6 found
  1.  17
    School-Based Mindfulness Training and the Economisation of Attention: A Stieglerian View.James Reveley - 2015 - Educational Philosophy and Theory 47 (8):804-821.
    Educational theorists may be right to suggest that providing mindfulness training in schools can challenge oppressive pedagogies and overcome Western dualism. Before concluding that this training is liberatory, however, one must go beyond pedagogy and consider schooling’s role in enacting the educational neurofuture envisioned by mindfulness discourse. Mindfulness training, this article argues, is a biopolitical human enhancement strategy. Its goal is to insulate youth from pathologies that stem from digital capitalism’s economisation of attention. I use Bernard Stiegler’s Platonic depiction of (...)
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  2.  30
    Noosphere rising: Internet-based collective intelligence, creative labour, and social production.Michael A. Peters & James Reveley - 2015 - Thesis Eleven 130 (1):3-21.
    Our article relocates the debate about creative labour to the terrain of peer-to-peer interneting as the paradigmatic form of nonmarket – social – production. From Yann Moulier Boutang we take the point that creative labour is immaterial; it is expressed through people connected by the internet. Drawing on two social systems thinkers, Francis Heylighen and Wolfgang Hofkirchner, we transpose this connectedness up to a conception of creative labour as a supra-individual collective intelligence. This intelligence, we argue, is one of the (...)
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  3.  7
    Embracing the humanistic vision: Recurrent themes in Peter Roberts’ recent writings.James Reveley - 2018 - Educational Philosophy and Theory 50 (3):312-321.
    Running like a leitmotif through Peter Roberts’ recently published philosophico-educational writings there is a humanistic thread, which this article picks out. In order to ascertain the quality of this humanism, Roberts is positioned in relation to a pair of extant humanisms: radical and integral. Points of comparability and contrast are identified in several of the writer’s genre-crossing essays. These texts, it is argued, rectify deficiencies in how the two humanisms envision alternatives to capitalism. Roberts skilfully teases out the non-obvious futurological (...)
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  4.  8
    Artefacts, Surprise and Managing During Disaster: Object-Oriented Ontological and Assemblage-Theoretic Insights.James Reveley - 2020 - Philosophy of Management 19 (4):427-445.
    Despite the applicability of assemblage theory to extreme events, the relational ontology that assemblage thinkers employ makes it hard to ground the potential of artefacts to undergo substantial change. To better understand how artefacts can be unexpectedly destroyed, and thereby catch managers by surprise, this article draws on Graham Harman’s object-oriented ontology. This approach is used to explain how artefacts, as concrete objects, have the capacity both to cause and to exacerbate calamities. By contrast, assemblage theory is shown to provide (...)
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  5.  13
    Somatic multiplicities: The microbiome-gut-brain axis and the neurobiologized educational subject.James Reveley - 2024 - Educational Philosophy and Theory 56 (1):52-62.
    Therapeutic translations of the microbiome-gut-brain (MGB) axis are reconstructing the educational subject in a manner amenable to Foucauldian analysis. Yet, at the same time, under the sway of MGB research social scientists are taking a biosocial turn that threatens the integrity of Foucault’s historicizing philosophical project. Meeting that challenge head-on, this article argues that the MGB axis augments the neurobiological constitution of the educational subject by means of a dietetic mode of subjectivation. Absent a pedagogical element, there is a hollowness (...)
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  6.  3
    Rehumanizing Education: Review of Peter Roberts’ Performativity, Politics and Education: from Policy to Philosophy (Brill: Leiden, 2022). [REVIEW]James Reveley - forthcoming - Studies in Philosophy and Education:1-5.