Answering Beate Hofmann's article on mothers’ recuperation in Germany, this response uses the results of two Sweden-based research projects on the changed role of the Church of Sweden and seven more West-European majority churches in welfare society. Special attention is given to the interdependence of national welfare system and theology and to current changes in European welfare systems.

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 (...) ‘Future’? These debates have been located in the work of diverse scholars: from the West, from Global South, from indigenous thinkers. In this collective piece, we purposefully juxtapose diverse takes on the future of these intersections. We have given up the urge to organise, place together, separate with subheadings or connect the paragraphs that follow. Instead, we let these philosophers of education and thinkers who use philosophical texts and ideas to sit together in one long read as potentially ‘strange and unusual bedfellows’. This text urges us to understand how these scholars and thinkers perceive our educational philosophical futures, and how the work and thinking they have done on thinking about what the future of that new key in philosophy of education may look like is embedded in a much deeper and richer literature, and personal experience. (shrink)

1. Michael A PetersBeijing Normal UniversityChatGPT is an AI chatbot released by OpenAI on November 30, 2022 and a ‘stable release’ on February 13, 2023. It belongs to OpenAI’s GPT-3 family (genera...

Chengbing WangShanxi University, Taiyuan, ChinaMichael A. PetersBeijing Normal University, Beijing, ChinaContemporary Chinese Marxism is not only an important theory in the humanities and social sc...

O artigo discute como Nietzsche compreende a instituição da lei e da moral em distinção a Kant e à tradição cristã. Ele argumenta que Nietzsche é, em grande medida, inspirado pela mudança de paradigma em direção a um pensamento biológico evolutivo, introduzido por diversos de seus colegas ao final do século XIX, entre os quais F. A. Lange, que vê esta mudança como uma sóbria alternativa científico-materialista a Kant. Em Nietzsche, a imperativa moral kantiana é substituída pela noção de uma (...) moralidade emergente graças a processos civilizatórios históricos ou pré-históricos, impostos a um ser humano de mente débil sem quaisquer disposições racionais inerentes a obedecer à Lei. Ela também é um processo que, em vez de universalizar o ser humano, o cinde em uma dualidade, em que uma parte obedece a antigos e imediatos interesses próprios, e a outra parte obedece a novos 'comandos', que lhe foram gritados 'aos ouvidos' por um chamado 'comandante'. A obediência à lei conduz a duas formas radicalmente diferentes em Nietzsche: indivíduos servis e medíocres precisam ser expostos à disciplina e à punição, para adotar a Lei; enquanto os chamados indivíduos 'soberanos' são capazes de impor a lei a si mesmos. A figura do 'soberano' vem consequentemente sendo o motivo de vigoroso debate, especialmente quanto à tradição anglo-saxônica em pesquisa por Nietzsche, uma vez que seu aparente 'respeito pela lei' e 'senso de dever' reiteram típicas qualidades kantianas. Em relação a essas discussões, sugiro que o 'soberano' de Nietzsche (em um contexto) seja idêntico ao 'comandante' (em outros contextos). Quando o 'soberano', como tal, impõe a lei a si mesmo e aos demais, sua ação é convencional e arbitrária (como a linguagem em Saussure), e é mais irracional que racional, como em Kant. Sua vontade não é uma vontade boa, nem uma vontade racional, com visão para a autonomia humana. Seu comando de si mesmo e dos outros é performativo, portanto, sem valor de verdade (como atos ilocucionários de fala em Austin e Searle). The article discusses how Nietzsche understands the institution of law and morals in distinction to Kant and the Christian tradition. It argues that Nietzsche to a large extent is inspired by the paradigm-shift toward a evolutionary biological thinking introduced by several of his peers in the late 19th century, among else F. A. Lange, who sees this shift as a sobering scientific-materialistic alternative to Kant. In Nietzsche, the Kantian moral imperative is replaced with a notion of a morality emerging thanks to historical, or pre-historical, civilizational processes, imposed on a feebleminded human without any inherent rational dispositions to obey Law. It is also a process, which rather than universalizing the human, splits it in a duality where one part obeys old immediate self-interests and another part obeys new 'commands,' having been shouted 'into the ear' by a so-called 'commander.' The compliance with law takes two radically different forms in Nietzsche: servile and mediocre individuals need to be exposed to discipline and punishment in order to adopt Law; while so-called 'sovereign' individuals are able to impose law upon themselves. The figure of the 'sovereign' has consequently been an issue for vigorous debate in especially the Anglo-Saxon tradition of Nietzsche research, since his apparent 'respect for law' and 'sense of duty' reiterate typical Kantian qualities. Relating to these discussions, I suggest that Nietzsche's 'sovereign' (in one context) is identical his 'commander' (in other contexts). When the 'sovereign' as such imposes law upon himself and others, his act is conventional and arbitrary (like language in Saussure), and is rather irrational than rational as in Kant. His will is not a good will, nor a rational will with a vision of human autonomy. His command of himself and others is a performative, thus without truth-value (like illocutionary speech-acts in Austin and Searle). (shrink)

