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  1.  27
    Heidegger, Education, and Modernity.Michael A. Peters, Valerie Allen, Ares D. Axiotis, Michael Bonnett, David E. Cooper, Patrick Fitzsimons, Ilan Gur-Ze'ev, Padraig Hogan, F. Ruth Irwin, Bert Lambeir, Paul Smeyers, Paul Standish & Iain Thomson - 2002 - Rowman & Littlefield Publishers.
    Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.
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  2. Thinking Again: Education after Postmodernism.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 1999 - British Journal of Educational Studies 47 (4):407-408.
     
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  3.  9
    Education in an Age of Nihilism: Education and Moral Standards.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (eds.) - 2000 - New York: Routledge.
    This book addresses concerns about educational and moral standards in a world increasingly characterised by nihilism. On the one hand there is widespread anxiety that standards are falling; on the other, new machinery of accountability and inspection to show that they are not. The authors in this book state that we cannot avoid nihilism if we are simply _laissez-faire_ about values, neither can we reduce them to standards of performance, nor must we return to traditional values. They state that we (...)
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  4.  39
    Lyotard: just education.Pradeep Ajit Dhillon & Paul Standish (eds.) - 2000 - New York: Routledge.
    Following Lyotard's death in 1998, this book provides an exploration of the recurrent theme of education in his work. It brings to a wider audience the significance of a body of thought about education that is subtle, profound and still largely unexplored. This book also makes an important contribution to contemporary debates on postmodernism and education.
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  5.  78
    Stanley Cavell in Conversation with Paul Standish.Stanley Cavell & Paul Standish - 2012 - Journal of Philosophy of Education 46 (2):155-176.
    Having acknowledged the recurrent theme of education in Stanley Cavell's work, the discussion addresses the topic of scepticism, especially as this emerges in the interpretation of Wittgenstein. Questions concerning rule‐following, language and society are then turned towards political philosophy, specifically with regard to John Rawls. The discussion examines the idea of the social contract, the nature of moral reasoning and the possibility of our lives' being above reproach, as well as Rawls's criticisms of Nietzschean perfectionism. This lays the way for (...)
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  6.  57
    Introduction: Bildung and the idea of a liberal education.Lars Løvlie & Paul Standish - 2002 - Journal of Philosophy of Education 36 (3):317–340.
    Lars Løvlie, Paul Standish; Introduction: Bildung and the idea of a liberal education, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002.
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  7.  43
    Introduction: Bildung and the idea of a liberal education.Lars Løvlie & Paul Standish - 2002 - Journal of the Philosophy of Education 36 (3):317-340.
    Lars Løvlie, Paul Standish; Introduction: Bildung and the idea of a liberal education, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002.
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  8.  15
    Introduction.Paul Standish - 2022 - The Pluralist 17 (1):96-99.
    It Is My Pleasure To Introduce this discussion of Naoko Saito's American Philosophy in Translation. We have contributions from three experts in American philosophy, all of whom have been in conversation with the author for many years: Jim Garrison, Vincent Colapietro, and Steven Fesmire. Prior to their contributions, I would like to set the scene with some brief remarks to introduce the book and to explain something of its background.Over the past two decades, I have worked closely with Saito on (...)
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  9.  19
    The Blackwell Guide to the Philosophy of Education.Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) - 2002 - Malden, MA: Wiley-Blackwell.
    In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field. Provides a solid (...)
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  10.  41
    Heidegger and the technology of further education.Paul Standish - 1997 - Journal of Philosophy of Education 31 (3):439–459.
    The new further education, characterised by managerialism, accounting systems and the packaging of learning, has brought about far-reaching changes for staff and students, changes that can broadly be understood in terms of technology. This paper seeks to gain a new perspective on this through a consideration of Heidegger’s exploration of techne and of the pathologies of technology. The various responses that Heidegger advocates in the face of technology are then related to possibilities of good practice in technical and further education. (...)
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  11.  12
    Positing Alterity, Positing Metaphysics: A Short Note on Alistair Miller on Levinas.Paul Standish - 2019 - Journal of Philosophy of Education 53 (1):214-223.
    In ‘Levinas: Ethics or Mystification?’ (Miller, 2017), Alistair Miller presents a searing indictment of the philosophy of Emmanuel Levinas and a dismissal of claims for its importance for education. He provides a summary account of Levinas's philosophy and, in relation to this, refers briefly to a number of authors who have related Levinas's work to education. This account is at fault, however, in fundamental ways, and this leads to errors in the conclusions that he draws. The present short paper does (...)
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  12.  4
    The Blackwell Guide to the Philosophy of Education.Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) - 2002 - Malden, MA: Wiley-Blackwell.
