138 found
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  1.  26
    Education in a Post-Truth World.Michael A. Peters - 2017 - Educational Philosophy and Theory 49 (6).
  2. 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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  3.  5
    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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  4.  29
    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.  2
    ‘Intelligent Capitalism’ and the Disappearance of Labour: Whitherto Education?Zhao Wei & Michael A. Peters - forthcoming - Educational Philosophy and Theory:1-10.
  6.  19
    The End of Neoliberal Globalisation and the Rise of Authoritarian Populism.Michael A. Peters - 2018 - Educational Philosophy and Theory 50 (4):323-325.
  7.  15
    Why is My Curriculum White?Michael A. Peters - 2015 - Educational Philosophy and Theory 47 (7):641-646.
  8.  14
    Deep Learning, Education and the Final Stage of Automation.Michael A. Peters - 2018 - Educational Philosophy and Theory 50 (6-7):549-553.
  9.  32
    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.  18
    The Information Wars, Fake News and the End of Globalisation.Michael A. Peters - 2017 - Educational Philosophy and Theory 50 (13):1161-1164.
  11.  18
    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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  12.  25
    Editorial: Heidegger, Phenomenology, Education.Michael A. Peters - 2009 - Educational Philosophy and Theory 41 (1):1-6.
  13.  26
    Geophilosophy, Education and the Pedagogy of the Concept.Michael A. Peters - 2004 - Educational Philosophy and Theory 36 (3):217–226.
  14.  10
    The Chinese Dream: Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era.Michael A. Peters - 2017 - Educational Philosophy and Theory 49 (14):1299-1304.
  15.  11
    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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  16.  9
    Wittgenstein at Cambridge: Philosophy as a Way of Life.Michael A. Peters & Jeff Stickney - forthcoming - Educational Philosophy and Theory:1-12.
  17.  3
    Educational Web Science.Michael A. Peters - 2016 - Educational Philosophy and Theory 48 (11).
  18. Derrida as a Profound Humanist.Michael A. Peters - 2009 - In Derrida, Deconstruction, and the Politics of Pedagogy. Peter Lang.
     
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  19.  24
    Open Science, Philosophy and Peer Review.Michael A. Peters - 2014 - Educational Philosophy and Theory 46 (3):1-5.
  20.  24
    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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  21.  42
    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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  22.  18
    Socrates and Confucius: The Cultural Foundations and Ethics of Learning.Michael A. Peters - 2015 - Educational Philosophy and Theory 47 (5):423-427.
  23.  10
    The Humanist Bias in Western Philosophy and Education.Michael A. Peters - 2015 - Educational Philosophy and Theory 47 (11):1128-1135.
  24. Pedagogies of the Image: Economies of the Gaze.Michael A. Peters - 2010 - Analysis and Metaphysics 9:42-61.
     
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  25.  1
    Giorgio Agamben’s Homo Sacer Project.Michael A. Peters - 2014 - Educational Philosophy and Theory 46 (4):327-333.
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  26.  35
    ‘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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  27.  13
    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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  28.  13
    The Educational Mode of Development.Michael A. Peters - 2013 - Educational Philosophy and Theory 45 (5):477-481.
  29.  3
    Ancient Centers of Higher Learning: A Bias in the Comparative History of the University?Michael A. Peters - forthcoming - Educational Philosophy and Theory:1-10.
  30. The Last Post? Post-Postmodernism and the Linguistic U-Turn.Michael A. Peters - 2013 - Linguistic and Philosophical Investigations 12:34-46.
     