Segundo as descobertas da Física Moderna (Física Quántica), Realidade (Wirklichkeit em Alemão) não é mais o real que nos é familiar e tangível (cousal), mas algo bem diferente, tanto espacial como temporalmente, algo claramente mais aberto. Trata-se de algo holístico, uma Gestalt de carácter a-material, uma relação depura inter-conexão ("a-dvaita"), uma potencialidade inseparável, similar ao amor espiritual e omnicompreensivo. Ou seja, segundo o autor, a realidade está possuída por uma tonalidade processual, uma inspiração holística e intimamente conectada, uma transformação, um (...) processo contínuo de criação e aniquilamento, com o potencial de se manifestar a si mesma de um modo em que predomina uma essencial complementaridade dual energético-material. Assim, para o autor do artigo, o mundo em que vivemos, Wirklichkeit, não pode ser propriamente compreendido em termos puramente ontológicos. Segundo o autor, a questão : O que é, o que é que existe? torna-se uma questão desprovida de sentido. Em sua opinião, admissíveis seriam apenas questões acerca do que propriamente actua (wirkt), do que acontece, do que conecta, ou, por outras palavras, a questão do "entre". Consequentemente, a evolução no tempo e no espaço não procede mais de leis causais estritamente determinadas, pois o que existe são apenas tendências gerais intrínsecas (expectações), caracterizadas por probabilidades relativas a uma infinidade de realizações possíveis, as quais em média, pelo processo de sobreposições descoerentes, nos fazem voltar à nossa concepção comum do mundo como sendo uma realidade tangível dominada por leis naturais rigorosa e universalmente válidas. /// According to the findings of modern physics (quantum physics) Reality (in German more appropriate: Wirklichkeitj is basically no more the familiar, tangible (thing-like) reality but quite different and, spatially and temporally, more open. It is a holistic a-material "Gestalt", a pure connectedness ("a-dvaita"), an inseparable potentiality, similar to the spiritual and to all-embracing love. It relates to a processlike holistic and intimately connected inspiration and transformation, a continuous creation and annihilation, with the potential manifesting itself with some vagueness in complementary dual and essentially energetic/material diversified fashion. Hence, for the author, the world in which we are living, Wirklichkeit, cannot be understood strictly in an ontological way. The question: What is, what exists? becomes meaningless. Questions still admissible are: What acts (wirkt), happens, binds?, the question for the "in-between". The evolution in time does not follow anymore from strictly determined causal laws but there are only general intrinsic tendencies ("expectations"), characterised by probabilities for infinitely many possible realizations, which on average (decoherent superpositions) lead back to our familiar conception of the world as an objective tangible reality with its rigorously valid natural laws. (shrink)

Volume 52, Issue 11, October 2020, Page 1109-1112.