    In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field. Provides a solid (...)
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  13.  7
    Lines of Testimony.Paul Standish - 2020 - Journal of Philosophy of Education 54 (2):319-339.
  14.  35
    Stanley Cavell and the Education of Grownups.Naoko Saito & Paul Standish (eds.) - 2011 - Fordham University Press.
    This book takes Stanley Cavell's much-quoted, yet enigmatic phrase as the provocation for a series of explorations into themes of education that run throughout his work - through his response to Wittgenstein, Austin and ordinary language ...
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  15.  87
    Rival conceptions of the philosophy of education.Paul Standish - 2007 - Ethics and Education 2 (2):159-171.
    What is the place of philosophy in the study of education? What is its significance for policy and practice? This paper begins by considering the policy and institutional context of the philosophy of education in the UK and by tracing its recent history. It examines both the place of philosophy in Education (as a field of study) and the status and character of the philosophy of education in relation to the 'parent' discipline of philosophy. Rival accounts of the nature of (...)
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  16.  60
    In her own voice: Convention, conversion, criteria.Paul Standish - 2004 - Educational Philosophy and Theory 36 (1):91–106.
  17.  43
    Data return: The sense of the given in educational research.Paul Standish - 2001 - Journal of Philosophy of Education 35 (3):497–518.
    Educational research is dominated by a particular model: data is gathered and analysed. Much literature on methods concerns either ways of processing data, or ethical issues regarding its collection and handling. The present paper looks beyond these matters to the taken‐for‐granted idea of data itself. What can be meant by ‘data’? How does this connect with ideas of the given? What is the place of giving in education—in teaching and learning, in research itself? These issues are explored in the light (...)
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  18.  68
    Education for grown-ups, a religion for adults: scepticism and alterity in Cavell and Levinas.Paul Standish - 2007 - Ethics and Education 2 (1):73-91.
    In his essay 'The Scandal of Skepticism', Stanley Cavell discusses aspects of the work of Emmanuel Levinas with a view to understanding how 'philosophical and religious ambitions so apparently different' as his own and those of Levinas can have led to 'phenomenological coincidences so precise'. The present paper explores themes of scepticism and alterity as these emerge in the work of these two increasingly influential philosophers. It shows education to be a sustained preoccupation in their work, crucially related to these (...)
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  19. 4 Levinas and the Language of the Curriculum1.Paul Standish - 2008 - In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. pp. 18--56.
     
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  20.  49
    The Disenchantment of Education and the Re‐enchantment of the World.Paul Standish - 2016 - Journal of Philosophy of Education 50 (1):98-116.
    The macaque washes a potato in a stream. It does this because it has seen the dirt come off as another macaque washed its potato, and it knows that clean potato.
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  21.  14
    Data Return: The Sense of the Given in Educational Research.Paul Standish - 2001 - Journal of Philosophy of Education 35 (3):497-518.
    Educational research is dominated by a particular model: data is gathered and analysed. Much literature on methods concerns either ways of processing data, or ethical issues regarding its collection and handling. The present paper looks beyond these matters to the taken-for-granted idea of data itself. What can be meant by ‘data’? How does this connect with ideas of the given? What is the place of giving in education—in teaching and learning, in research itself? These issues are explored in the light (...)
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  22.  28
    Impudent practices.Paul Standish - 2014 - Ethics and Education 9 (3):251-263.
    This article explores aspects of eros in education in relation to ideas of indirectness associated with the French concept of pudeur, sometimes translated as ‘modesty’. It explores lines of thought extending through Emerson and Nietzsche but reaching back to Plato's Symposium. This is a means of exposing the ‘impudence’ of some aspects of contemporary education and of pointing towards a conception of eros that is otherwise obscured.
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  23.  59
    Postmodernism and the education of the whole person.Paul Standish - 1995 - Journal of Philosophy of Education 29 (1):121–135.
    In some recent discussions the implications of postmodernism for education have been wrongly conceived. An alternative approach is offered and this is used as a means for challenging any grand design in the provision of schooling and in the conception of education. Through this, ideas of the whole person implicit in much educational theory and practice (including personal and social education) are questioned. With some reference to the work of Stanley Cavell an attempt is made to show the sort of (...)
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  24.  14
    In Her Own Voice: Convention, conversion, criteria.Paul Standish - 2004 - Educational Philosophy and Theory 36 (1):91-106.
  25.  51
    Higher Education and the University.Ronald Barnett & Paul Standish - 2003 - In Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Oxford, UK: Blackwell. pp. 213–233.
    This chapter contains sections titled: I II III IV.
