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Michael A. Peters [176]Michael Peters [86]M. A. Peters [31]M. Peters [11]
Mark Peters [10]Maarten Jv Peters [2]Marie Peters [2]Mark Allen Peters [2]

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  1. Legitimation Problems: Knowledge and Education in the Postmodern Condition.Michael Peters - 1995 - In Education and the Postmodern Condition. Bergin & Garvey. pp. 21--38.
     
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  2.  19
    Education in a Post-Truth World.Michael A. Peters - 2017 - Educational Philosophy and Theory 49 (6).
  3. Heidegger, Education, and Modernity.Michael A. Peters, Valerie Allen, Ares D. Axiotis, Michael Bonnett, David E. Cooper, Patrick Fitzsimons, Ilan Gur-Ze'ev, Padraig Hogan, F. Ruth Irwin, Bert Lambeir, Paul Smeyers, Paul Standish & Iain Thomson - 2002 - Rowman & Littlefield Publishers.
    Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.
     
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  4.  25
    Derrida, Deconstruction, and the Politics of Pedagogy.Michael A. Peters - 2009 - Peter Lang.
    With an up-to-date synopsis, review, and critique of his writings, this book demonstrates Derrida's almost singular power to reconceptualize and reimagine the ...
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  5.  7
    The End of Neoliberal Globalisation and the Rise of Authoritarian Populism.Michael A. Peters - 2018 - Educational Philosophy and Theory 50 (4):323-325.
  6.  25
    Towards a Philosophy of Academic Publishing.M. Peters, P. Jandric, R. Irwin, K. Locke, N. Devine, R. Heraud, A. Gibbons, T. Besley, J. White, D. Forster, L. Jackson, E. Grierson, C. Mika, G. Stewart, M. Tesar, S. Brighouse, S. Arndt, G. Lazaroiu, R. Mihaila, C. Legg & L. 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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  7.  4
    The Curious Promise of Educationalising Technological Unemployment: What Can Places of Learning Really Do About the Future of Work?Michael A. Peters, Petar Jandrić & Sarah Hayes - forthcoming - Educational Philosophy and Theory:1-13.
    University education is full of promise. Indeed universities have the capacity to create and shape, through staff and students, all kinds of enthralling ‘worlds’ and ‘new possibilities of life’. Yet students are encouraged increasingly to view universities as simply a means to an end, where neoliberal education delivers flexible skills to directly serve a certain type of capitalism. Additionally, the universal challenge of technological unemployment, alongside numerous other social issues, has become educationalised and portrayed in HE policy, as an issue (...)
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  8. Wittgenstein: Philosophy, Postmodernism, Pedagogy.Michael Peters - 1999 - Bergin & Garvey.
  9.  25
    The Refugee Crisis and The Right to Political Asylum.Michael A. Peters & Tina Besley - 2015 - Educational Philosophy and Theory 47 (13-14):1367-1374.
  10.  14
    Why is My Curriculum White?Michael A. Peters - 2015 - Educational Philosophy and Theory 47 (7):641-646.
  11.  7
    Education as Philosophies of Engagement.Michael A. Peters, Tina Besley & Jayne White - 2018 - Educational Philosophy and Theory 50 (5):444-447.
    This is Introduction to the PESA conference 2014 held in Hamilton, NZ, is devoted to the conference theme of ‘Education as philosophies of engagement’. We provide a brief analysis of the modern history of ‘philosophies of engagement’ since the Second World War examining the notion of socially responsible writing and teaching.
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  12.  22
    Open Science, Philosophy and Peer Review.Michael A. Peters - 2014 - Educational Philosophy and Theory 46 (3):1-5.
  13.  17
    Editorial: Heidegger, Phenomenology, Education.Michael A. Peters - 2009 - Educational Philosophy and Theory 41 (1):1-6.
  14.  17
    The New Prudentialism in Education: Actuarial Rationality and the Entrepreneurial Self.Michael A. Peters - 2005 - Educational Theory 55 (2):123-137.
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  15.  13
    Socrates and Confucius: The Cultural Foundations and Ethics of Learning.Michael A. Peters - 2015 - Educational Philosophy and Theory 47 (5):423-427.
  16.  10
    The Humanist Bias in Western Philosophy and Education.Michael A. Peters - 2015 - Educational Philosophy and Theory 47 (11):1128-1135.
  17.  24
    Geophilosophy, Education and the Pedagogy of the Concept.Michael A. Peters - 2004 - Educational Philosophy and Theory 36 (3):217–226.
  18.  21
    Education, Creativity and the Economy of Passions: New Forms of Educational Capitalism.Michael A. Peters - 2009 - Thesis Eleven 96 (1):40-63.
    This article reviews claims for creativity in the economy and in education distinguishing two accounts: 'personal anarcho-aesthetics' and 'the design principle'. The first emerges in the psychological literature from sources in the Romantic Movement emphasizing the creative genius and the way in which creativity emerges from deep subconscious processes, involves the imagination, is anchored in the passions, cannot be directed and is beyond the rational control of the individual. This account has a close fit to business as a form of (...)
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  19. 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.
     
