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Jeff Stickney [23]Jeff A. Stickney [2]Jeffrey A. Stickney [1]Jeff Alan Stickney [1]
  1.  25
    Seeing Trees: Investigating Poetics of Place‐Based, Aesthetic Environmental Education with Heidegger and Wittgenstein.Jeffrey A. Stickney - 2020 - Journal of Philosophy of Education 54 (5):1278-1305.
    Journal of Philosophy of Education, Volume 54, Issue 5, Page 1278-1305, October 2020.
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  2.  80
    Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A response to Michael Luntley.Jeff Stickney - 2008 - Educational Philosophy and Theory 40 (5):678-694.
    Responding to Michael Luntley's article, ‘Learning, Empowerment and Judgement’, the author shows he cannot successfully make the following three moves: (1) dissolve the analytic distinction between learning by training and learning by reasoning, while advocating the latter; (2) diminish the role of training in Wittgenstein's philosophy, nor attribute to him a rationalist model of learning; and (3) turn to empirical research as a way of solving the philosophical problems he addresses through Wittgenstein. Drawing on José Medina's analysis of the fundamental (...)
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  3. Judging Teachers: Foucault, governance and agency during education reforms.Jeff A. Stickney - 2012 - Educational Philosophy and Theory 44 (6):649-662.
    Over a decade after publication of Thinking Again: Education After Postmodernism (1998) contention still emerges among Foucaultians over whether discursively made‐up things really exist, and whether removal of the constituent subject leaves room for agency within techniques of caring for the self. That these questions are kept alive shows that some readers have not rethought Foucault, finding what possibly comes after postmodernism. Using Wittgenstein to ‘reciprocally illuminate’ Foucault (after Tully and Marshall), I open teacher inspection and reforms to problematization, as (...)
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  4.  14
    ‘Emplaced Transcendence’ as Ecologising Education in Michael Bonnett's Environmental Philosophy.Jeff Stickney & Michael Bonnett - 2020 - Journal of Philosophy of Education 54 (4):1087-1096.
    Journal of Philosophy of Education, EarlyView.
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  5.  20
    Problematising ‘Transformative’ Environmental Education in a Climate Crisis.Jeff Stickney & Adrian Skilbeck - 2020 - Journal of Philosophy of Education 54 (4):791-806.
    Journal of Philosophy of Education, EarlyView.
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  6.  17
    Philosophical Walks as Place‐Based Environmental Education.Jeff Stickney - 2020 - Journal of Philosophy of Education 54 (4):1071-1086.
    Journal of Philosophy of Education, EarlyView.
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  7.  17
    Surveying educational terrain with Wittgenstein and Foucault.Jeff Stickney - 2022 - Educational Philosophy and Theory 54 (12):1970-1985.
    When Michael Peters asked me to write this editorial on the significance of Wittgenstein and Foucault for philosophy of education I accepted with modest reservation: ‘Only if I can write this piece...
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  8.  17
    Pedagogies of place: conserving forms of place-based environmental education during a pandemic.Jeff Stickney - 2023 - Ethics and Education 18 (1):67-85.
    Can on-line ‘place-based learning’ be more than a facsimile or ritual? Using a phenomenology of my pandemic practice, I investigate the meaning of ‘place-based learning:’ entertaining Aristotle’s seminal thought on place as a container to venture into contemporary phenomenological inquiries where places and things are not only conceptually implicated by each other, but immanent and potentially powerful elements in learning experiences. Bonnett’s (2021) ecologizing of education shows that authentic forms must be embodied and emplaced in order to open learners to (...)
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  9. Wittgenstein's ‘Relativity’: Training in language‐games and agreement in Forms of Life.Jeff Stickney - 2008 - Educational Philosophy and Theory 40 (5):621-637.
    Taking Wittgenstein's love of music as my impetus, I approach aporetic problems of epistemic relativity through a round of three overlapping (canonical) inquiries delivered in contrapuntal (higher and lower) registers. I first take up the question of scepticism surrounding ‘groundless knowledge’ and contending paradigms in On Certainty (physics versus oracular divination, or realism versus idealism) with attention given to the role of ‘bedrock’ certainties in providing stability amidst the Heraclitean flux. I then look into the formation of sedimented bedrock knowledge, (...)
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  10.  2
    Wittgenstein’s Philosophical Investigations and Bildungsroman literature: a guidebook for journeying home, seeing places anew, and encountering Land-based education.Jeff Stickney - 2024 - Journal of Philosophy of Education 58 (5):779-807.
    Guarding against reliance on his own biography and romantic tendencies in Bildungsroman literature, I draw parallels to Ludwig Wittgenstein’s use of the journey trope and place-based inquiry in the Philosophical Investigations, as an exploration of concept development and confusion that exhorts and guides readers in traversing the borderlands of their own cultural–linguistic practices. l recall Wittgenstein’s journey in search of himself: his retreat from Cambridge to a remote hut in Norway, leading him on a philosophical search for meaning. This self-transformative (...)
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  11.  43
    Wittgenstein at Cambridge: Philosophy as a way of life.Michael A. Peters & Jeff Stickney - 2018 - Educational Philosophy and Theory 51 (8):767-778.
    Ludwig Wittgenstein was a reclusive and enigmatic philosopher, writing his most significant work off campus in remote locations. He also held a chair in the Philosophy Department at Cambridge, and is one of the university’s most recognized even if, as Ray Monk says, ‘reluctant professors’ of philosophy. Paradoxically, although Wittgenstein often showed contempt for the atmosphere at Cambridge and for academic philosophy in particular, it is hard to conceive of him making his significant contributions without considerable support from his academic (...)
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  12.  49
    Reconciling forms of Asian humility with assessment practices and character education programs in North America.Jeff Stickney - 2010 - Ethics and Education 5 (1):67-80.
    When assessing North American students' oral participation in classes, should all students be subject to the same evaluation criteria or should teachers make reasonable allowances for Asian students practicing humility? How do we weigh the promotion of 'courage' through character education initiatives with traditional Asian dispositions? Viewing Asian humility in Western classrooms and as it rubs up against liberal principles of equality or justice, and a virtue ethic raises a number of philosophical questions around authenticity, polyvalence, and relativity. I approach (...)
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  13.  63
    Deconstructing discourses about 'new paradigms of teaching': A Foucaultian and Wittgensteinian perspective.Jeff Stickney - 2006 - Educational Philosophy and Theory 38 (3):327–371.
    Offering a cautionary tale about the abuses of paradigm‐shift rhetoric in secondary school reforms, the paper shows potential misuses and ethical effects of the relativistic language‐game in post‐compulsory education. Those initiating the shift often shelter their reform from the criticism of non‐adepts, marginalizing expert teachers that adhere to ‘antiquated’ or ‘folk’ pedagogies. The rhetoric herds educators uncritically into the citadel of new discourses and policies that often lack practical foundations; consequently, teachers often dissimulate compliance to the reform in order to (...)
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  14.  51
    Wittgenstein for adolescents? Post-foundational epistemology in high school philosophy.Jeff A. Stickney - 2014 - Ethics and Education 9 (2):201-219.
    Drawing on experience teaching secondary philosophy students, I investigate meaningful engagement with Wittgenstein in a Grade 12 epistemology unit. The premise is that without some introduction to landmark philosophers of the early twentieth century, students are left out of many contemporary philosophical conversations: linguistic idealism or relativism, and nominalism versus realism. Wanting to share with students Foucault, Rorty, and Hacking, I need expedient avenues of approach. Using Wittgenstein's methods I offer practical, ‘shallow grounds’ for an eclectic syllabus conveying post-foundational epistemology, (...)
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  15.  23
    A paradox of freedom in 'becoming oneself through learning': Foucault's response to his educators.Jeff Stickney - 2013 - Ethics and Education 8 (2):179-191.
    In his later lectures, published as The Hermeneutics of the Subject, Michel Foucault surveys different modalities of obtaining ‘truth’ about one's self and the world: from Socrates to the Cynics, Stoics, Epicureans and early church writers. Genealogically tracing this opposition between knowing self and world, he occasionally invites phenomenological enquiry into how this epistemic couplet bears on education. Drawing on three vignettes familiar to educators, my investigation explores modes of discovering self and world through counselling, distributed governance in the classroom (...)
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  16.  19
    ‘Mother‐trees’ and Teachers: Connecting My Daughter's Environmental Education with Diana Beresford‐Kroeger's Enduring Wisdom.Simon Heath, Diana Beresford‐Kroeger & Jeff Stickney - 2020 - Journal of Philosophy of Education 54 (4):1053-1063.
    Journal of Philosophy of Education, EarlyView.
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  17.  12
    Section 6 Aesthetic Reflections on Environmental Devastation: Seeing Things Clearly During the Climate Crisis.Adrian Skilbeck & Jeff Stickney - 2020 - Journal of Philosophy of Education 54 (4):1097-1097.
  18.  16
    Section 1 Environmental Sustainability Education in Teacher Education and Policy.Adrian Skilbeck & Jeff Stickney - 2020 - Journal of Philosophy of Education 54 (4):807-807.
  19.  31
    Section 5 Indigenous Land‐based, Forest School and Place‐based Education.Adrian Skilbeck & Jeff Stickney - 2020 - Journal of Philosophy of Education 54 (4):1032-1032.
  20.  12
    Section 3 Philosophical Registers for Addressing Environmental Crises.Adrian Skilbeck & Jeff Stickney - 2020 - Journal of Philosophy of Education 54 (4):887-887.
  21.  11
    Section 4 Rethinking Environmental Education: Emancipation, Subjectification and Civic Education.Adrian Skilbeck & Jeff Stickney - 2020 - Journal of Philosophy of Education 54 (4):988-988.
  22.  18
    Section 2 Self‐directed Multidisciplinary Learning and Anti‐Consumerism Education.Adrian Skilbeck & Jeff Stickney - 2020 - Journal of Philosophy of Education 54 (4):866-866.
  23.  10
    Ensino e Aprendizagem No Método Filosófico de Wittgenstein.Jeff Stickney - 2020 - Thaumàzein - Rivista di Filosofia 13 (26):79-91.
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  24.  9
    Michel Foucault: Materialism and Education.Jeff Stickney - 2007 - Paideusis: Journal of the Canadian Philosophy of Education Society 16 (1):73-78.
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  25.  36
    Wittgenstein’s contextualist approach to judging “sound” teaching: Escaping enthrallment in criteria‐based assessments.Jeff Alan Stickney - 2009 - Educational Theory 59 (2):197-215.
    Comparing the early, analytic attempt to define “sound” teaching with the current use of criteria‐based rating schemes, Jeff Stickney turns to Wittgenstein’s holistic, contextualist approach to judging teaching against its complex “background” within our form of life. To exemplify this approach, Stickney presents cases of classroom practice, auditioning dance students, teacher inspection, and mentoring student teachers. These examples highlight problems with the epistemological and criterial construal of teaching, in that both sets of rules tend to constrict unnecessarily the ranges of (...)
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