39 found
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  1.  40
    Reimagining the new pedagogical possibilities for universities post-Covid-19.Michael A. Peters, Fazal Rizvi, Gary McCulloch, Paul Gibbs, Radhika Gorur, Moon Hong, Yoonjung Hwang, Lew Zipin, Marie Brennan, Susan Robertson, John Quay, Justin Malbon, Danilo Taglietti, Ronald Barnett, Wang Chengbing, Peter McLaren, Rima Apple, Marianna Papastephanou, Nick Burbules, Liz Jackson, Pankaj Jalote, Mary Kalantzis, Bill Cope, Aslam Fataar, James Conroy, Greg Misiaszek, Gert Biesta, Petar Jandrić, Suzanne S. Choo, Michael Apple, Lynda Stone, Rob Tierney, Marek Tesar, Tina Besley & Lauren Misiaszek - forthcoming - Educational Philosophy and Theory:1-44.
    Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...
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  2.  31
    Reimagining the new pedagogical possibilities for universities post-Covid-19: An EPAT Collective Project.Lauren Misiaszek, Tina Besley, Marek Tesar, Rob Tierney, Lynda Stone, Michael Apple, Suzanne S. Choo, Petar Jandrić, Gert Biesta, Greg Misiaszek, James Conroy, Aslam Fataar, Bill Cope, Mary Kalantzis, Pankaj Jalote, Liz Jackson, Nick Burbules, Marianna Papastephanou, Rima Apple, Peter McLaren, Wang Chengbing, Ronald Barnett, Danilo Taglietti, Justin Malbon, John Quay, Susan Robertson, Marie Brennan, Lew Zipin, Yoonjung Hwang, Moon Hong, Radhika Gorur, Paul Gibbs, Gary McCulloch, Fazal Rizvi & Michael A. Peters - 2022 - Educational Philosophy and Theory 54 (6):717-760.
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  3.  10
    Youth power—youth movements: myth, activism, and democracy.Lynda Stone - 2021 - Ethics and Education 16 (2):249-261.
    This article explores relationships of youth power in a set of threads leading to the potential of today’s youth activism to combat the climate crisis. Following an introduction featuring Sweden’s Greta Thunberg, the threads are these: First from an American context is history of youth development, with one emphasis on the construction of adolescence. Second is learning experience about the US environment with its own national ‘exceptionalist’ history. Third is the role of inspiring youth movements, from history and contemporary times. (...)
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  4.  8
    Collective obituary for Nel Noddings.Liz Jackson, D. C. Phillips, Susan Verducci, Lynda Stone, Barbara Stengel, Lynn Sargent De Jonghe, Cris Mayo, Michael S. Katz & Robert Lake - 2023 - Educational Philosophy and Theory 55 (4):406-417.
    Liz JacksonEducation University of Hong KongNel Noddings is known around the world for her contributions to philosophy and philosophy of education. Her work on caring and relational ethics broke ne...
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  5.  6
    Pragmatisms' Generations: A Forewording of Philosophies for Democracy From One American Perspective.Lynda Stone - 2022 - Educational Theory 72 (4):411-432.
    This article gives a historical-philosophical overview of three generations of pragmatist thinking centered around the question of democracy. It serves as an introduction and contextualization to the papers that develop a third generation pragmatic point of view in the remainder of the special issue. The perspective is from one American-trained philosopher of education who has studied and written widely in pragmatism and European social theory. The article has sections on three generations generally described and with primary influences of John Dewey, (...)
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  6. Disavowing community.Lynda Stone - forthcoming - Philosophy of Education.
  7.  10
    From ethics to ethics: combatting dangers to democracy.Lynda Stone - 2019 - Ethics and Education 14 (2):143-156.
    ABSTRACTThis article posits an interpersonal ethical commitment to combat dangers to democracy in current times. Largely within an American context, two complementary pillars of ethics are presented. The first is from Nel Noddings and the ethics of care and the second developed primarily from Richard Rorty in a neo-pragmatist view. The contexts of present dangers, worldwide, especially in the USA, and then of this nation’s schooling, situate the ethics. A suggestion for teachers, students, and their schools as ‘citizen educators’ to (...)
