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  1.  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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  2.  1
    Education in an Age of Nihilism: Education and Moral Standards.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 2000 - Routledge.
    This book addresses concerns about educational and moral standards in a world increasingly characterised by nihilism. On the one hand there is widespread anxiety that standards are falling; on the other, new machinery of accountability and inspection to show that they are not. The authors in this book state that we cannot avoid nihilism if we are simply _laissez-faire_ about values, neither can we reduce them to standards of performance, nor must we return to traditional values. They state that we (...)
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  3. Thinking Again: Education After Postmodernism.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 1999 - British Journal of Educational Studies 47 (4):407-408.
     
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  4.  30
    Lyotard: Just Education.Pradeep Ajit Dhillon & Paul Standish (eds.) - 2000 - Routledge.
    Following Lyotard's death in 1998, this book provides an exploration of the recurrent theme of education in his work. It brings to a wider audience the significance of a body of thought about education that is subtle, profound and still largely unexplored. This book also makes an important contribution to contemporary debates on postmodernism and education.
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  5.  56
    Stanley Cavell in Conversation with Paul Standish.Stanley Cavell & Paul Standish - 2012 - Journal of Philosophy of Education 46 (2):155-176.
    Having acknowledged the recurrent theme of education in Stanley Cavell's work, the discussion addresses the topic of scepticism, especially as this emerges in the interpretation of Wittgenstein. Questions concerning rule‐following, language and society are then turned towards political philosophy, specifically with regard to John Rawls. The discussion examines the idea of the social contract, the nature of moral reasoning and the possibility of our lives' being above reproach, as well as Rawls's criticisms of Nietzschean perfectionism. This lays the way for (...)
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  6.  6
    Positing Alterity, Positing Metaphysics: A Short Note on Alistair Miller on Levinas.Paul Standish - 2019 - Journal of Philosophy of Education 53 (1):214-223.
  7. Preface.Paul Standish - 2020 - Journal of Philosophy of Education 54 (2):253-254.
  8.  2
    Lines of Testimony.Paul Standish - 2020 - Journal of Philosophy of Education 54 (2):319-339.
  9.  1
    The Blackwell Guide to the Philosophy of Education.Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) - 2002 - Wiley-Blackwell.
    In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field. Provides a solid (...)
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  10.  47
    Introduction: Bildung and the Idea of a Liberal Education.Lars Lovlie & Paul Standish - 2002 - Journal of Philosophy of Education 36 (3):317–340.
  11.  29
    Stanley Cavell and the Education of Grownups.Naoko Saito & Paul Standish (eds.) - 2011 - Fordham University Press.
    This book takes Stanley Cavell's much-quoted, yet enigmatic phrase as the provocation for a series of explorations into themes of education that run throughout his work - through his response to Wittgenstein, Austin and ordinary language ...
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  12.  28
    The Disenchantment of Education and the Re‐Enchantment of the World.Paul Standish - 2016 - Journal of Philosophy of Education 50 (1):98-116.
  13.  36
    Introduction: Bildung and the Idea of a Liberal Education.Lars Lovlie & Paul Standish - 2002 - Journal of the Philosophy of Education 36 (3):317-340.
  14.  39
    Uncommon Schools: Stanley Cavell and the Teaching of Walden. [REVIEW]Paul Standish - 2006 - Studies in Philosophy and Education 25 (1):145-157.
    Thoreau’s Walden is a text that has been misinterpreted in various ways, one consequence of which is a failure to appreciate its significance as a perfectionist and visionary text for education. This paper explores aspects of what might be called its teaching, especially via the kind of teaching that is offered by Stanley Cavell’s commentary, The Senses of Walden. Walden is considered especially in the light of its conception of language as the “father-tongue” and of the ideas of continual rebirth (...)
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  15.  51
    In Her Own Voice: Convention, Conversion, Criteria.Paul Standish - 2004 - Educational Philosophy and Theory 36 (1):91–106.