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  31.  3
    The Enlightenment and its Critics1.Michael A. Peters - forthcoming - Educational Philosophy and Theory:1-9.
  32.  16
    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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  33.  14
    Education, Dialogue and Interculturalism: New Directions and Contexts.Michael A. Peters & Tina Besley - 2012 - Educational Philosophy and Theory 44 (9):909-912.
  34.  13
    The Philosophy of Education as the Economy and Ecology of Pedagogical Knowledge.Michael A. Peters & Gert Biesta - 2015 - Studies in Philosophy and Education 34 (6):651-664.
    What does reflection on educational theory and education today actually aim at, if theory and practice can no longer be formulated as a unity? This article describes the German discourse of educational philosophy and outlines its critical view discussing the “limits of understanding subjectivity”. In the following parts it is argued that the philosophy of education of the future will encompass an “economy” as well as an “ecology” of pedagogical or educational knowledge. Here, analyses of contemporary educational practices are brought (...)
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  35.  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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  36.  5
    Educational Research and the Philosophy of Context.Michael A. Peters - 2012 - Educational Philosophy and Theory 44 (8):793-800.
  37.  10
    Authenticity in Education: From Narcissism and Freedom to the Messy Interplay of Self-Exploration and Acceptable Tension.Michael A. Peters & Gert Biesta - 2015 - Studies in Philosophy and Education 34 (6):603-618.
    The problem with authenticity—the idea of being “true to one’s self”—is that its somewhat checkered reputation garners a complete range of favorable and unfavorable reactions. In educational settings, authenticity is lauded as one of the top two traits students desire in their teachers. Yet, authenticity is criticized for its tendency towards narcissism and self-entitlement. So, is authenticity a good or a bad thing? The purpose of this article is to develop an intimate understanding of authenticity by investigating its current interpretation (...)
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  38.  27
    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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  39.  25
    Lyotard, Nihilism and Education.Michael A. Peters - 2006 - Studies in Philosophy and Education 25 (4):303-314.
  40.  12
    Derrida, Pedagogy and the Calculation of the Subject.Michael A. Peters - 2003 - Educational Philosophy and Theory 35 (3):313–332.
  41. 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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  42.  4
    Academic Integrity: An Interview with Tracey Bretag.Michael A. Peters - forthcoming - Educational Philosophy and Theory:1-6.
  43.  3
    Digital Archives in the Cloud: Collective Memory, Institutional Histories and the Politics of Information.Michael A. Peters & Tina Besley - forthcoming - Educational Philosophy and Theory:1-10.
  44.  4
    The Return of Fascism: Youth, Violence and Nationalism.Michael A. Peters - forthcoming - Educational Philosophy and Theory:1-5.
  45.  2
    Deleuze’s Rhizomatic Analysis of Foucault: Resources for a New Sociology?Michael A. Peters & Danilo Taglietti - forthcoming - Educational Philosophy and Theory:1-13.
  46.  2
    Posthumanism, Open Ontologies and Bio-Digital Becoming: Response to Luciano Floridi’s Onlife Manifesto.Michael A. Peters & Petar Jandrić - forthcoming - Educational Philosophy and Theory:1-10.
    In The Onlife Manifesto: Being Human in a Hyperconnected Era Luciano Floridi and his associates examine various aspects of the contemporary meaning of humanity. Yet, their insights give less thought to the political economy of techno-capitalism that in large measure creates ICTs and leads to their further innovation, development and commercialization. This article responses to Floridi’s work and examines political economy of the blurred distinction between human, machine and nature in the postdigital context. Taking lessons from early history of the (...)
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  47.  51
    Response to Claudia Ruitenberg’s Review of Derrida, Deconstruction and the Politics of Pedagogy.Michael A. Peters - 2010 - Studies in Philosophy and Education 29 (1):85-87.
  48.  4
    Competing Conceptions of the Creative University.Michael A. Peters - 2014 - Educational Philosophy and Theory 46 (7):1-5.
  49.  2
    Children in Crisis: Child Poverty and Abuse in New Zealand.Michael A. Peters & Tina Besley - 2014 - Educational Philosophy and Theory 46 (9):945-961.
  50.  10
    The Concept of Radical Openness and the New Logic of the Public.Michael A. Peters - 2013 - Educational Philosophy and Theory 45 (3):239-242.
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