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Peter Roberts [66]Peter A. Roberts [1]Peter M. Roberts [1]
  1.  51
    Philosophy of education in a new key: Future of philosophy of education.Liz Jackson, MichaelA Peters, Lei Chen, Zhongjing Huang, Wang Chengbing, Ezekiel Dixon-Román, Aislinn O'Donnell, Yasushi Maruyama, Lisa A. Mazzei, Alison Jones, Candace R. Kuby, Rowena Azada-Palacios, Elizabeth Adams St Pierre, Jacoba Matapo, Gina A. Opiniano, Peter Roberts, Michael Hand, Alecia Y. Jackson, Jerry Rosiek, Te Kawehau Hoskins, Kathy Hytten & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1234-1255.
    What is the future of Philosophy of education? Or as many of scholars and thinkers in this final ‘future-focused’ collective piece from the philosophy of education in a new key Series put it, what are the futures—plural and multiple—of the intersections of ‘philosophy’ and ‘education?’ What is ‘Philosophy’; and what is ‘Education’, and what role may ‘enquiry’ play? Is the future of education and philosophy embracing—or at least taking seriously—and thinking with Indigenous ethicoontoepistemologies? And, perhaps most importantly, what is that (...)
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  2.  73
    Education, literacy, and humanization: exploring the work of Paulo Freire.Peter Roberts - 2000 - Westport, Conn.: Bergin & Garvey.
    Provides a critical introduction to the work of Paulo Freire, paying particular attention to later texts.
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  3.  2
    Happiness, hope, and despair: rethinking the role of education.Peter Roberts - 2016 - New York: Peter Lang.
    In the Western world it is usually taken as given that we all want happiness, and our educational arrangements tacitly acknowledge this. Happiness, Hope, and Despair argues, however, that education has an important role to play in deepening our understanding of suffering and despair as well as happiness and joy. Education can be uncomfortable, unpredictable, and unsettling; it can lead to greater uncertainty and unhappiness. Drawing on the work of Søren Kierkegaard, Miguel de Unamuno, Fyodor Dostoevsky, Simone Weil, Paulo Freire, (...)
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  4.  17
    Philosophy of education in a new key: A collective project of the PESA executive.Michael A. Peters, Sonja Arndt, Marek Tesar, Liz Jackson, Ruyu Hung, Carl Mika, Janis T. Ozolins, Christoph Teschers, Janet Orchard, Rachel Buchanan, Andrew Madjar, Rene Novak, Tina Besley, Sean Sturm, Peter Roberts & Andrew Gibbons - 2022 - Educational Philosophy and Theory 54 (8):1061-1082.
    Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...
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  5.  2
    Education and the limits of reason: reading Dostoevsky, Tolstoy and Nabokov.Peter Roberts - 2018 - New York: Routledge, Taylor & Francis Group. Edited by Herner Saeverot.
    Troubling Reason: Notes from Underground Revisited -- Love, Attention and Teaching: The Brothers Karamazov -- Passion as a Quality of Education: The Death of Ivan Ilyich -- Education, Rationality and the Meaning of Life: Tolstoy's Confession -- Pedagogy of the Gaze: An Educational Reading of Lolita -- Education Arrayed in Time: Nabokov and the Problem of Time and Space -- Conclusion: Literature, Philosophy and Education.
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  6. Bridging Literary and Philosophical Genres: Judgement, reflection and education in Camus’The Fall.Peter Roberts - 2008 - Educational Philosophy and Theory 40 (7):873-887.
    Both literature and philosophy, as genres of writing, can enable us to address important ontological, epistemological and ethical questions. One author who makes it possible for readers to bridge these two genres is Albert Camus. Nowhere is this more evident than in Camus’ short novel, The Fall. The Fall, through the character and words of Jean‐Baptiste Clamence, prompts readers to reflect deeply on themselves, their motivations and commitments, and their relations with others. This paper discusses the origin and structure of (...)
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  7.  10
    Better Worlds: Education, Art, and Utopia.Peter Roberts & John Freeman-Moir - 2013 - Lanham: Lexington Books. Edited by D. John Freeman-Moir.
    This book, with its attention to literature and the visual arts as well as traditional non-fiction sources, provides a distinctive, wide-ranging exploration of utopia and education. Utopia is examined not as a model of social perfection but as an active, ongoing, imaginative educational process — the building of better worlds.
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  8. Happiness, Despair and Education.Peter Roberts - 2012 - Studies in Philosophy and Education 32 (5):463-475.
    In today’s world we appear to place a premium on happiness. Happiness is often portrayed, directly or indirectly, as one of the key aims of education. To suggest that education is concerned with promoting unhappiness or even despair would, in many contexts, seem outlandish. This paper challenges these widely held views. Focusing on the work of the great Russian writer, Fyodor Dostoevsky, I argue that despair, the origins of which lie in our reflective consciousness, is a defining feature of human (...)
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  9.  14
    Education and the Ethics of Attention: The Work of Simone Weil.Peter Roberts - 2023 - British Journal of Educational Studies 71 (3):267-284.
    This paper argues that the influential French thinker, Simone Weil, has something distinctive and important to offer educational and ethical inquiry. Weil’s ethical theory is considered against the backdrop of her life and work, and in relation to her broader ontological, epistemological and political position. Pivotal concepts in Weil’s philosophy – gravity, decreation and grace – are discussed, and the educational implications of her ideas are explored. The significance of Weil’s thought for educationists lies in the unique emphasis she places (...)
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  10.  3
    Education, Attention and Transformation:: Death and Decreation in Tolstoy and Weil.Peter Roberts - 2021 - Studies in Philosophy and Education 40 (6):595-608.
    What might it mean to engage in an educative struggle with death? Leo Tolstoy’s The Death of Ivan Ilyich helps us to answer that question. Tolstoy’s story depicts the life of a man who, when suddenly faced with the prospect of his own death, is at first unable to comprehend the reality of his situation. He is angry, fearful, and disgusted. As he gradually comes to terms with his mortality, he undergoes a harrowing process of transformation, at the heart of (...)
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  11.  27
    Education and the Face of the Other: Levinas, Camus and (mis)understanding.Peter Roberts - 2013 - Educational Philosophy and Theory 45 (11):1133-1149.
    Among the most neglected of Albert Camus? literary works is his play The misunderstanding. Composed while Camus was in exile in occupied France, and first performed on stage in 1944, The misunderstanding depicts the events that unfold when a man returns, without declaring his identity, to a home he left 20 years ago. Unrecognized, he is killed by his mother and sister for financial gain. This article draws on ideas from Emmanuel Levinas in identifying and discussing some of the key (...)
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  12.  83
    Bridging East and West—Or, a Bridge Too Far? Paulo Freire and the Tao Te Ching.Peter Roberts - 2012 - Educational Philosophy and Theory 44 (9):942-958.
    This article considers key differences and similarities between Freirean and Taoist ideals. I limit my focus to the Tao Te Ching (attributed to Lao Tzu), paying brief attention to the origins of this classic work of Chinese philosophy before concentrating on several themes of relevance to Freire's work. An essay by James Fraser (1997), who makes three references to the Tao Te Ching in his discussion of love and history in Freire's pedagogy, provides a helpful starting point for investigation. A (...)
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  13.  27
    Acceptance, Resistance and Educational Transformation: A Taoist reading of The first man.Peter Roberts - 2013 - Educational Philosophy and Theory 45 (11):1175-1189.
    This article provides a Taoist reading of Camus’ posthumously published novel, The first man. With its focus on the early life of the central character, Jacques Cormery, The first man is a semi-autobiographical account of learning and transformation, but it is, like so many other stories of its kind, one sustained by complex tensions: between the comfort of the familiar and the promise of the new; between possibility and despair; between resistance and acceptance. A theme that binds some of the (...)
