32 found
Order:
  1.  63
    Philosophy of education in a new key: Education for justice now.Marianna Papastephanou, Michalinos Zembylas, Inga Bostad, Sevget Benhur Oral, Kalli Drousioti, Anna Kouppanou, Torill Strand, Kenneth Wain, Michael A. Peters & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1083-1098.
    Marianna PapastephanouUniversity of CyprusSince Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (reali...
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   15 citations  
  2.  47
    Foucault, education, the self and modernity.Kenneth Wain - 1996 - Journal of Philosophy of Education 30 (3):345–360.
    Michel Foucault is often criticised in English-speaking circles for being interested only in power as domination, and of being uninterested in freedom and social reform. This paper shows, however, that Foucault's overarching concern was with the constitution of the self under conditions of modernity. It emphasises the significance of his interest in the Classical project of ‘Self-care’, and of his countermodernist educational programme in which the skills of self-governance and the ethical (non-dominating) governance of others, as well as the practice (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   12 citations  
  3.  10
    Foucault, Education, the Self and Modernity.Kenneth Wain - 1996 - Journal of Philosophy of Education 30 (3):345-360.
    Michel Foucault is often criticised in English-speaking circles for being interested only in power as domination, and of being uninterested in freedom and social reform. This paper shows, however, that Foucault's overarching concern was with the constitution of the self under conditions of modernity. It emphasises the significance of his interest in the Classical project of ‘Self-care’, and of his countermodernist educational programme in which the skills of self-governance and the ethical (non-dominating) governance of others, as well as the practice (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  4. Macintyre: Teaching, politics and practice.Kenneth Wain - 2003 - Journal of Philosophy of Education 37 (2):225–239.
    In the first part of this paper the marked differences between the stances of some philosophers of education who view the field as a self-contained discipline and MacIntyre's contrasting view are outlined and discussed, with the author seeing the greater merit in MacIntyre's position. This leads on to a review in the second part of the paper of the differences between MacIntyre and Dunne on teaching as a practice and on the range of issues that underlie these differences. Again, the (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  5.  6
    The Learning Society in a Postmodern World: The Education Crisis.Kenneth Wain - 2004 - Peter Lang.
    Lifelong learning has become a key concern as the focus of educational policy has shifted from mass schooling toward the learning society. The shift started in the mid 1960s and early 1970s under the impetus of a group of writers and adult educators, gravitating around UNESCO, with a humanist philosophy and a leftist agenda. The vocabulary of that movement was appropriated in the 1990s by other interests with a very different performativist agenda emphasizing effectiveness and economic outcomes. This change of (...)
    Direct download  
     
    Export citation  
     
    Bookmark   4 citations  
  6.  25
    Competing conceptions of the educated public.Kenneth Wain - 1994 - Journal of Philosophy of Education 28 (2):149–160.
    Alasdair MacIntyre's paper ‘The idea of an educated public’ followed on his frontal attack in After Virtue on the ‘failed’ intellectual project of the Enlightenment and on its liberal heritage. His argument, in the paper, was that the only way we can save ourselves from that failure is by restoring the idea of an educated public modelled on the type found in eighteenth century Scotland. This article takes up the issue of the ‘crisis’ of modernity, and argues that MacIntyre's ‘public’ (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  7.  37
    Lifelong Education: Illiberal and Repressive?Kenneth Wain - 1993 - Educational Philosophy and Theory 25 (1):58-70.
  8.  7
    MacIntyre: Teaching, Politics and Practice.Kenneth Wain - 2003 - Journal of Philosophy of Education 37 (2):225-239.
    In the first part of this paper the marked differences between the stances of some philosophers of education who view the field as a self-contained discipline and MacIntyre’s contrasting view are outlined and discussed, with the author seeing the greater merit in MacIntyre’s position. This leads on to a review in the second part of the paper of the differences between MacIntyre and Dunne on teaching as a practice and on the range of issues that underlie these differences. Again, the (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  9.  81
    Richard Rorty: Education, Philosophy, and Politics.Michael A. Peters, Paulo Ghiraldelli, Steven Best, Ramin Farahmandpur, Jim Garrison, Douglas Kellner, James D. Marshall, Peter McLaren, Michael Peters, Björn Ramberg, Alberto Tosi Rodrigues, Juha Suoranta & Kenneth Wain - 2001 - Rowman & Littlefield Publishers.