  16. The Blackwell Guide to the Philosophy of Education.Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) - 2002 - Wiley-Blackwell.
    In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field. Provides a solid (...)
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  17. 4 Levinas and the Language of the Curriculum1.Paul Standish - 2008 - In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. pp. 18--56.
     
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  18.  35
    Heidegger and the Technology of Further Education.Paul Standish - 1997 - Journal of Philosophy of Education 31 (3):439–459.
  19.  22
    Impudent Practices.Paul Standish - 2014 - Ethics and Education 9 (3):251-263.
    This article explores aspects of eros in education in relation to ideas of indirectness associated with the French concept of pudeur, sometimes translated as ‘modesty’. It explores lines of thought extending through Emerson and Nietzsche but reaching back to Plato's Symposium. This is a means of exposing the ‘impudence’ of some aspects of contemporary education and of pointing towards a conception of eros that is otherwise obscured.
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  20.  74
    Rival Conceptions of the Philosophy of Education.Paul Standish - 2007 - Ethics and Education 2 (2):159-171.
    What is the place of philosophy in the study of education? What is its significance for policy and practice? This paper begins by considering the policy and institutional context of the philosophy of education in the UK and by tracing its recent history. It examines both the place of philosophy in Education (as a field of study) and the status and character of the philosophy of education in relation to the 'parent' discipline of philosophy. Rival accounts of the nature of (...)
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  21.  1
    Stanley Cavell and Philosophy as Translation: The Truth is Translated.Naoko Saito & Paul Standish (eds.) - 2017 - Rowman & Littlefield International.
    This book explores the idea of translation as a philosophical theme and as an important feature of philosophy and practical life, in the context of a searching examination of aspects of the work of Stanley Cavell. Furthermore it demonstrates the broader significance of these philosophical questions for education and life as a whole.
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  22.  59
    Education for Grown-Ups, a Religion for Adults: Scepticism and Alterity in Cavell and Levinas.Paul Standish - 2007 - Ethics and Education 2 (1):73-91.
    In his essay 'The Scandal of Skepticism', Stanley Cavell discusses aspects of the work of Emmanuel Levinas with a view to understanding how 'philosophical and religious ambitions so apparently different' as his own and those of Levinas can have led to 'phenomenological coincidences so precise'. The present paper explores themes of scepticism and alterity as these emerge in the work of these two increasingly influential philosophers. It shows education to be a sustained preoccupation in their work, crucially related to these (...)
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  23.  46
    Wittgenstein's Impact on the Philosophy of Education.Paul Standish - 2018 - Philosophical Investigations 41 (2):223-240.
    On the strength of a clarification of the nature of philosophy of education, a critical overview is offered of Wittgenstein's impact on the field. The focus then narrows to give attention to Wittgenstein's claim that “Nothing is hidden”, pitched here in a questionable relation to contemporary concerns with transparency. Familiar readings of this passage are challenged in connection with Wittgenstein's late writings on psychology, especially with regard to imagination and pretence. These are argued to be essential to the development of (...)
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  24.  39
    Data Return: The Sense of the Given in Educational Research.Paul Standish - 2001 - Journal of Philosophy of Education 35 (3):497–518.
    Educational research is dominated by a particular model: data is gathered and analysed. Much literature on methods concerns either ways of processing data, or ethical issues regarding its collection and handling. The present paper looks beyond these matters to the taken‐for‐granted idea of data itself. What can be meant by ‘data’? How does this connect with ideas of the given? What is the place of giving in education—in teaching and learning, in research itself? These issues are explored in the light (...)
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  25.  41
    Postmodernism and the Education of the Whole Person.Paul Standish - 1995 - Journal of Philosophy of Education 29 (1):121–135.
  26.  53
    Induction Into Educational Research Networks: The Striated and the Smooth.Naomi Hodgson & Paul Standish - 2006 - Journal of Philosophy of Education 40 (4):563–574.
  27.  36
    Higher Education and the University.Ronald Barnett & Paul Standish - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 215--233.