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  14.  49
    Education and the limits of reason: Reading dostoevsky.Peter Roberts - 2012 - Educational Theory 62 (2):203-223.
    Philosophers of education have had a longstanding interest in the nature and value of reason. Literature can provide an important source of insight in addressing questions in this area. One writer who is especially helpful in this regard is Fyodor Dostoevsky. In this essay Peter Roberts provides an educational reading of Dostoevsky's highly influential shorter novel, Notes from Underground. This novel was Dostoevsky's critical response to the emerging philosophy of rational egoism. In this close reading of Notes from Underground, Roberts (...)
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  15.  32
    Introduction: Camus and education.Peter Roberts, Andrew Gibbons & Richard Heraud - 2013 - Educational Philosophy and Theory 45 (11):1085-1091.
  16. Bridging literary and philosophical genres : judgement, reflection and education in Camus' The fall.Peter Roberts - 2009 - In Michael Peters (ed.), Academic Writing, Philosophy and Genre. Wiley-Blackwell.
     
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  17.  55
    The Stranger Within: Dostoevsky’s underground.Peter Roberts - 2013 - Educational Philosophy and Theory 45 (4):396-408.
    In Fyodor Dostoevsky’s influential novel Notes from underground, we find one of the most memorable characters in nineteenth century literature. The Underground Man, around whom everything else in this book revolves, is in some respects utterly repugnant: he is self-centred, obsessive and cruel. Yet he is also highly intelligent, honest and reflective, and he has suffered significantly at the hands of others. Reading Notes from underground can be a harrowing experience but also an educative one, for in an encounter with (...)
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  18. Conscientisation in Castalia: A Freirean Reading of Hermann Hesse’s The Glass Bead Game.Peter Roberts - 2007 - Studies in Philosophy and Education 26 (6):509-523.
    This paper considers Hermann Hesse’s novel, The Glass Bead Game, in the light of Paulo Freire’s educational philosophy. The Glass Bead Game is set in Castalia, a “pedagogical province” of the 23rd century. It is argued that the central character in the book, Joseph Knecht, undergoes a complex process of conscientisation. Knecht develops an increasingly critical understanding of Castalian society, questioning some of its most cherished assumptions while nonetheless deepening his appreciation of the beauty of the Glass Bead Game. He (...)
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  19.  3
    On the public pedagogy of conspiracy: An EPAT collective project.Michael A. Peters, Nesta Devine, Peter Roberts, Sean Sturm, Sharon Rider, Andrew Gibbons, Fazal Rizvi & James Dunagan - 2022 - Educational Philosophy and Theory 54 (14):2409-2421.
    What is it about conspiracies that make them so attractive and easy to believe yet difficult to debunk? Is the epistemological process of debunking the best or only pedagogy for dislodging conspiracies? Are all conspiracies irrational and/or unverifiable? To what extent, if at all, do today’s social media conspiracies differ from conspiracies in the past?
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  20.  1
    Education, Faith, and Despair: Wrestling with Kierkegaard.Peter Roberts - 2013 - Philosophy of Education 69:277-285.
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  21.  6
    Philosophy of Education in a Dehumanizing World.Peter Roberts - forthcoming - Studies in Philosophy and Education:1-5.
  22.  38
    Hope in Troubled Times? PESA and the future of philosophy of education.Peter Roberts - 2009 - Educational Philosophy and Theory 41 (7):811-813.
  23.  37
    ‘It was the Best of Times, it was the Worst of Times …’: Philosophy of Education in the Contemporary World.Peter Roberts - 2014 - 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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  24.  34
    Rethinking conscientisation.Peter Roberts - 1996 - Journal of Philosophy of Education 30 (2):179–196.