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  8.  5
    From technologization to totalization in education research: US graduate training, methodology, and critique.Lynda Stone - 2006 - Journal of Philosophy of Education 40 (4):527–545.
    Focusing on the context of graduate training in educational research in the United States today, this article is organized into two principal parts. The first overviews the state of research training in order to emphasize the preoccupation with, indeed dominance of, study of methodology. This has turned ‘how to do research’ into valuing method as technology for its own sake, and thus into technologization. The second part turns to three critiques of technology that together point to potential totalization in research: (...)
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  9.  7
    Break with tradition: Marshall's contribution to a foucauldian philosophy of education.Lynda Stone - 2005 - Educational Philosophy and Theory 37 (3):441–447.
    James Marshall's work on Foucault exemplifies a break with tradition in philosophy of education and if taken appropriately as a new methodology, a new logic, portends a different future for the field. This article begins from a misunderstanding of Marshall. It then posits Marshall as situated in a particular Foucauldian root: a logic break out of Bachelard, Canguilhem and Foucault. From them a different understanding of ‘concept’ is offered as a break with the analytic tradition in philosophy and philosophy of (...)
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  10.  5
    Crisis of the Educated Subject: Insight from Kristeva for American Education.Lynda Stone - 2004 - Studies in Philosophy and Education 23 (2/3):103-116.
    The contemporary crisis in AmericanEducation that has resulted in Bush sponsoredfederal legislation for accountability andstandardized testing is the setting for anessay introducing the work of Frenchphilosopher, Julia Kristeva. The comparison isbetween an ``educated subject'' that might wellcome to be constituted in schooling at presentand a ``subject-in-process.'' In a strikinglydifferent vision of human potential, the latterindividual, with open-ended, non-perfectdevelopment, entails the possibility ofpersonal, societal and educational change.Kristeva's theory, based greatly in areinterpretation of Freud, and incorporatingthe semiotic, abjection and love, and revolt (...)
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  11.  6
    Educational reform through an ethic of performativity: Introducing the special issue.Lynda Stone - 1999 - Studies in Philosophy and Education 18 (5):299-307.
    Serving as an introduction to the special issue of Studies in Philosophy and Education, “Philosophical Transgressions: Performativity and Performance for Education,” this paper situates the papers that follow in its own performative analysis, especially utilizing the insights of Jean-François Lyotard. From him two ideas are salient, one his conception of knowledge as performance and the other the aesthetic that is a reformist response.
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  12.  1
    PES symposium: Contingency, irony and solidarity.Lynda Stone - 1993 - Studies in Philosophy and Education 12 (2):211-212.
  13.  18
    Collective obituary for James D. Marshall (1937–2021).Michael Peters, Colin Lankshear, Lynda Stone, Paul Smeyers, Linda Tuhiwai Smith, Roger Dale, Graham Hingangaroa Smith, Nesta Devine, Robert Shaw, Bruce Haynes, Denis Philips, Kevin Harris, Marc Depaepe, David Aspin, Richard Smith, Hugh Lauder, Mark Olssen, Nicholas C. Burbules, Peter Roberts, Susan L. Robertson, Ruth Irwin, Susanne Brighouse & Tina Besley - 2021 - Educational Philosophy and Theory 54 (4):331-349.
    Michael A. PetersBeijing Normal UniversityMy deepest condolences to Pepe, Dom and Marcus and to Jim’s grandchildren. Tina and I spent a lot of time at the Marshall family home, often attending dinn...
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  14.  5
    Introduction.A. G. Rud, Jim Garrison & Lynda Stone - 2009 - Education and Culture 25 (2):1-11.
  15.  7
    Break with Tradition: Marshall's contribution to a Foucauldian philosophy of education.Lynda Stone - 2005 - Educational Philosophy and Theory 37 (3):441-447.