  28.  41
    Food for Thought: Resourcing Moral Education.Paul Standish - 2009 - Ethics and Education 4 (1):31-42.
    J.M. Coetzee's Elizabeth Costello is an overtly philosophical novel, at the heart of which are questions concerning the relation of human beings to animals and the discussion of animal rights. The nature of its subject matter and the prominence it gives to dialogue, sometimes of an almost Platonic kind, make it a rich potential resource for moral education. This article begins by imagining a course based on extracts from the novel, intended for teenage students or older people. It goes on (...)
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  29.  3
    Introduction.Paul Standish - 2022 - The Pluralist 17 (1):96-99.
    it is my pleasure to introduce this discussion of Naoko Saito’s American Philosophy in Translation. We have contributions from three experts in American philosophy, all of whom have been in conversation with the author for many years: Jim Garrison, Vincent Colapietro, and Steven Fesmire. Prior to their contributions, I would like to set the scene with some brief remarks to introduce the book and to explain something of its background.Over the past two decades, I have worked closely with Saito on (...)
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  30. Education Without Aims.Paul Standish - 1999 - In Roger Marples (ed.), The Aims of Education. Routledge. pp. 35--49.
     
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  31.  30
    What’s the Problem with Problem-Solving? Language, Skepticism, and Pragmatism.Naoko Saito & Paul Standish - 2009 - Contemporary Pragmatism 6 (1):153-167.
    We critically examine pragmatism's approach to skepticism and try to elucidate its certain limits. The central questions to be addressed are: whether “skepticism” interpreted through the lens of problem-solving does justice to the human condition; and whether the problem-solving approach to skepticism can do justice to pragmatism's self-proclaimed anti-foundationalism. We then examine Stanley Cavell's criticism of Dewey's “problem-solving” approach. We propose a shift from the problem-solving approach's eagerness for solutions to a more Wittgensteinian and Emersonian project of dissolution.
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  32. Teaching Right and Wrong: Moral Education in the Balance.Richard Smith & Paul Standish - 1998 - British Journal of Educational Studies 46 (4):481-482.
     
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  33.  13
    Crying and Learning to Speak.Paul Standish - 2015 - In Annalisa Coliva, Volker Munz & Danièle Moyal-Sharrock (eds.), Mind, Language and Action: Proceedings of the 36th International Wittgenstein Symposium. De Gruyter. pp. 481-494.
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  34.  7
    On Not Sparing Others the Trouble of Thinking: Wittgenstein and Education.Adrian Skilbeck & Paul Standish - 2019 - Journal of Philosophy of Education 53 (4):665-668.
  35.  12
    Registers of the Religious: The Terence H. McLaughlin Lecture 2010.Paul Standish - 2012 - Ethics and Education 7 (2):185-197.
  36.  30
    Improving the Student Experience.Elizabeth Staddon & Paul Standish - 2012 - Journal of Philosophy of Education 46 (4):631-648.
    Shifts in funding and a worldwide trend towards marketising higher education have led to a new emphasis on the quality of the student experience. In the UK this trend finds its strongest expression in recent policy proposals to simultaneously increase student fees and student choice so that students themselves become the drivers of higher education. We trace the policy developments of this shift over recent years and rehearse some of the criticisms against it. Accepting that there is good reason to (...)
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  37.  22
    Disciplining the Profession: Subjects Subject to Procedure.Paul Standish - 2002 - Educational Philosophy and Theory 34 (1):5–23.
  38.  5
    Rigour and Recoil: Claims of Reason, Failures of Expression.Paul Standish - 2018 - Journal of Philosophy of Education 52 (4):609-626.
  39.  10
    Why We Should Not Speak of an Educational Science.Paul Standish - 1995 - Studies in Philosophy and Education 14 (2-3):267-281.
  40.  1
    “Nothing but Sounds, Ink-Marks”—Is Nothing Hidden? Must Everything Be Transparent?Paul Standish - 2018 - Danish Yearbook of Philosophy 51 (1):71-91.
