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  1. Higher Education, Collaboration and a New Economics.Amanda Fulford - 2016 - Journal of Philosophy of Education 50 (3):371-383.
    In this article I take as my starting point the economist, Jeremy Rifkin's, claims about the rise of what he calls the ‘collaborative commons’. For Rifkin, this is nothing less than the emergence of a new economic paradigm where traditional consumers exploit the possibilities of technology, and position themselves as ‘pro-sumers’. This emphasises their role in production rather than consumption alone, and shows how they aim to bypass a range of capitalist markets, from publishing to the music industry. In asking (...)
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  • Risk Society: Towards a New Modernity.Ulrich Beck, Mark Ritter & Jennifer Brown - 1993 - Environmental Values 2 (4):367-368.
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  • Imagined Communities: Reflections on the Origin and Spread of Nationalism.Laurie J. Sears & Benedict Anderson - 1994 - Journal of the American Oriental Society 114 (1):129.
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  • (1 other version)Guattari's Ecosophy and Implications for Pedagogy.Heather Greenhalgh-Spencer - 2014 - Journal of Philosophy of Education 48 (2):323-338.
    Guattari's ecosophy has implications for many types of pedagogy practiced in the school. While Guattari never explicitly advocated the educational use of ecosophy, I explore in this article how it can be used as a lens to ‘read’ pedagogy in nuanced ways, highlighting oppressive premises and practices. I first discuss Guattari's ecosophy, defining key terms and advocating ecosophy as a philosophy that calls attention to the interactions and ‘parts’ of assemblages of existence—a philosophy radical and encompassing enough to make intelligible (...)
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  • Post-Humanist Liberal Pragmatism? Environmental Education out of Modernity.Andrew Stables & William Scott - 2001 - Journal of Philosophy of Education 35 (2):269-279.
    The authors critique C. A. Bowers' argument that education for sustainability must be inspired by the practices of pre-modern cultures, and cannot be promoted through the postmodern pragmatism of Richard Rorty. Environmental education must rather be grounded in contemporary cultural practice. Although Rorty, like many other postmodernists, has shown little concern for the ecological crisis, his approach is potentially applicable to it. What is required is a broadening of focus: the ecological crisis is a crisis of post-Enlightenment humanism as well (...)
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  • (1 other version)Caring: A Feminine Approach to Ethics and Moral Education.Neil Noddings - 1986 - The Personalist Forum 2 (2):147-150.
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  • Creativity as a Question of Bildung.Lars Geer Hammershøj - 2009 - Journal of Philosophy of Education 43 (4):545-558.
    The aim of the article is to contribute to the conceptualization of creativity in education. The article makes use of the self-Bildung perspective, which is an up-to-date version of the Neo-humanistic notion of the formation of the personality in order to interpret the original notion of the ‘four stages’ of the creative process. The conclusion is that in this perspective creativity can be understood as a state of transcendence and a practice of taste. Finally, the article seeks to sketch out (...)
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  • Language and Symbolic Power.Ian Buchanan, Pierre Bourdieu, Gino Raymond & Matthew Adamson - 1993 - Substance 22 (2/3):342.
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  • Neoteny, Dialogic Education and an Emergent Psychoculture: Notes on Theory and Practice.David Kennedy - 2014 - Journal of Philosophy of Education 48 (1):100-117.
    This article argues that children represent one vanguard of an emergent shift in Western subjectivity, and that adult-child dialogue, especially in the context of schooling, is a key locus for the epistemological change that implies. Following Herbert Marcuse's invocation of a ‘new sensibility’, the author argues that the evolutionary phenomenon of neoteny—the long formative period of human childhood and the pedomorphic character of humans across the life cycle—makes of the adult-collective of school a primary site for the reconstruction of belief. (...)
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  • Creating green citizens? Political liberalism and environmental education.Derek R. Bell - 2004 - Journal of Philosophy of Education 38 (1):37–54.
    This paper considers whether the promotion of an environmental ethic in schools is compatible with the political liberal's commitment to ‘neutrality’. A new account of the implications of John Rawls's political liberalism for the ‘basic structure’ of education is developed. The prima facie incompatibility of political liberalism and the promotion of an environmental ethic is misleading. Rawls's political liberalism requires—as a matter of intergenerational justice—the promotion of the ‘sustainability virtues’. Moreover, it permits the promotion of ‘greener’ ideals.
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  • Paternalism, Authority and Compulsory Schooling in Social Anarchist Educational Thought.Emma Moormann - 2020 - Journal of Philosophy of Education 54 (3):563-581.
    Journal of Philosophy of Education, EarlyView.
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  • Critical pedagogy and the praxis of worldly philosophy.Eduardo Duarte - 2006 - Journal of Philosophy of Education 40 (1):105–114.
    This essay is a review of Peter McLaren's most recent work, Capitalists and Conquerors: A Critical Pedagogy Against Empire. The essay situates McLaren's work in the philosophical tradition of Marxist Humanism, with reference specifically to Raya Dunayevskaya and Paulo Freire. Despite invoking the work of Dunayevskaya as a foundation for his own project, McLaren does not offer a robust explication of this important thinker, nor of the Hegelian‐Marxist discourse she embraced. Here, as in much of McLaren's work, the reader is (...)
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  • Environmental education and beyond.Michael Bonnett - 1997 - Journal of Philosophy of Education 31 (2):249–266.
    The effect of human activity on the environment is rightly a matter of continuing concern both in general and for education in particular. The nature and place of environmental education is here examined in the light of current debates on what constitutes a proper relationship with nature and the qualities of knowledge appropriate to understanding our environmental situation. It is argued that issues are raised which are fundamental not simply to environmental education, but to the character of education as a (...)
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