Open Peer Review: Educational Philosophy and Theory (EPAT)Michael A. Peters, Beijing Normal University, PR ChinaIn 2016 EPAT started experimenting with open peer review for articles that were part...

This paper locates its genesis in a small town called Vitebsk in Belorussia which experienced a flowering of creativity and artistic energy that led to significant modernist experimentation in the years 1917–1921. Marc Chagall, returning from the October Revolution took up the position of art commissioner and developed an academy of art that became the laboratory for Russian modernism. Chagall’s Academy, Bakhtin’s Circle, and Malevich’s experiments, artistic group UNOVIS—all in fierce dialogue with one another—made the town of Vitebsk into an (...) artistic crucible in the early twentieth century. We argue that this creative collective transformed creative energies of Russian drama, music, theatre, art, and philosophy in a distinctive contribution to modernism, structuralism and formalism that contributed richly to the social understanding of creativity itself that is so evident across Mikhail Bakhtin’s subsequent body of work, and elsewhere across the world. This paper argues that a consideration of such interplay has much potential for twenty-first century educational philosophy. (shrink)

Having a confirmation bias sometimes leads us to hold inaccurate beliefs. So, the puzzle goes: why do we have it? According to the influential argumentative theory of reasoning, confirmation bias emerges because the primary function of reason is not to form accurate beliefs, but to convince others that we’re right. A crucial prediction of the theory, then, is that confirmation bias should be found only in the reasoning domain. In this article, we argue that there is evidence that confirmation bias (...) does exist outside the reasoning domain. This undermines the main evidential basis for the argumentative theory of reasoning. In presenting the relevant evidence, we explore why having such confirmation bias may not be maladaptive. (shrink)

This paper focusses on our concerns about revelations about sexual harassment in universities and the inadequate responses whereby some universities seem more concerned about their own reputations than the care and protection of their students. Seldom do cases go to criminal court, instead they mostly fall within employment relations policies where the use of non-disclosure agreements are double edged, such that some perpetrators remain nameless even if the person offended against wants details made public. Of course if the staff member (...) does not resign or take retirement prior to potential dismissal, but remains in the institution, the grapevine still works. Universities too often become complicit in cover-ups at the expense of further potential victims of sexual misconduct. It has been with much dismay that we found that despite extensive training and writing about ethics some senior professors in philosophy fields have been accused and found wanting, disabusing us of the virtue assumption. Despite these recent instances where perpetrators have been named and been publicised in the media, we found that this is not in fact new, so not only does the paper look to the past, but also extensively it uses contemporary accounts, reports and documents from USA, UK, South America, Australia, and New Zealand. These seem to be the tip of the iceberg, so our hope is that all students and staff in universities (and in fact all institutions where there are inherent power imbalances) will not only feel safe, but that they will be safe as universities become genuinely ethical institutions. (shrink)

This talk was given Monday 13 May 2002 at Monash University in Melbourne, Australia, and previously to summer visitors at the IBM Watson Research Center in 2001. There are no section titles; the displayed material is what I wrote on the whiteboard as I spoke.

This paper outlines and reviews three forms and associated discourses of the 'knowledge economy': the 'learning economy', based on the work of Bengt-Åke Lundvall; the 'creative economy' based on the work of Charles Landry, John Howkins and Richard Florida; and the 'open knowledge economy' based on the work of Yochai Benkler and others. Arguably, these three forms and discourses represent three recent related but different conceptions of the knowledge economy, each with clear significance and implications for education and education policy. (...) The last provides a model of radically non-propertarian form that incorporates both 'open education' and 'open science' economies. (shrink)