    Is there something that lies beneath the surface of our ordinary ways of speaking? Philosophy sometimes encourages the all-too-human thought that reality lies just outside our ordinary grasp, hidden beneath the surface of our experience and language. The present discussion concentrates initially on a few connected paragraphs of Wittgenstein’s Philosophical Investigations. Wittgenstein leads the reader to the view that meaning is there in the surface of the expression. Yet how adequate is Wittgenstein’s treatment of the sounds and ink-marks, the materiality (...)
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  41.  18
    Absolute Pitch and Exquisite Rightness of Tone.Paul Standish - 2016 - Philosophy and Literature 40 (1):226-239.
    Wittgenstein was apparently looking for someone else. It was because he had not been successful that he had knocked at the Leavises’ door, to bide his time there before he looked again. On entering the house, he immediately peered through the window into the street. Yet after a moment he turned and said abruptly: “You’ve got a gramophone, I see—I don’t suppose you’ve anything worth playing.” And “Then,” so Leavis continues the description,with a marked change of tone, he exclaimed “Ah!”: (...)
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  42.  11
    Sound Not Light: Levinas and the Elements of Thought.Paul Standish & Emma Williams - 2016 - Educational Philosophy and Theory 48 (4):360-373.
    Can Levinas’ thought of the other be extended beyond the relation to the other human being? This article seeks to demonstrate that Levinas’ philosophy can indeed be read in such a sense and that this serves to open up a new way of understanding human thinking. Key to understanding such an extension of Levinas’ philosophy will be his account of the face and, more particularly, his claim that the relation to the face is ‘heard in language’. Through explicating what is (...)
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  43.  30
    Race and Repression in a Dance Routine: A Response to Ramaekers and Vlieghe.Paul Standish - 2015 - Ethics and Education 10 (3):327-342.
    Stefan Ramaekers and Joris Vlieghe’s ‘Infants, childhood and language in Agamben and Cavell: education as transformation’ is an insightful discussion of an important facet of educational experience. In the article, they consider a Fred Astaire dance sequence from the 1953 Vincente Minnelli film, The Band Wagon, in combination with a remarkable article about this same sequence by Stanley Cavell. On the strength of this, they develop an interesting line of thought regarding the experience of language, exploring connections between the ideas (...)
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  44. In the Zone : Heidegger and Sport.Paul Standish - 1998 - In M. J. McNamee & S. J. Parry (eds.), Ethics and Sport. E & Fn Spon. pp. 256--269.
  45.  39
    Euphoria, Dystopia and Practice Today.Paul Standish - 2002 - Educational Philosophy and Theory 34 (4):407–412.
  46.  7
    Something Sacred to Our Culture: René Arcilla's Liberal Education.Paul Standish - 2021 - Journal of Philosophy of Education 55 (4-5):764-775.
    Journal of Philosophy of Education, EarlyView.
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  47.  22
    Educational Discourse: Meaning and Mythology.Paul Standish - 1991 - Journal of Philosophy of Education 25 (2):171–182.
  48.  19
    Knowledge, Practice, Truth Beyond Liberal Education: Essays in Honour of Paul H. Hirst.Paul Standish - 1994 - Journal of Philosophy of Education 28 (2):245–256.
  49. Seeing the Points of Connection.Richard Smith & Paul Standish - 2018 - In Stefan Ramaekers & Naomi Hodgson (eds.), Past, Present, and Future Possibilities for Philosophy and History of Education: Finding Space and Time for Research. Springer Verlag. pp. 33-46.
    Paul Standish:Some people might expect us to start by explaining why we have written this chapter as a dialogue. Leaving aside the fact that Plato – to whom all philosophy, it has been said, is a series of footnotes – wrote in dialogue form, and never seems to have felt the need to tell us why, we might say that we have written it in this way because it is a dialogue. We push ideas to and fro, question each other, (...)
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  50. Booknotes.Paul Standish - 2005 - Journal of Philosophy of Education 39 (4):707–711.
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