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Education, Philosophy and Politics
The Selected Works of Michael A. Peters




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ISBN 9780415686068
September 30, 2021 Forthcoming by Routledge
240 Pages

 
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Book Description

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and/practical contributions - so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field.

Michael Peters has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed over 50 books (authored, co-authored and edited) and 500 articles to the field. In Educational Philosophy and Politics, Michael Peters brings together over 20 of his key writings in one place, including chapters from his best-selling books and articles from leading journals. Starting with a specially written Introduction, which gives an overview of Michael's career and contextualises his selection, the chapters are divided into 5 sections:

* Wittgenstein Studies

* Philosophical Critique of Modernity

* French Poststructuralism

- Jean-Francois Lyotard

- Foucault & Deleuze

- Derrida

* American Pragmatism

- Rorty

- Cavell

- Philosophy and racism

* Applied educational philosophy

Through this book, readers can follow the themes and strands that Michael Peters has written about for over three decades and clearly see his important contribution to the field of education.

Table of Contents

  1. Introduction: Educational Philosophy and Politics in the New Millenium
  2. Philosophy and Education: ‘After’ Wittgenstein. In: P. Smeyers & J. Marshall (Eds.), Philosophy and Education: Accepting Wittgenstein's Challenge, Dordrecht, Kluwer, 1995: 189-204.
  3. Philosophy as Pedagogy: Wittgenstein’s Styles of Thinking, in Wittgenstein: Philosophy, Postmodernism, Pedagogy, Westport, CT and London, Bergin & Garvey, 1999: 174-191.
  4. The Analytic/Continental Divide: Nietzsche and the Critique of Modernity. In: M.A. Peters, J.D. Marshall and P. Smeyers (Eds.) Nietzsche's Legacy for Education: Past and Present Values, Westport, CT & London, Bergin and Garvey, 2001: 187-206.
  5. Heidegger, Education and Modernity. In: M. Peters (Ed.) Heidegger, Education and Modernity, Boulder, CA, Rowman & Littlefield, 2002: 1-24.
  6. Heidegger and Foucault on Space and Bodies: Geographies of Resistance in Critical Pedagogic Practices. In Geographies of Resistance in Critical Pedagogic Practices, Space, Curriculum, and Learning R. Edwards & R. Usher (Eds.), Information Age Publishing, 2002.
  7. Techno-Science, Rationality and the University: Lyotard on the ‘Postmodern Condition’, Educational Theory, 39 (2), 1989: 95-105.
  8. Radical Democracy, the Politics of Difference and Education. In: B. Kanpol & P. McLaren (Eds.), Critical Multiculturalism: Uncommon Voices in a Common Struggle, Westport, CT., and London, Bergin & Garvey, 1995: 39-58.
  9. Emancipation, Education and Philosophies of History: Jean-François Lyotard and Cultural Difference. In: P. Pradeep and P. Standish (Eds.), Lyotard: Just Education, London, Routledge, 2000: 23-35.
  10. Lyotard, Nihilism and Education, Studies in Philosophy and Education, 25 (4), 2006: 303-314.
  11. Truth-Telling as an Educational Practice of the Self: Foucault, Parrhesia and the ethics of subjectivity, Oxford Review of Education, 29 (2), 2003: 207-223.
  12. Neoliberal Governmentality: Foucault on the Birth of Biopolitics. In: S. Weber & S. Maurer (Eds.): Gouvernementalität und Erziehungswissenschaft (Governmentality and educational science), VS Verlag (Publisher for Social Sciences VS), Wiesbaden, Germany, 2006: pp.37-50.
  13. Gilles Deleuze's ‘Societies of Control’: From Disciplinary Pedagogy to Perpetual Training in the Knowledge Economy, Poststructuralism, Marxism and Neoliberalism: Between Theory and Politics, Lanham, Rowman & Littlefield, 2001: 97-112.
  14. Humanism, Derrida, and the New Humanities. In: G. Biesta and D. Egea-Kuehne (Eds.) Derrida and Education, London, Routledge, 2001: 209-231.
  15. The University and the New Humanities: Professing with Derrida, Arts and Humanities in Higher Education 3(1), 2003: 41-57.
  16. Acts of Education: Rorty, Derrida, and the Ends of Literature. In: Pragmatism, Education, and Children, International Philosophical Perspectives, vol. 192, Edited by Michael Taylor, Helmut Schreier, and Paulo Ghiraldelli, Jr. Amsterdam/New York, NY, 2008: 191-204.
  17. Achieving America: Rorty, Postmodernism and the Critique of the Cultural Left, The Review of Education/Pedagogy/Cultural Studies 22, 3, 2000: 223-241.
  18. Wittgensteinian Pedagogics: Cavell on the figure of the child in the Investigations, Studies in Philosophy and Education, 20, 2001: 125-138.
  19. White Philosophy in/of America, Linguistic and Philosophical Investigations, 10, 2011.
  20. Education in the Age of Terrorism. In Education, Globalization and the State in An Age of Terrorism. M. Peters (Ed.) Boulder, Paradigm Publishing, 2004.
  21. Education and the Philosophy of the Body: Bodies of Knowledge and Knowledges of the Body. In Knowing Bodies, Moving Minds: Towards Embodied Teaching and Learning L. Bresler (Ed.), Dordrecht, Kluwer, 2002: pp. 13-28.
  22. Theorising Educational Practices: The Politico-Ethical Choices. In Beyond Empicism: On Criteria for Educational Research, Studia Paedagogica, P. Smeyers & M. Depaepe (Eds.). Leuven, Leuven University Press, 2003, pp. 221-236.
  23. Kinds of Thinking, Styles of Reasoning, Educational Philosophy and Theory, Special issue on critical thinking, Mark Mason (Ed.), 39 (5), 2007: 350-363.
  24. Academic Self-Knowledge and Deception--An Excerpt from a Personal History of Prejudice, in Waks, L. (Ed.) Leaders in Philosophy of Education: Intellectual Self-Protraits, Rotterdam, Sense, 2008.

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Author(s)

Biography

Michael A. Peters is Professor of Education at the University of Illinois (Urbana-Champaign). He held a personal chair at the University of Auckland, NZ (2000-03) and Research Professor at the University of Glasgow, UK (2000-05), as well as numerous posts as adjunct and visiting professor throughout the world. He is the executive editor of Educational Philosophy and Theory (Blackwell) and editor of two international ejournals, Policy Futures in Education and E-Learning (both with Symposium) and sits on the editorial board of over fifteen international journals. He has written over thirty-five books and three hundred articles and chapters, including most recently: Global Citizenship Education (Sense, 2008); Global Knowledge Cultures (Sense, 2007); Subjectivity and Truth: Foucault, Education and the Culture of Self (Peter Lang, 2007); Why Foucault? New Directions in Educational Research (Peter Lang, 2007), Building Knowledge Cultures: Educational and Development in the Age of Knowledge Capitalism (Rowman & Littlefield, 2006), and Knowledge Economy, Development and the Future of the University (Sense, 2007). He has a strong research interests in distributed knowledge systems, digital scholarship and elearning systems and has acted as an advisor to government on these and related matters in Scotland, NZ, South Africa and the EU.