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 (...) is the result of a collective writing process. (shrink)
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.
This book takes up, and takes seriously, the institutional sites and pedagogical investments of professional identity for college English teachers and examines how these site and investments both constitute and complicate the space of our politics.
This paper reviews two main historical approaches to creativity: the Romanticist approach, based on the culture of the irrational, and the Enlightenment approach, based on the culture of the objective. It defends a paradigm of creativity as a sum of rich semiotic systems that form the basis of distributed knowledge and learning, reviews historical ideas of the university, and identifies two conflicting mainstream models in regards to understanding of the university as a public good: the ‘Public’ University circa 1960–1980, and (...) the ‘post-historical’ university. Based on practical experiences, and on previous works by Peters and Jandrić, it develops the new model of ‘the creative university as digital public university’, and argues that it provides a useful philosophical goal for directing present and future practices of the contemporary university. (shrink)
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 (...) to be solved by universities. The idea that more education can resolve the problem of technological unemployment is a political construction which has largely failed to deliver its promise. In this article, we look at educationalisation in hand with technologisation and we draw on a Critical Discourse Analysis of HE policies, to demonstrate the problems arising from taken for granted visions of neoliberal social development related to education,... (shrink)
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 (...) basis of bioinformatics. The paper begins with a review of the successes of the ‘new biology’, focusing on Craig Venter’s digitizing of biology and, as he remarks, the creation of new life from the digital universe. The paper then provides a brief account of bioinformatics before brokering and discussing the term ‘bioinformational capitalism’. (shrink)
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.
This paper, based on an invited Thesis Eleven presentation, provides a ‘map of technopolitics’ that springs from an investigation of the theoretical notion of technological convergence adopted by the US National Science Foundation, signaling a new paradigm of ‘nano-bio-info-cogno’ technologies. This integration at the nano-level is expected to drive the next wave of scientific research, technology and knowledge economy. The paper explores the concept of ‘technopolitics’ by investigating the links between Wittgenstein’s anti-scientism and Lyotard’s ‘technoscience’, reviewing the history of the (...) notion in the work of the Belgium philosopher Gilbert Hottois. The ‘deep convergence’ representing a new technoscientific synergy is the product of long-term trends of ‘bioinformational capitalism’ that harnesses the twin forces of information and genetic sciences that coalesce in the least mature ‘cognosciences’ in their application to education and research. The map of technopolitics systematically identifies the political relations between Big Tech and ‘new digital publics’ to reveal that the new paradigm is based on the supreme value of cognitive efficiency. There are a closely-knit cluster of concerns that frame a map of political issues about the fifth-generation technological impacts on human beings, their bodies and minds, and public institutions, not least the logic of the distribution and ownership of data, information and knowledge, and its effects on democracy. (shrink)
This paper argues that the bias in Western philosophy is tied to its humanist ideology that pictures itself as central to the natural history of humanity and is historically linked to the emergence of humanism as pedagogy.