    James Marshall's work on Foucault exemplifies a break with tradition in philosophy of education and if taken appropriately as a new methodology, a new logic, portends a different future for the field. This article begins from a misunderstanding of Marshall. It then posits Marshall as situated in a particular Foucauldian root: a logic break out of Bachelard, Canguilhem and Foucault. From them a different understanding of ‘concept’ is offered as a break with the analytic tradition in philosophy and philosophy of (...)
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  16. Curriculum.Lynda Stone & Daniel P. Gibboney Jr - 2023 - In Winston C. Thompson (ed.), Philosophical foundations of education. New York: Bloomsbury Academic.
     
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  17. Curriculum.Lynda Stone & Daniel P. Gibboney Jr - 2023 - In Winston C. Thompson (ed.), Philosophical foundations of education. New York: Bloomsbury Academic.
     
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  18.  5
    Dewey and Eros: Wisdom and Desire in the Art of TeachingDewey's Laboratory School: Lessons for Today.Lynda Stone, Jim Garrison & Laurel N. Tanner - 1999 - Journal of Aesthetic Education 33 (1):116.
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  19.  5
    Dewey’s Contribution to an American Hubris: Philosophy of Democracy, Education, and War.Lynda Stone - 2002 - Philosophy of Education 58:274-281.
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  20.  9
    Does this editorial have an ending?Lynda Stone - 2022 - Educational Philosophy and Theory 54 (9):1285-1289.
    Full Disclosure: This is the fourth start of an invited editorial. Rapidly changing conditions and circumstances have made its topic, authoritarianism and the presence of strongman presidents, even...
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  21.  10
    Experience and Performance: Contrasting ‘Identity’ in Feminist Theorizings.Lynda Stone - 1999 - Studies in Philosophy and Education 18 (5):327-337.
    Connecting identity, broadly defined to recent ‘advances’ in educational research, this paper takes up two different feminist treatments based in pragmatism and poststructuralism. The first is from Charlene Haddock Seigfried on ‘experience,’ and the second is from Peggy Phelan on ‘performance.’ The first is in keeping with a dominant tradition to secure identity through visibility and the second suggests critique through a turn to invisibility. The first arises out of Dewey's naturalism and the second through Lacan, performance art, and anti-representation. (...)
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  22.  3
    From Bourdieu and Wolin, `Inside and Outside the Box': A Frame for the Special Issue.Lynda Stone & Michael Gunzenhauser - 2001 - Studies in Philosophy and Education 20 (3):181-190.
    Utilizing the writings of Pierre Bourdieu and Sheldon Wolin,this paper introduces a special issue on ``Educational Rights andEntitlements.'' Its purpose is to characterize and critique `the box ofliberalism' that both advances and constrains what is conceived andenacted in education. Following it are a set of significantcontributions from the sixth biennial conference of the InternationalNetwork of Philosophers of Education, August 1998, Ankara.
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  23.  11
    Introducing Noddings and the Symposium.Lynda Stone - 2013 - Educational Philosophy and Theory 45 (5):482-487.
    ‘Introducing Noddings and the Symposium’ is an overview in three parts following an opening comment The three are these: Noddings’s biography highlighting personal background and professional accomplishments; papers overview pointing to key ideas and themes as well as philosophical, literary and metaphorical inspiration; and response comments that take up ideas from the symposium papers and Noddings’s text in brief reconsideration. These ideas are connection of care theory to Noddings’s happiness, recognition of an ethics in doing philosophy, conceptions of needs and (...)
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  24.  3
    Julia Kristeva's 'Mystery'of the Subject in Process.Lynda Stone - 2004 - In James Marshall (ed.), Poststructuralism, Philosophy, Pedagogy. Kluwer Academic Publishers. pp. 119--139.
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  25.  15
    Modern to postmodern: Social construction, dissonance, and education.Lynda Stone - 1994 - Studies in Philosophy and Education 13 (1):49-63.
    Modernist educational practice operates within an overarching norm of consonance, notions of sameness and agreement that permeate schools and classroom life. This paper posits a needed move to postmodern educational theory and practice through dissonance. Following an intellectual contextualization, two sets of philosophical claims are presented. The first promotes social construction of reality and the second poses dissonance rather than consonance. The paper concludes with a “look” at education from this postmodern perspective.