    This distinctive collection by scholars from around the world focuses upon the cultural, educational, and political significance of Richard Rorty's thought. The nine essays which comprise the collection examine a variety of related themes: Rorty's neopragmatism, his view of philosophy, his philosophy of education and culture, Rorty's comparison between Dewey and Foucault, his relation to postmodern theory, and, also his form of political liberalism.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  10.  8
    Competing Conceptions of the Educated Public.Kenneth Wain - 1994 - Journal of Philosophy of Education 28 (2):149-160.
    Alasdair MacIntyre’s paper ‘The idea of an educated public’ followed on his frontal attack in After Virtue on the ‘failed’ intellectual project of the Enlightenment and on its liberal heritage. His argument, in the paper, was that the only way we can save ourselves from that failure is by restoring the idea of an educated public modelled on the type found in eighteenth century Scotland. This article takes up the issue of the ‘crisis’ of modernity, and argues that MacIntyre’s ‘public’ (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  11.  32
    Contingency, Education, and the Need for Reassurance.Kenneth Wain - 2006 - Studies in Philosophy and Education 25 (1):37-45.
    This short paper is a response to Richard Smith’s ‘ion and finitude: education, chance and democracy’. In his paper Smith contends that a rationalist agenda dominates education and democracy today, and that this agenda by rendering us insensitive to the tragic dimension of life, breeds a sense of hubris, or arrogance towards fate which is fuelled by an inordinate confidence in our knowledge. In the worlds of education and politics it has led to an obsession with management and transparency, and (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  12.  16
    Postmodernism/Post‐structuralism.Michael Peters & Kenneth Wain - 2003 - In Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Oxford, UK: Blackwell. pp. 57–72.
    This chapter contains sections titled: The Meanings of “Postmodernism” The Meanings of Post‐structuralism Education and the Politics of Post‐structuralism.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  13. Ethics.Peter Singer, Kenneth Wain, Emmanuel Agius, Brenda Almond & Alison M. Jagger - 1998 - Philosophical Quarterly 48 (190):107-109.
    No categories
     
    Export citation  
     
    Bookmark   2 citations  
  14.  28
    Lifelong education: A duty to oneself?Kenneth Wain - 1991 - Journal of Philosophy of Education 25 (2):273–278.
    ABSTRACT There is a strong pragmatic argument that in our times, dominated as they are by continuous change, one's education needs to be a lifelong process. But can another, different, argument be made that lifelong education is a moral duty everyone owes to oneself irrespective of any other pragmatic justijication? The answer evidently depends largely on whether the notion of a moral duty owed to oneself is an intelligible one. In effect, it turns out, on examination, to be very problematic. (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  15.  13
    Lifelong Education: a duty to oneself?Kenneth Wain - 1991 - Journal of Philosophy of Education 25 (2):273-278.
    There is a strong pragmatic argument that in our times, dominated as they are by continuous change, one's education needs to be a lifelong process. But can another, different, argument be made that lifelong education is a moral duty everyone owes to oneself irrespective of any other pragmatic justijication? The answer evidently depends largely on whether the notion of a moral duty owed to oneself is an intelligible one. In effect, it turns out, on examination, to be very problematic. It (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  16.  10
    Lifelong education—a Deweyian challenge.Kenneth Wain - 1984 - Journal of Philosophy of Education 18 (2):257–264.
    Kenneth Wain; Lifelong Education—a Deweyian challenge, Journal of Philosophy of Education, Volume 18, Issue 2, 30 May 2006, Pages 257–264, https://doi.org/10.11.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  17.  6
    Lifelong Education—a Deweyian challenge.Kenneth Wain - 1984 - Journal of Philosophy of Education 18 (2):257-264.
    Kenneth Wain; Lifelong Education—a Deweyian challenge, Journal of Philosophy of Education, Volume 18, Issue 2, 30 May 2006, Pages 257–264, https://doi.org/10.11.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  18.  50
    MacIntyre and the Idea of an Educated Public.Kenneth Wain - 1995 - Studies in Philosophy and Education 14 (1):105-123.
    Some years ago, 1985, Alasdair MacIntyre wrote a paper onThe Idea of an Educated Public in which he argued that the only route open for educators for the future, in order to emerge out of the current moral ‘crisis’ created by the ‘emotivist’ modernist culture is to bring back the idea of an ‘educated public’ from the Scottish Enlightenment and to regard education as education into such a public. The notion of an ‘educated public’, in effect, reappears also in all (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  19.  34
    Symposium on The New Significance of Learning: Imagination’s heartwork.Morwenna Griffiths, Kenneth Wain, Bob Davis & Pádraig Hogan - 2013 - Educational Philosophy and Theory 45 (3):334-348.
