19 found
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  1.  20
    Stiegler as Philosopher of Education.Joff P. N. Bradley & David Kennedy - 2020 - Educational Philosophy and Theory 52 (4):332-336.
  2.  17
    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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  3.  16
    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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  4.  17
    Stiegler Contra Robinson: On the Hyper-Solicitation of Youth.Joff P. N. Bradley - 2015 - Educational Philosophy and Theory 47 (10):1023-1038.
    This paper examines the affective disorders plaguing many young people and the problem of attention-deficit hyperactivity disorder in particular. It aims to define the limits of the critique of British educationalist Sir Ken Robinson in terms of his philosophy of ‘creativity’ through a consideration of the ideas of French philosopher Bernard Stiegler, especially the notions of ‘industrial temporal objects’ and stupidity. It makes the case for adopting elements of each distinct research paradigm as a prolegomena to forging a social critique (...)
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  5.  11
    Cerebra: “All-Human”, “All-Too-Human”, “All-Too-Transhuman”.Joff P. N. Bradley - 2018 - Studies in Philosophy and Education 37 (4):401-415.
    In thinking the passage from the “all-human cerebrum” to what one might call the contemporary “all-too-human” cerebrum in neo-liberal societies and beyond to the “all-too-transhuman” cerebrum in the cybernetic society, in contrasting Wells’s idea of a new world order with the dystopia of the disordering un-world, in considering the prospects of a “world brain” faced with the realities of the “global mnemotechnical system”, in highlighting the differences between the global and authoritarian instrument of “control” in Wells and the descriptions of (...)
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  6.  15
    On the Curation of Negentropic Forms of Knowledge.Joff P. N. Bradley - 2022 - Educational Philosophy and Theory 54 (5):465-476.
    My intention is to consider Bernard Stiegler’s concept of ‘journeys of knowledge’. Open Humanities Press, 2020) and to explore how one might rethink the knowledge-creating potentialities of information itself. This has become all the more apparent in the time of lockdowns, physical distancing during the pandemic but the primary purpose of the paper is to look at the distinction between knowledge/information and the role of the teacher in using technology pharmacologically to safeguard the savoirs and to stem the proletarianization of (...)
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  7.  7
    The China-Threat Discourse, Trade, and the Future of Asia. A Symposium.Michael A. Peters, Alexander J. Means, David P. Ericson, Shivali Tukdeo, Joff P. N. Bradley, Liz Jackson, Guanglun Michael Mu, Timothy W. Luke & Greg William Misiaszek - 2022 - Educational Philosophy and Theory 54 (10):1531-1549.
  8.  3
    Experiments in Negentropic Knowledge: Bernard Stiegler and the Philosophy of Education II.Joff P. N. Bradley - 2022 - Educational Philosophy and Theory 54 (5):459-464.
  9.  3
    Gadfly or Praying Mantis? Three Philosophical Perspectives on the Delhi Student Protests.N. Y. Manoj, Joff P. N. Bradley & Alex Taek-Gwang Lee - forthcoming - Educational Philosophy and Theory:1-11.
    Here presented are three singular, philosophical perspectives on the Delhi student protests which took place in 2019 and 2020, before the coronavirus pandemic. The writers hail from India, England...
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  10.  11
    On the Philosophy of Trembling: Negen-U-Topia, Sun Death, Ecosophy.Joff P. N. Bradley - 2019 - Utopian Studies 30 (3):361-381.
    Here several utopian/dystopian thought experiments are proffered to explore the contemporary sheer dread in thinking otherwise than the contemporary unworld as it is.1 With reference to the 2017 BBC drama Hard Sun and the cosmological horror of a world without a sun, what is demonstrated is the contemporary incapacity of thought to think beyond the utopos of the unworld as it is. Hard Sun, an essentially failed science-fiction TV series, is contrasted with the satirical optimism of Gabriel Tarde’s Underground Man, (...)
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  11.  9
    Educational Philosophy and ‘New French Thought’.David R. Cole & Joff P. N. Bradley - 2015 - Educational Philosophy and Theory 47 (10):1006-1008.
  12.  3
    Guattari and Stiegler on the Therapeutic Object: Objet Re-Petit-Ive a-B-C.Joff P. N. Bradley - forthcoming - Educational Philosophy and Theory:1-12.
  13.  17
    Educational Ills and the (Im)Possibility of Utopia.Joff P. N. Bradley & Gerald Argenton - 2018 - Educational Philosophy and Theory 51 (3):239-241.
  14.  7
    A Pedagogy of the Parasite.David R. Cole, Joff P. N. Bradley & Alex Taek-Gwang Lee - 2021 - Studies in Philosophy and Education 40 (5):477-491.
    In the South Korean film, The Parasite, the underling family, in an act of desperation, uses deceptive means to infiltrate the rich family. The term parasite refers nominally to the underling family, and their efforts to befriend and inhabit the class territory and social hierarchy of the rich family. How can this be of use for education? To answer this, we ask: what can we learn from Parasite to inform contemporary philosophy of education? Primarily, this experimental piece written from different (...)
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  15.  10
    My Angelus Militans.Joff P. N. Bradley - 2018 - Educational Philosophy and Theory 50 (14):1372-1373.
  16.  6
    Educational Ills and the Possibility of Utopia.Joff P. N. Bradley & Gerald Argenton - forthcoming - Educational Philosophy and Theory:1-3.
  17.  6
    On the Prospects of Virilio’s Pedagogy of the Image.Joff P. N. Bradley - 2021 - Educational Philosophy and Theory 53 (7):706-718.
    Devoted to the late Paul Virilio and in the advent of debates surrounding the Anthropocene and in light of corresponding changes to conceptions of scale and image, this paper attempts to extrapolate a Virilian pedagogy of the image. It is Virilio’s work which remains timely and singularly fecund in this area and it is for this reason that it may help to shape a new pedagogy of scale and image. This may allow us to better grasp the decentring of human (...)
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  18.  3
    Exhausted Philosophy and Islands-to-Come.Joff P. N. Bradley - 2018 - Educational Philosophy and Theory 51 (3):265-274.
    Drawing on an array of sources, from Deleuze and Guattari’s philosophy through to non-philosophy, this paper concerns itself with the manifestation of the concepts of hope and despair in utopian thought and continental philosophy and the experience of hopelessness, despair and exhaustion in the contemporary moment. I aim to demonstrate such pressing concerns through a comparison of Japanese philosopher Kojin Karatani and Japanese fiction writer Ryū Murakami with the American science fiction-thriller film directed by Michael Bay, The Island. What is (...)
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  19.  1
    Introduction to the Special Issue on Dissent.Joff P. N. Bradley, Alex Taek-Gwang Lee & Manoj N. Y. - forthcoming - Educational Philosophy and Theory:1-4.