters & James Marshall - 2002 - Studies in Philosophy and Education 21 (3):263-271.
  49.  17
    Gavin Kitching's the Trouble with Theory: The Educational Costs of Postmodernism.James D. Marshall - 2009 - Educational Philosophy and Theory 41 (3):244-248.
    Direct download (8 more)  
     
    Export citation  
     
    My bibliography  
  50.  5
    Epilogue.Paul Smeyers & James D. Marshall - 1995 - Studies in Philosophy and Education 14 (2-3):345-348.
    Direct download  
     
    Export citation  
     
    My bibliography  
1 — 50 / 72