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  26.  13
    Inner and outer, psychology and Wittgenstein's painted curtain.Paul Standish - 2022 - Journal of Philosophy of Education 56 (1):115-123.
    Journal of Philosophy of Education, Volume 56, Issue 1, Page 115-123, February 2022.
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  27.  5
    Preface.Paul Standish - 2020 - Journal of Philosophy of Education 54 (2):253-254.
  28.  47
    Food for thought: resourcing moral education.Paul Standish - 2009 - Ethics and Education 4 (1):31-42.
    J.M. Coetzee's Elizabeth Costello is an overtly philosophical novel, at the heart of which are questions concerning the relation of human beings to animals and the discussion of animal rights. The nature of its subject matter and the prominence it gives to dialogue, sometimes of an almost Platonic kind, make it a rich potential resource for moral education. This article begins by imagining a course based on extracts from the novel, intended for teenage students or older people. It goes on (...)
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  29.  60
    Induction into educational research networks: The striated and the smooth.Naomi Hodgson & Paul Standish - 2006 - Journal of Philosophy of Education 40 (4):563–574.
    Educational research as an academic field can be understood as a network or group of networks and, therefore, to consist of interconnected nodes that structure the way the field operates and understands its purpose. This paper deals with the nature of the induction of postgraduate students into the network of educational research that takes place through research methods courses, the textual domain, the professional and social practices involved in collaboration, conferences and publication. The consideration of this in the light of (...)
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  30. Teaching Right and Wrong: Moral Education in the Balance.Richard Smith & Paul Standish - 1998 - British Journal of Educational Studies 46 (4):481-482.
     
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  31. Education without aims.Paul Standish - 1999 - In Roger Marples (ed.), The aims of education. New York: Routledge. pp. 35--49.
  32.  14
    Stanley Cavell and Philosophy as Translation: The Truth is Translated.Naoko Saito & Paul Standish (eds.) - 2017 - Lanham: Rowman & Littlefield International.
    This book explores the idea of translation as a philosophical theme and as an important feature of philosophy and practical life, in the context of a searching examination of aspects of the work of Stanley Cavell. Furthermore it demonstrates the broader significance of these philosophical questions for education and life as a whole.
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  33.  26
    Introduction.Nigel Blake & Paul Standish - 2000 - Journal of Philosophy of Education 34 (1):1–16.
    The Internet has recently enjoyed its thirtieth birthday. In 1969, a computer at the University of California sent a message down a wire to another in a research centre at Stanford. The message was just two letters, *LO’.1 Since then the development of the Internet—of the physical infrastructure of computers and the material or broadcast links between them, along with the digital protocols that enable it to function—has been largely an academic achievement. Up until six years ago, the world’s richest (...)
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  34.  42
    What’s the Problem with Problem-Solving? Language, Skepticism, and Pragmatism.Naoko Saito & Paul Standish - 2009 - Contemporary Pragmatism 6 (1):153-167.
    We critically examine pragmatism's approach to skepticism and try to elucidate its certain limits. The central questions to be addressed are: whether “skepticism” interpreted through the lens of problem-solving does justice to the human condition; and whether the problem-solving approach to skepticism can do justice to pragmatism's self-proclaimed anti-foundationalism. We then examine Stanley Cavell's criticism of Dewey's “problem-solving” approach. We propose a shift from the problem-solving approach's eagerness for solutions to a more Wittgensteinian and Emersonian project of dissolution.
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  35.  18
    Crying and learning to speak.Paul Standish - 2015 - In Danièle Moyal-Sharrock, Volker Munz & Annalisa Coliva (eds.), Mind, Language and Action: Proceedings of the 36th International Wittgenstein Symposium. Boston: De Gruyter. pp. 481-494.
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  36.  20
    Registers of the religious: The Terence H. McLaughlin lecture 2010.Paul Standish - 2012 - Ethics and Education 7 (2):185-197.
    Alasdair MacIntyre's landmark book After Virtue, first published in 1981, begins with sobering words, the resonance of which has, in the three decades since then, been felt by many. We live in a wo...
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  37.  66
    Wittgenstein's Impact on the Philosophy of Education.Paul Standish - 2018 - Philosophical Investigations 41 (2):223-240.
    On the strength of a clarification of the nature of philosophy of education, a critical overview is offered of Wittgenstein's impact on the field. The focus then narrows to give attention to Wittgenstein's claim that “Nothing is hidden”, pitched here in a questionable relation to contemporary concerns with transparency. Familiar readings of this passage are challenged in connection with Wittgenstein's late writings on psychology, especially with regard to imagination and pretence. These are argued to be essential to the development of (...)
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  38.  13
    Introduction.Nigel Blake & Paul Standish - 2000 - Journal of Philosophy of Education 34 (1):1-16.