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  26.  2
    Narrative in philosophy of education: A feminist tale of 'uncertain'knowledge.Lynda Stone - 1995 - In Wendy Kohli (ed.), Critical conversations in philosophy of education. New York: Routledge. pp. 173--189.
  27.  6
    Outliers, cheese, and rhizomes: Variations on a theme of limitation.Lynda Stone - 2011 - Educational Theory 61 (6):647-658.
    All research has limitations, for example, from paradigm, concept, theory, tradition, and discipline. In this article Lynda Stone describes three exemplars that are variations on limitation and are “extraordinary” in that they change what constitutes future research in each domain. Malcolm Gladwell's present day study of outliers makes a statistical term into a sociological concept. Carlo Ginzburg's study of a sixteenth-century miller who challenges Church doctrine initiates the field of microhistory. Gilles Deleuze and Felix Guattari's philosophy of the rhizome offers (...)
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  28.  9
    Pragmatism as post-postmodernism.Lynda Stone - 2009 - Education and Culture 25 (1):pp. 61-65.
  29.  9
    Philosophy for Ethics and Politics in Today’s Schooling: A Response to Parker from a US Perspective.Lynda Stone - 2022 - Philosophy of Education 78 (1):72-77.
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  30.  3
    Should Blame Be Part of the Education of Character?Lynda Stone - 2007 - Philosophy of Education 63:323-331.
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  31.  5
    Philosophy: education.Bryan R. Warnick & Lynda Stone (eds.) - 2017 - Farmington Hills, Mich.: Macmillan Reference USA, a part of Gale, Cengage Learning.
    Covers such topics as epistemology and education, feminist philosophy of education, race and education, school dress codes, and sex education. The use of film, literature, art, case studies, and other disciplines or situations/events provide illustrations of human experiences which work as gateways to questions philosophers try to address.
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  32.  14
    Book Review Section 1. [REVIEW]Malcolm B. Campbell, Jim W. Garrison, Thomas C. Hunt, Barry Kanpol, Frank E. Stevens, Lynda Stone, Patricia G. Anthony & Ronald E. Butchart - 1995 - Educational Studies 26 (4):335-368.
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  33.  7
    Book Review Section 3. [REVIEW]Scott R. Farber, Betty A. Sichel, Lynda Stone, Raymond Wilkie, Terrance Dunford & Don T. Martin - 1990 - Educational Studies 21 (4):472-508.
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  34.  14
    Book Review Section 2. [REVIEW]Harvey Kantor, Robert Lowe, Lynda Stone, Douglas J. Simpson, Samuel Totten, Michael W. Apple, Richard D. Hansgen, Jean Schmittau & Aghajan Mohammadi - 1992 - Educational Studies 23 (4):482-538.
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  35.  7
    Book Review Section 1. [REVIEW]Craig Kridel, John A. Beineke, Malcolm B. Campbell, Wayne J. Urban, Bruce Anthony Jones, Lynda Stone, Patricia A. Major, John R. Thelin, Edward H. Berman & Donald Vandenberg - 1994 - Educational Studies 25 (2):101-152.
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  36.  5
    A Review of Hongyu Wang, The Call from the Stranger on a Journey Home: Curriculum in a Third Space. Peter Lang, New York, 2004, CDN$ 34.91, ISBN: 0820469033: Wang’s self-seeking subject in search of a third space. [REVIEW]Lynda Stone - 2007 - Studies in Philosophy and Education 26 (4):377-387.
  37.  5
    Book Review: Pragmatism as Post-Postmodernism: Lessons from John Dewey. [REVIEW]Lynda Stone - 2009 - Education and Culture 25 (1):7.
  38.  6
    Book Review Section 3. [REVIEW]Lynda Stone, Deborah P. Britzman, Beth L. Goldstein, Gunilla Holm, Melissa Keyes, Virginia Davis Nordin, Patricia A. Schmuck & Gail P. Kelly - 1990 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 21 (2):221-261.
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  39.  6
    Reviews. [REVIEW]Lynda Stone - 1999 - Journal of Aesthetic Education 33 (1):116.
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