    Paulo Freire's concept of conscientisation has been the subject of considerable debate since the early 1970s. The interpretation of conscientisation as a process of ‘consciousness raising’, whereby individuals move through a sequence of distinct stages, is widespread. This article critiques the ‘stages’ model and advances an alternative perspective on conscientisation. Rejecting an individualist view of critical consciousness, the author concentrates on the link between conscientisation and praxis, and reassesses Freire's ideal in light of the postmodernist notion of multiple subjectivities.
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  25.  58
    Ten Years on: Engaging the Work of Paulo Freire in the 21st Century.Peter Roberts - 2007 - Studies in Philosophy and Education 26 (6):505-508.
  26.  12
    Introduction: Educative strangeness.Peter Roberts - 2013 - Educational Philosophy and Theory 45 (4):355-359.
  27.  23
    Intellectuals, tertiary education and questions of difference.Peter Roberts - 2007 - Educational Philosophy and Theory 39 (5):480–493.
    In contemplating the roles and responsibilities of intellectuals in the 21st century, the notion of ?difference? is significant in at least two senses. First, work on the politics of difference allows us to consider the question ?For whom does the intellectual speak?? in a fresh light. Second, we can ask: ?To what extent, and in what ways, might our activities as intellectuals make a difference?? Thinkers such as Foucault, Kristeva, Lyotard, and Bauman (among many others) are helpful in addressing these (...)
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  28.  9
    Intellectuals, Tertiary Education and Questions of Difference.Peter Roberts - 2007 - Educational Philosophy and Theory 39 (5):480-493.
    In contemplating the roles and responsibilities of intellectuals in the 21st century, the notion of ‘difference’ is significant in at least two senses. First, work on the politics of difference allows us to consider the question ‘For whom does the intellectual speak?’ in a fresh light. Second, we can ask: ‘To what extent, and in what ways, might our activities as intellectuals make a difference?’ Thinkers such as Foucault, Kristeva, Lyotard, and Bauman (among many others) are helpful in addressing these (...)
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  29.  42
    Epistemology, Ethics and Education: Addressing Dilemmas of Difference in the Work of Paulo Freire.Peter Roberts - 2003 - Studies in Philosophy and Education 22 (2):157-173.
  30.  29
    Pedagogy, neoliberalism and postmodernity: Reflections on Freire's later work.Peter Roberts - 2003 - Educational Philosophy and Theory 35 (4):451–465.
  31.  35
    Doubt, Despair and Hope in Western Thought: Unamuno and the promise of education.Peter Roberts - 2015 - Educational Philosophy and Theory 47 (11):1198-1210.
    This article examines the importance of doubt in Western philosophy, with particular attention to the work of Søren Kierkegaard and Miguel de Unamuno. Kierkegaard’s pseudonymous author Johannes Climacus ventures down the pathway of doubt, finds it perplexing and difficult and discovers that he is unable to return to his pre-doubting self. In despair, the meaningfulness of his life is called into question. Unamuno, a great admirer of Kierkegaard, acknowledges the suffering that accompanies doubt while affirming the pivotal role of uncertainty, (...)
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  32.  9
    Paulo Freire and the Politics of Education: A response to Neumann.Peter Roberts - 2016 - Educational Philosophy and Theory 48 (6).
    Jacob Neumann provides a thoughtful reading of Paulo Freire in the 21st century: Education, dialogue, and transformation. His comments on the importance of contextualising Freire’s work and the value of openness in engaging Freirean ideas are insightful and helpful. His use of the term ‘apolitical’ is, however, rather more problematic. Drawing on points made in Paulo Freire in the 21st century, and with links to Freire’s wider philosophy and pedagogy, this article argues that education from a Freirean perspective is always (...)
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  33.  90
    A New Patriotism? Neoliberalism, citizenship and tertiary education in New Zealand.Peter Roberts - 2009 - Educational Philosophy and Theory 41 (4):410-423.