Karttunen's seminal 1973 article Presuppositions of compound sentences, lays the groundwork for the elegant and fruitful theory of this subject which he subsequently presented in (1974). In (1973, pp. 185–8), however, he fallaciously argued that the regularities he discovered concerning the behavior of and, or, and if ... then in English cannot be embodied in any three-valued logic giving a truth-functional interpretation to these connectives. The present paper refutes Karttunen's argument by exhibiting an interpretation with the desired properties, and shows (...) further how the full articulation of his 1974 system can be developed naturally within a truth-conditional semantics for English if bivalence is abandoned — contrary to what Karttunen expected. (shrink)

This collection of essays focuses on the work of James D. Marshall, who has been active in the philosophy of education for three decades. Deals with Marshall’s long-standing criticism of the public education system in New Zealand Discusses his work considering the relevance of Wittgenstein and Foucault for philosophy of education. Features tributes to Marshall in the form of interviews and testimonials. Contains remarks from Marshall himself in response to the commentaries of his colleagues.

Educational philosophies of self-cultivation as the foundation and cultural ethos for education have a strong and historically effective tradition stretching back to antiquity in the classical ‘cra...

The term ‘neoliberalism’ passed into popular usage among left-wing commentators in the late 1970s as an essentially pejorative short-hand description for free market policies that were developed an...

Ruyu HungNational Chiayi University, TaiwanThis is a collective writing experiment of PESA members, orchestrating the Philosophy of Education in a New Key regarding East Asia. In 2016 the pioneerin...

[This editorial is part of the 50th celebration issue that explored ‘what comes after postmodernism in educational theory. The special issue is being published as a monograph and this is our group...

Volume 52, Issue 13, December 2020, Page 1347-1357.

One way of looking at conspiracy is to consider it a deliberately enhanced political weapon cultivated by those who push ‘fake news’ in a post-truth media environment. Thus, the story that Obama’s...

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)

a. The literature on biopolitics emerged 1970s with Michel Foucault’s ‘Right of Death and Power over Life’, part five of The History of Sexuality: An Introduction :For a long time,...

Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy that was established in 2016. The paper is the result of a collective writing process over a period of a few (...) months that discusses visual studies in education and visual ethics in relation to qualitative research in education, and as it applies to children. The article also uses the newly established convention of open review, publishing the results with the paper. (shrink)

Volume 52, Issue 8, July 2020, Page 816-819.

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 article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB (Philosophy of Education Society of Great Britain). When asked to reflect on questions concerning the Philosophy of Education in a New Key in May 2020, it was unsurprising that the effects of the coronavirus pandemic on society and on education were foremost in our minds. We wanted to consider important philosophical and educational questions raised by the pandemic, while acknowledging that, first and foremost, it (...) is a human tragedy. With nearly a million deaths reported worldwide to date, and with everyone effected in one way or another by Covid-19, there is a degree of discomfort, and a responsibility to be sensitive, in reflecting and writing about it academically. Members of this ‘Covid Collective’ come from various countries, with perspectives from Great Britain and Ireland well represented, and we see academic practice as a globally connected enterprise, especially since the digital revolution in academic publishing. The concerns raised in this article relate to but move beyond Covid-19, reflecting the impact of neoliberalism [and other political developments] on geopolitics with educational concerns as central to our focus. (shrink)

https://www.history.com/topics/ancient-middle-east/silk-roadThe ancient Silk Road is an image and metaphor that has been revived as the basis for what President Xi has called ‘the project of the ce...

First published in 1974, this book presents a coherent collection of major articles by Richard Stanley Peters. It displays his work on psychology and philosophy, with special attention given to the areas of ethical development and human understanding. The book is split into four parts. The first combines a critique of psychological theories, especially those of Freud, Piaget and the Behaviourists, with some articles on the nature and development of reason and the emotions. The second looks in historical order (...) at ethical development. The third part combines a novel approach to the problem of understanding other people, whilst the fourth part is biographical in an unusual way. The volume can be viewed as a companion to the author’s _Ethics and Education _and will appeal to students and teachers of education, philosophy and psychology, as well as to the interested non-specialist reader. (shrink)

Volume 52, Issue 5, May 2020, Page 475-484.