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  1.  13
    Michel Foucault: Materialism and Education.Mark Olssen - 1999 - Bergin & Garvey.
    In relation to education, there is in Foucault's approach a double emphasis which constitutes an ordering principle for this work.
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  2.  18
    ‘Excellence’ and Exclusion: The Individual Costs of Institutional Competitiveness.Richard Watermeyer & Mark Olssen - 2016 - Minerva 54 (2):201-218.
    A performance-based funding system like the United Kingdom’s ‘Research Excellence Framework’ symbolizes the re-rationalization of higher education according to neoliberal ideology and New Public Management technologies. The REF is also significant for disclosing the kinds of behaviour that characterize universities’ response to government demands for research auditability. In this paper, we consider the casualties of what Henry Giroux calls “neoliberalism’s war on higher education” or more precisely the deleterious consequences of non-participation in the REF. We also discuss the ways with (...)
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  3.  82
    Foucault, Educational Research and the Issue of Autonomy.Mark Olssen - 2005 - Educational Philosophy and Theory 37 (3):365–387.
    This article seeks to demonstrate a particular application of Foucault's philosophical approach to a particular issue in education: that of personal autonomy. The paper surveys and extends the approach taken by James Marshall in his book Michel Foucault: Personal autonomy and education. After surveying Marshall's writing on the issue I extend Marshall's approach, critically analysing the work of Rob Reich and Meira Levinson, two contemporary philosophers who advocate models of personal autonomy as the basis for a liberal education.
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  4.  30
    Foucault and the Imperatives of Education: Critique and Self-Creation in a Non-Foundational World. [REVIEW]Mark Olssen - 2006 - Studies in Philosophy and Education 25 (3):245-271.
    This article outlines Foucault’s conception of critique in relation to his writings on Kant. In that Kant saw Enlightenment as a process of release from the status of immaturity in that we accept someone else’s authority to lead us in areas where the use of reason is called for, it is claimed in this article that Foucault’s notion of critique reveals his own conception of maturity. Whereas Kant sees maturity as the rule of self by self through reason, Foucault sees (...)
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  5.  41
    Foucault as Complexity Theorist: Overcoming the Problems of Classical Philosophical Analysis.Mark Olssen - 2008 - Educational Philosophy and Theory 40 (1):96–117.
    This article explores the affinities and parallels between Foucault's Nietzschean view of history and models of complexity developed in the physical sciences in the twentieth century. It claims that Foucault's rejection of structuralism and Marxism can be explained as a consequence of his own approach which posits a radical ontology whereby the conception of the totality or whole is reconfigured as an always open, relatively borderless system of infinite interconnections, possibilities and developments. His rejection of Hegelianism, as well as of (...)
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  6. Liberalism, Neoliberalism, Social Democracy: Thin Communitarian Perspectives on Political Philosophy and Education.Mark Olssen - 2009 - Routledge.
    Introduction: Beyond neoliberalism -- Friedrich A. Hayek : markets, planning, and the rule of law -- The politics of utopia and the liberal theory of totalitarianism : Karl Popper and Michael Foucault -- Pluralism and positive freedom : toward a critique of Isaiah Berlin -- From the Crick report to the Parekh report : multiculturalism, cultural difference and democracy -- Foucault, liberal education and the issue of autonomy -- Saving Martha Nussbaum from herself : help from friends she didn't know (...)
     
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  7. Discourse, Complexity, Life : Elaborating the Possibilities of Foucault's Materialist Concept of Discourse.Mark Olssen - 2010 - In Colin B. Grant (ed.), Beyond Universal Pragmatics: Studies in the Philosophy of Communication. Peter Lang.
     
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  8.  6
    Radical Constructivism and its Failings: Anti‐Realism and Individualism.Mark Olssen - 1996 - British Journal of Educational Studies 44 (3):275-295.
    Radical constructivism has had a major influence on present-day education, especially in the teaching of science and mathematics. The article provides an epistemological profile of constructivism and considers its strengths and weaknesses from the standpoint of its educational implications. It is argued that there are two central problems with constructivism: anti-realism and individualism which, in turn, lead to difficulties associated with idealism and relativism which, together, prove fatal for the theory.
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  9.  7
    Erratum To: The School as the Microscope of Conduct: Doing Foucauldian Research in Education.Mark Olssen - 2004 - In James Marshall (ed.), Poststructuralism, Philosophy, Pedagogy. Kluwer Academic Publishers. pp. 1--1.
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  10.  4
    The School as the Microscope of Conduction: Doing Foucauldian Research in Education.Mark Olssen - 2004 - In James Marshall (ed.), Poststructuralism, Philosophy, Pedagogy. Kluwer Academic Publishers. pp. 57--84.
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  11.  4
    John Codd Obituary.Mark Olssen - 2008 - Educational Philosophy and Theory 40 (4):467-470.