    This paper argues that a new patriotism has emerged in New Zealand over recent years. This has been promoted in tandem with the notion of advancing New Zealand as a knowledge economy and society. The new patriotism encourages New Zealanders to accept, indeed embrace, a single, shared vision of the future: one structured by a neoliberal ontology and the demands of global capitalism. This constructs a narrow view of citizenship and reduces the possibility of economic and social alternatives being considered (...)
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  34.  5
    Pedagogy, Neoliberalism and Postmodernity: Reflections on Freire's later work.Peter Roberts - 2003 - Educational Philosophy and Theory 35 (4):451-465.
  35.  44
    Paulo Freire and political correctness.Peter Roberts - 1997 - Educational Philosophy and Theory 29 (2):83–101.
    This paper addresses the issue of political correctness from a Freirean point of view. An identification of the range of areas to which the label ‘political correctness’ has been applied reveals a confusingly multifaceted term. The author concentrates on the key characteristics of intolerance, conformity, the impeding of questioning and criticism, the stifling of debate, and the denial of alternatives. Thus defined, ‘political correctness’ has no place in Freirean education.
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  36.  29
    Being a Stranger and the Strangeness of Being: Joseph Conrad’s ‘The secret sharer’ as an allegory of being in education.Nesta Devine, John Freeman-Moir, Aidan Hobson, Ruyu Hung, Peter Roberts, Claudia Rozas Gomez, Elias Schwieler, Alan Scott & Richard Smith - 2013 - Educational Philosophy and Theory 45 (4):409-419.
    Joseph Conrad’s ‘The secret sharer’ has often been associated with what can be called initiation stories. However, in this article I argue that Conrad’s text is more than that. It can, I suggest, be read as an allegory of the inaccessibility to reveal the essence of being in command, being in education, and also the inaccessibility of the essence of the meaning of the text itself. It keeps its secret by allegorically staging alternative readings. This inaccessibility gives rise to a (...)
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  37. A New Patriotism? Neoliberalism, Citizenship and Tertiary Education in New Zealand.Peter Roberts - 2010 - In Bruce Haynes (ed.), Patriotism and Citizenship Education. Oxford, UK: Wiley‐Blackwell. pp. 31–43.
    This chapter contains sections titled: A Vision for Tertiary Education in New Zealand Citizenship, Knowledge and Patriotism in a Neoliberal World Final Remarks: The Need for Critique and Alternatives Notes References.
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  38. To the burrow and back again. A review of Towards an ontology of teaching. Thing-centred pedagogy, affirmation and love for the World. [REVIEW]Peter Roberts - 2021 - Educational Philosophy and Theory 53 (9):951-952.
  39. Education and human formation : A Freirean perspective.Peter Roberts - 2017 - In Janis T. Ozolins (ed.), Civil society, education and human formation: philosophy's role in a renewed understanding of education. Routledge.
     
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  40.  1
    Ethics research compendium.Peter M. Roberts & Emily O. Perez (eds.) - 2013 - [Hauppauge] New York : Nova Publishers,: Gazelle [Distributor].
    This book present research in ethics with topics including a step-by-step guide to students; wellbeing and disadvantage; ethical disposition of accounting and business management students; collegiality of journals and self-citation on annual bibliometric scorings; trends of tainted publications and their authors' publication profiles; from bioethics to biopolitics and the limits of liberalism.
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  41.  1
    Philosophy, death and education.Peter Roberts - 2023 - New York: Peter Lang. Edited by Scott Webster & John Quay.
    Often regarded as one of life's few certainties, death is both instantly familiar to us and deeply mysterious. Death is everywhere, yet few of us take the time to consider its significance in shaping human lives. This book addresses the difficult, complex, sensitive subject of death from a unique point of view. Drawing on insights from philosophers across the ages, the authors argue that death is a matter of profound educational importance. Paying particular attention to thinkers in the existentialist tradition, (...)
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  42.  11
    Paulo Freire: philosophy, pedagogy, and practice.Peter Roberts - 2022 - New York: Peter Lang.