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  20. Pedagogies of the Image: Economies of the Gaze.Michael A. Peters - 2010 - Analysis and Metaphysics 9:42-61.
     
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  21.  29
    ‘It Was the Best of Times, It Was the Worst of Times …’: Philosophy of Education in the Contemporary World.Michael A. Peters & Gert Biesta - 2015 - Studies in Philosophy and Education 34 (6):623-634.
    This article considers the state of philosophy of education in our current age and assesses prospects for the future of the field. I argue that as philosophers of education, we live in both the best of times and the worst of times. Developments in one key organisation, the Philosophy of Education Society of Australasia, are examined in relation to broader international trends. Informed by the work of Pierre Hadot, I also reflect on what it might mean to talk of philosophy (...)
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  22.  13
    The Information Wars, Fake News and the End of Globalisation.Michael A. Peters - forthcoming - Educational Philosophy and Theory:1-4.
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  23.  18
    Derrida, Deconstruction, and Education: Ethics of Pedagogy and Research.Peter Pericles Trifonas & Michael Peters (eds.) - 2003 - Blackwell.
    This book takes as a premise that Derrida is a profound educational thinker, who from the very beginning concerned himself with questions of pedagogy.
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  24.  12
    Three Forms of the Knowledge Economy: Learning, Creativity and Openness.Michael A. Peters - 2010 - British Journal of Educational Studies 58 (1):67-88.
    This paper outlines and reviews three forms and associated discourses of the 'knowledge economy': the 'learning economy', based on the work of Bengt-Åke Lundvall; the 'creative economy' based on the work of Charles Landry, John Howkins and Richard Florida; and the 'open knowledge economy' based on the work of Yochai Benkler and others. Arguably, these three forms and discourses represent three recent related but different conceptions of the knowledge economy, each with clear significance and implications for education and education policy. (...)
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  25.  29
    Information, Knowledge and Learning: Some Issues Facing Epistemology and Education in a Digital Age.C. Lankshear, M. Peters & M. Knobel - 2000 - Journal of Philosophy of Education 34 (1):17–39.
  26. Book Review: God Never Forgets: Faith, Hope, and Alzheimer's Disease. [REVIEW]Mark Peters - 1999 - Interpretation: A Journal of Bible and Theology 53 (1):106-106.
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  27.  17
    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.
  28.  5
    The Educational Mode of Development.Michael A. Peters - 2013 - Educational Philosophy and Theory 45 (5):477-481.
  29. Naming the Multiple: Poststructuralism and Education.Michael Peters (ed.) - 1998 - Bergin & Garvey.
  30.  14
    Movement, Memory and Mathematics: Henri Bergson and the Ontology of Learning.Michael A. Peters & Gert Biesta - 2015 - Studies in Philosophy and Education 34 (6):565-585.
    Using the work of philosopher Henri Bergson to examine the nature of movement and memory, this article contributes to recent research on the role of the body in learning mathematics. Our aim in this paper is to introduce the ideas of Bergson and to show how these ideas shed light on mathematics classroom activity. Bergson’s monist philosophy provides a framework for understanding the materiality of both bodies and mathematical concepts. We discuss two case studies of classrooms to show how the (...)
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  31. Derrida as a Profound Humanist.Michael A. Peters - 2009 - In Derrida, Deconstruction, and the Politics of Pedagogy. Peter Lang.
     
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  32. Phenomenology and Education [Special Issue].M. Peters - 2009 - Educational Philosophy and Theory 41 (1).
     