    The Internet has recently enjoyed its thirtieth birthday. In 1969, a computer at the University of California sent a message down a wire to another in a research centre at Stanford. The message was just two letters, *LO’.1 Since then the development of the Internet—of the physical infrastructure of computers and the material or broadcast links between them, along with the digital protocols that enable it to function—has been largely an academic achievement. Up until six years ago, the world’s richest (...)
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  39.  25
    Disciplining the profession: Subjects subject to procedure.Paul Standish - 2002 - Educational Philosophy and Theory 34 (1):5–23.
  40.  17
    Curiosity and Acquaintance: Ways of Knowing.Paul Standish - 2020 - Journal of Philosophy of Education 54 (5):1453-1470.
    Journal of Philosophy of Education, EarlyView.
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  41.  40
    Improving the Student Experience.Elizabeth Staddon & Paul Standish - 2012 - Journal of Philosophy of Education 46 (4):631-648.
    Shifts in funding and a worldwide trend towards marketising higher education have led to a new emphasis on the quality of the student experience. In the UK this trend finds its strongest expression in recent policy proposals to simultaneously increase student fees and student choice so that students themselves become the drivers of higher education. We trace the policy developments of this shift over recent years and rehearse some of the criticisms against it. Accepting that there is good reason to (...)
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  42.  17
    Sound not Light: Levinas and the Elements of Thought.Paul Standish & Emma Williams - 2016 - Educational Philosophy and Theory 48 (4):360-373.
    Can Levinas’ thought of the other be extended beyond the relation to the other human being? This article seeks to demonstrate that Levinas’ philosophy can indeed be read in such a sense and that this serves to open up a new way of understanding human thinking. Key to understanding such an extension of Levinas’ philosophy will be his account of the face and, more particularly, his claim that the relation to the face is ‘heard in language’. Through explicating what is (...)
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  43.  15
    Why we should not speak of an educational science.Paul Standish - 1995 - Studies in Philosophy and Education 14 (2-3):267-281.
  44.  13
    On Not Sparing Others the Trouble of Thinking: Wittgenstein and Education.Adrian Skilbeck & Paul Standish - 2019 - Journal of Philosophy of Education 53 (4):665-668.
  45.  7
    Disciplining the Profession: subjects subject to procedure.Paul Standish - 2002 - Educational Philosophy and Theory 34 (1):5-23.
  46.  22
    Fetish for effect.Paul Standish - 2000 - Journal of Philosophy of Education 34 (1):151–168.
    ‘Do you have a computer at home? Are you online?’ When such questions are asked today, various things are taken for granted. It is likely that most people reading this article will answer yes to the first question. What is understood by ‘computer’ here is probably the desktop; typically this will incorporate the box housing the processor and drives, a keyboard and a screen.
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  47. Transparency, accountability, and the public role of higher education.Paul Standish - 2014 - In Ourania Filippakou & Gareth L. Williams (eds.), Higher education as a public good: critical perspectives on theory, policy and practice. New York: Peter Lang.
     
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  48.  8
    Questioning progress in times of ‘no future’: an editorial introduction to the suite.Paul Standish - 2024 - Journal of Philosophy of Education 57 (6):1041-1043.
    The journal is delighted to include the following suite of articles on the theme of ‘Questioning Progress in Times of “No Future”: Orientations for Education’.
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  49.  19
    ‘Language must be raked’: Experience, race, and the pressure of air.Paul Standish - 2018 - Educational Philosophy and Theory 50 (4):428-440.
    This article begins by clarifying the notion of what Stanley Cavell has called ‘Emersonian moral perfectionism.’ It goes on to explore this through close analysis of aspects of Emerson’s essay ‘Experience,’ in which ideas of trying or attempting or experimenting bring out the intimate relation between perfectionism and styles of writing. ‘Where do we find ourselves?’ Emerson asks, and the answer is to be found in part in what we write and what we say, injecting a new sense of possibility (...)
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  50.  10
    “Nothing but Sounds, Ink-Marks”—Is Nothing Hidden? Must Everything Be Transparent?Paul Standish - 2018 - Danish Yearbook of Philosophy 51 (1):71-91.
    Is there something that lies beneath the surface of our ordinary ways of speaking? Philosophy sometimes encourages the all-too-human thought that reality lies just outside our ordinary grasp, hidden beneath the surface of our experience and language. The present discussion concentrates initially on a few connected paragraphs of Wittgenstein’s Philosophical Investigations. Wittgenstein leads the reader to the view that meaning is there in the surface of the expression. Yet how adequate is Wittgenstein’s treatment of the sounds and ink-marks, the materiality (...)
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