    This book provides a fresh perspective on the work of the influential educationist, Paulo Freire. The author emphasizes both the coherence and the dynamism in Freire's thought, with some consistent core concepts, but also a strong commitment to ongoing reflection and development. The book includes a detailed overview of Freire's biography, major publications, and key ideas, but also adds a distinctive voice to existing conversations in the new comparisons it makes with other writers and thinkers, its Freirean analysis of policy (...)
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  43.  3
    Performativity, Politics and Education: From Policy to Philosophy.Peter Roberts - 2022 - Boston: Brill.
    _Performativity, Politics and Education: From Policy to Philosophy_ provides a critique of educational policies and practices underpinned by the logic of performativity and offers an alternative approach grounded in a philosophy of hope, a valuing of collegiality over competition, and an ongoing commitment to intellectual dialogue.
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  44.  7
    Collective obituary for James D. Marshall (1937–2021).Michael Peters, Colin Lankshear, Lynda Stone, Paul Smeyers, Linda Tuhiwai Smith, Roger Dale, Graham Hingangaroa Smith, Nesta Devine, Robert Shaw, Bruce Haynes, Denis Philips, Kevin Harris, Marc Depaepe, David Aspin, Richard Smith, Hugh Lauder, Mark Olssen, Nicholas C. Burbules, Peter Roberts, Susan L. Robertson, Ruth Irwin, Susanne Brighouse & Tina Besley - 2021 - Educational Philosophy and Theory 54 (4):331-349.
    Michael A. PetersBeijing Normal UniversityMy deepest condolences to Pepe, Dom and Marcus and to Jim’s grandchildren. Tina and I spent a lot of time at the Marshall family home, often attending dinn...
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  45.  26
    Review of G. Kitching The Trouble with Theory. [REVIEW]Peter Roberts - 2009 - Educational Philosophy and Theory 41 (3):248-251.
  46.  11
    To the burrow and back again. A review of Towards an ontology of teaching. Thing-centred pedagogy, affirmation and love for the World. [REVIEW]Peter Roberts - 2021 - Educational Philosophy and Theory 53 (9):951-952.
    How many thinkers could expect to find themselves the subject of three books with an educational focus within the space of just a few short years? Relatively few, it might safely be claimed, partic...
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  47.  6
    Arcilla, R.V. (2020). Wim Wenders’s Road Movie Philosophy: Education Without Learning. London: Bloomsbury Academic. 157 pages. ISBN: 978-1-3501-1042-7. REVIEW. [REVIEW]Peter Roberts - 2022 - Studies in Philosophy and Education 41 (3):375-377.
  48.  13
    Paulo Freire and political correctness.Peter Roberts - 1997 - Educational Philosophy and Theory 29 (2):83-101.
    This paper addresses the issue of political correctness from a Freirean point of view. An identification of the range of areas to which the label ‘political correctness’ has been applied reveals a confusingly multifaceted term. The author concentrates on the key characteristics of intolerance, conformity, the impeding of questioning and criticism, the stifling of debate, and the denial of alternatives. Thus defined, ‘political correctness’ has no place in Freirean education.
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  49.  47
    From west to east and back again: Faith, doubt and education in Hermann Hesse's later work.Peter Roberts - 2008 - Journal of Philosophy of Education 42 (2):249-268.
    This paper examines Hermann Hesse's penultimate novel, The Journey to the East, from an educational point of view. Hesse was a man of the West who turned to the idea of 'the East' in seeking to understand himself and his society. While highly critical of elements of Western modernism, Hesse nonetheless viewed 'the East' through Western lenses and drew inspiration from other Western thinkers. At the end of The Journey to the East, the main character, H.H., believes he has found (...)
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  50.  17
    Navigating the maze: ethics approval pathways for intellectual disability research: Table 1.Allyson Thomson, Peter Roberts & Alan Bittles - 2014 - Journal of Medical Ethics 40 (11):782-786.
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