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  33.  12
    Towards Intercultural Philosophy of Education.Michael A. Peters & Gert Biesta - 2015 - Studies in Philosophy and Education 34 (6):635-649.
    In this paper, we propose an understanding of philosophy of education as cultural and intercultural work and philosophers of education as cultural and intercultural workers. In our view, the discipline of philosophy of education in North America is currently suffering from measures of insularity and singularity. It is vital that we justly and respectfully engage with and expand our knowledge and understanding of sets of conceptual and life-practice resources, and honor and learn from diverse histories, cultures, and traditions. Such honoring (...)
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  34.  6
    Nietzsche's Legacy for Education Past and Present Values.M. A. Peters, J. D. Marshall & P. Smeyers - 2001 - Bergin & Garvey.
  35.  5
    Anti-Intellectualism is a Virus.Michael A. Peters - forthcoming - Educational Philosophy and Theory:1-7.
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  36.  19
    ‘The Zone of the Carcass and the Knacker'—On Adorno's Concern with the Suffering Body.Mathijs Peters - 2015 - European Journal of Philosophy 23 (4):1238-1258.
    Adorno's moral philosophy is famously problematic. One of the main reasons for this is that it revolves around the moral addendum: a physical impulse of solidarity with suffering beings that, he argues, cannot and should not be rationalized. I show that, since this moral addendum remains vague and since Adorno's radical negativity forces him to dismiss as uncritical all other approaches to morality, he deliberately places his thought in danger of relapsing into irrationality. Most commentators therefore disagree about the manner (...)
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  37.  3
    Social Governance, Education and Socialist Rule of Law in China.Hongwen Zhu & Michael A. Peters - forthcoming - Educational Philosophy and Theory:1-4.
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  38.  87
    Hebrews 10:19-25.Mark Allen Peters - 1999 - Interpretation: A Journal of Bible and Theology 53 (1):62-64.
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  39.  59
    Education and the Postmodern Condition: Revisiting Jean-François Lyotard.Michael Peters - 1995 - Journal of Philosophy of Education 29 (3):387–400.
  40.  41
    Bio-Informational Capitalism.Michael A. Peters - 2012 - Thesis Eleven 110 (1):98-111.
    This essay builds on the literatures on ‘biocapitalism’ and ‘informationalism’ (or ‘informational capitalism’) to develop the concept of ‘bio-informational capitalism’ in order to articulate an emergent form of capitalism that is self-renewing in the sense that it can change and renew the material basis for life and capital as well as program itself. Bio-informational capitalism applies and develops aspects of the new biology to informatics to create new organic forms of computing and self-reproducing memory that in turn has become the (...)
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  41.  4
    Educational Research and the Philosophy of Context.Michael A. Peters - 2012 - Educational Philosophy and Theory 44 (8):793-800.
  42.  15
    Techno-Science, Rationality, and the University: Lyotard on the "Postmodern Condition"1.Michael Peters - 1989 - Educational Theory 39 (2):93-105.
  43. 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 (...)
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  44.  78
    Numbers 35:9–34.Mark Allen Peters - 2000 - Interpretation: A Journal of Bible and Theology 54 (1):60-62.
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  45.  5
    The Ethics of Reading Wittgenstein.Michael A. Peters - forthcoming - Educational Philosophy and Theory:1-13.
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  46.  8
    Weinstein, Sexual Predation, and ‘Rape Culture’: Public Pedagogies and Hashtag Internet Activism.Michael A. Peters & Tina Besley - forthcoming - Educational Philosophy and Theory:1-7.
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  47.  2
    Heidegger’s Embodied Others: On Critiques of the Body and ‘Intersubjectivity’ in Being and Time.Meindert E. Peters - forthcoming - Phenomenology and the Cognitive Sciences:1-18.
    In this article, I respond to important questions raised by Gallagher and Jacobson in the field of cognitive science about face-to-face interactions in Heidegger’s account of ‘intersubjectivity’ in Being and Time. They have criticized his account for a lack of attention to primary intersubjectivity, or immediate, face-to-face interactions; he favours, they argue, embodied interactions via objects. I argue that the same assumption underlies their argument as did earlier critiques of a lack of an account of the body in Heidegger ; (...)
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  48.  20
    Kinds of Thinking, Styles of Reasoning.Michael A. Peters - 2007 - Educational Philosophy and Theory 39 (4):350–363.
    There is no more central issue to education than thinking and reasoning. Certainly, such an emphasis chimes with the rationalist and cognitive deep structure of the Western educational tradition. The contemporary tendency reinforced by cognitive science is to treat thinking ahistorically and aculturally as though physiology, brain structure and human evolution are all there is to say about thinking that is worthwhile or educationally significant. The movement of critical thinking also tends to treat thinking ahistorically, focusing on universal processes of (...)
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  49.  21
    Lyotard, Nihilism and Education.Michael A. Peters - 2006 - Studies in Philosophy and Education 25 (4):303-314.
  50.  67
    Book Review: Community, Liberalism & Christian Ethics. [REVIEW]Mark Peters - 1999 - Interpretation: A Journal of Bible and Theology 53 (4):438-439.
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