  20.  2
    Between Truth and Freedom: Rousseau and Our Contemporary Political and Educational Culture.Kenneth Wain - 2014 - New York: Routledge.
    Engaging Political Philosophy introduces readers to the central problems of political philosophy. Presuming no prior work in the area, the book explores the fundamental philosophical questions regarding freedom, authority, justice, and democracy. More than a survey of the central figures and texts, Engaging Political Philosophy takes readers on a philosophical exploration of the core of the field, directly examining the arguments and concepts that drive the contemporary debates. Thus the fundamental issues of political philosophy are encountered first-hand, rather than through (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  21.  3
    Does it matter who speaks?: postmodern papers on politics, ethics, and education.Kenneth Wain - 2014 - Msida, Malta: Malta University Press.
    Kenneth Wain's excellent publication brings together a number of papers on postmodern issues. They reflect the author's lifelong professional interest in the areas of Politics, Ethics, and Education as well as his deep involvement with writers collectively referred to as postmodernists. Originally rough scripts or notes prepared for talks given in public lectures, seminars, and conferences, these papers are therefore much more polished than in the original version but still manage to preserve much of the freshness of the live performance, (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  22.  10
    Human rights, political education and democratic values.Kenneth Wain - 1992 - Educational Philosophy and Theory 24 (1):68–82.
  23.  10
    Human Rights, Political Education and Democratic Values.Kenneth Wain - 1992 - Educational Philosophy and Theory 24 (1):68-82.
  24.  59
    James D. Marshall, Michel Foucault: Personal Autonomy and Education.Kenneth Wain - 1998 - Studies in Philosophy and Education 17 (2/3):163-176.
  25.  6
    Making a Case for Adult Educational Rights.Kenneth Wain - 1992 - Paideusis: Journal of the Canadian Philosophy of Education Society 6 (1):27-37.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  26.  21
    Rejoinder.Kenneth Wain - 2008 - Educational Philosophy and Theory 40 (4):575-581.
  27.  7
    Thinking again.Kenneth Wain - 1999 - Journal of Philosophy of Education 33 (2):295–307.
    Book reviewed in this article:Nigel Blake, Thinking Again: Education after Postmodernism.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  28.  4
    Thinking Again.Kenneth Wain - 1999 - Journal of Philosophy of Education 33 (2):295-307.
    Book reviewed in this article:Nigel Blake, Thinking Again: Education after Postmodernism.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  29.  21
    The Case of Lifelong Education — A Reply to Rozycki.Kenneth Wain - 1989 - Educational Theory 39 (2):151-162.
  30.  52
    The Future of Education... and its Philosophy.Kenneth Wain - 2008 - Studies in Philosophy and Education 27 (2):103-114.
    Alasdair MacIntyre and Richard Rorty, in their different ways, have represented the tension between acculturation and individuation, truth and freedom, as central to modern education systems, a tension which, both agree, they have failed to resolve. The paper argues that an additional complication is that in the contemporary postmodern landscape, which prioritises the notion of lifelong learning in its policy discourse, the very notion of education is threatened, and asks whether we should care. It considers MacIntyre’s suggestion that the notion (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  31.  27
    This thing called 'the philosophy of education'.Kenneth Wain - 2006 - Journal of Philosophy of Education 40 (3):391–403.
    The RoutledgeFalmer Reader in Philosophy of Education brings together a number of book chapters and articles in the philosophy of education. These cover a wide range of issues that engage and, in many cases, trouble contemporary philosophers of education, beginning with the perennial and fundamental one of the relationship between philosophy and education. The other sections, which include a rich selection of readings, concern the nature of education and its politics, policy‐making and the moral dimensions of teaching. The whole is (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  32.  11
    This Thing Called ‘The Philosophy of Education’.Kenneth Wain - 2006 - Journal of Philosophy of Education 40 (3):391-403.
    The RoutledgeFalmer Reader in Philosophy of Education brings together a number of book chapters and articles in the philosophy of education. These cover a wide range of issues that engage and, in many cases, trouble contemporary philosophers of education, beginning with the perennial and fundamental one of the relationship between philosophy and education. The other sections, which include a rich selection of readings, concern the nature of education and its politics, policy-making and the moral dimensions of teaching. The whole is (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark