1st Edition

The Methodology and Philosophy of Collective Writing An Educational Philosophy and Theory Reader Volume X

    232 Pages 6 B/W Illustrations
    by Routledge

    232 Pages 6 B/W Illustrations
    by Routledge

    This multi-authored collection covers the methodology and philosophy of collective writing. It is based on a series of articles written by the authors in Educational Philosophy and Theory, Open Review of Educational Research and Knowledge Cultures to explore the concept of collective writing. This tenth volume in the Editor's Choice series provides insights into the philosophy of academic writing and peer review, peer production, collective intelligence, knowledge socialism, openness, open science and intellectual commons. This collection represents the development of the philosophy, methodology and philosophy of collective writing developed in the last few years by members of the Editors’ Collective (EC), who also edit, review and contribute to Educational Philosophy and Theory (EPAT), as well as to PESA Agora, edited by Tina Besley, and Access, edited by Nina Hood, two PESA ‘journals’ recently developed by EC members. This book develops the philosophy, methodology and pedagogy of collective writing as a new mode of academic writing as an alternative to the normal academic article. The philosophy of collective writing draws on a new mode of academic publishing that emphasises the metaphysics of peer production and open review along with the main characteristics of openness, collaboration, co-creation and co-social innovation, peer review and collegiality that have become a praxis for the self-reflection emphasising the subjectivity of writing, sometimes called self-writing. This collection, under the EPAT series Editor’s Choice, draws on a group of members of the Editors’ Collective,who constitute a network of editors, reviewers and authors who established the organisation to further the aims of innovation in academic writing and publishing. It provides discussion and examples of the philosophy, methodology and pedagogy of collective writing. Split into three sections: Introduction, Openness and Projects, this volume offers an introduction to the philosophy and methodology of collective writing. It will be of interest to scholars in philosophy of education and those interested in the process of collective writing.

    INTRODUCTION 1. Towards a philosophy of academic publishing 2. Experimenting with academic subjectivity: collective writing, peer production and collective intelligence 3. Collective Writing: An inquiry into praxis 4. Knowledge socialism: the rise of peer production - collegiality, collaboration, and collective intelligence OPENNESS 5. Openness and the Intellectual Commons 6. Radical Openness: Creative Institutions, Creative Labor and the Logic of Public Organizations in Cognitive Capitalism 7. Citizen science and ecological democracy in the global science regime: The need for openness and participation 8. Citizen science and post-normal science in a post-truth era: Democratising knowledge; socialising responsibility 9. Open science, philosophy and peer review 10. Is peer review in academic publishing still working? PROJECTS 11. After postmodernism in educational theory? A collective writing experiment and thought survey 12. Between the blabbering noise of individuals or the silent dialogue of many: A collective response to ‘postdigital science and education’ 13. Ten theses on the shift from (static) text to (moving) image. 14. Education in and for the Belt and Road Initiative: The Pedagogy of Collective Writing 15. Video ethics in educational research involving children: Literature review and critical discussion. End Note


    Michael A. Peters is Distinguished Professor of Education at Beijing Normal University and Emeritus Professor at the University of Illinois. He is the Executive Editor of the journal Educational Philosophy and Theory. His interests are in education, philosophy and social policy, and he is the author of over 100 books, including The Chinese Dream: Educating the Future (2019), Wittgenstein, Education and Rationality (2020) and Wittgenstein: Antifoundationalism, Technoscience and Education (2020).

    Tina Besley is Distinguished Professor in the Faculty of Education at Beijing Normal University. She is Founding President of the Association for Visual Pedagogies (AVP) and Immediate Past President of the Philosophy of Education Society of Australasia (PESA). She has published over 12 books and many articles and is Deputy Editor of Educational Philosophy and Theory and the Video Journal of Education and Pedagogy, and an Associate Editor for the Beijing International Review of Education. She works closely with Professor Michael A. Peters and with a wide international network of scholars.

    Marek Tesar is an Associate Professor and Associate Dean International at the University of Auckland, New Zealand. He is Editor-in-Chief of Policy Futures in Education, Deputy Editor of Educational Philosophy and Theory and Access: Contemporary Issues in Education. His research is focused on philosophical methods, childhood studies and early childhood education, with expertise in the philosophy of education and childhood. His latest research is concerned with the construction of childhoods, and methodological and philosophical thinking around ontologies and the ethics of researching these notions.

    Liz Jackson is Professor of Education at the Education University of Hong Kong. She is also President of the Philosophy of Education Society of Australasia and the former Director of the Comparative Education Research Centre at the University of Hong Kong. Here interests are in philosophy of education, moral philosophy, and global studies. She is the author of Muslims and Islam in US Education: Reconsidering Multiculturalism (2014), Questioning Allegiance: Resituating Civic Education (2019) and Beyond Virtue: The Politics of Educating Emotions (2020).

    Petar Jandrić (PhD) is Professor at the Zagreb University of Applied Sciences, Croatia, and Visiting Professor at the University of Wolverhampton, UK. His research interests are situated at the post-disciplinary intersections between technologies, pedagogies and the society, and research methodologies of his choice are inter-, trans-, and anti-disciplinarity. He is Editor-in-Chief of Postdigital Science and Education journal https://www.springer.com/journal/42438 and book series https://www.springer.com/series/16439. Personal website: http://petarjandric.com/.  

    Sonja Arndt is a lecturer in the Melbourne Graduate School of Education at the University of Melbourne. Her research and scholarship intersect studies of childhood, early years education and philosophy of/in education. Sonja is the Vice President of the Philosophy of Education Society of Australasia (PESA), Deputy Editor of Policy Futures in Education, Associate Editor of Educational Philosophy and Theory and co-editor of the book series Children: Global Posthumanist Perstpectives and Materialist Theories.

    Sean Sturm leads the Higher Education Programme at the School of Critical Studies in Education at the University of Auckland. He is the Editor of Knowledge Cultures, Deputy Editor of PESA Agora and the Book Reviews Editor of Educational Philosophy and Theory. His research explores the nexus of critical university studies, settler studies and writing studies.

    "We love these diverse but complementary ways of describing collaborative writ­ing, because the very nature of collaboration, of working together, offers a powerful transgressive alternative to academic silos and isolation. It resists the constraints on thought patterns, on thinking, and on linguistics that the idealized single-author aca­demic text both conjures up and creates"
    -Sandra Abegglen, Tom Burns, and Sandra Sinfield, Postdigital Science and Education