Wittgenstein’s Education: ‘A Picture Held Us Captive

by Peters, Michael A., Stickney, Jeff
Singapore: Springer
SpringerBriefs on Key Thinkers in Education, 2018
ISBN-13: 978-981-10-8410-2

Post-Truth, Fake News: Viral Modernity & Higher Education

by Peters, M.A., Rider, S., Hyvönen, M., Besley, T. (Editors)
Singapore: Springer, 2018
ISBN-13: 978-981-10-8012-8

The Digital University: A Dialogue and Manifesto

by Peters, M. A. & Jandrić, P.
New York: Peters Lang, 2018
ISBN-13: 9781433145155

The Idea of the University: A Reader, Volume 1

Peters, M. A., Barnett, R.

New York, Peters Lang, 2018
ISBN-13: 978-1433121913

Liber amicorum: A Philosophical Conversation among Friends • A Festschrift for Michael A. Peters (Readings in Contemporary Philosophy) Kindle Edition, 2014

liberby George Lazaroiu (Editor)
by Michael A. Peters, João M. Paraskeva, Tina Besley (Editors)
New York, Peters Lang, 2015
335 pages
ISBN-13: 978-1433125393
ISBN-10: 1433125390

The Global Financial Crisis And Educational Restructuring

gfcby Michael A. Peters, João M. Paraskeva, Tina Besley (Editors)
New York, Peters Lang, 2015
335 pages
ISBN-13: 978-1433125393
ISBN-10: 1433125390

Paulo Freire: The Global Legacy (Counterpoints) 1st Edition

pauloby Michael A. Peters (Editor), Tina Besley (Editor).

Educational Philosophy and Theory

philobookEditor’s Choice
Series Editor: Michael A. Peters

The EPAT Editor’s Choice series comprises innovative and influential articles drawn from the Educational Philosophy and Theory journal archives, spanning 46 volumes, from 1969. Each volume represents a selection of important articles that respond to and focus on a particular theme, celebrating and emphasizing the heritage and history of the work, as well as the cutting edge contemporary contributions available. The series will create a rich vertical collection across five decades of seminal scholarship, contextualizing and elevating specific themes, scholars and their work. The EPAT Editor, Michael A. Peters, introduces each volume, the theme, and the work selected within that volume.

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This first volume focuses on a collection of texts from the latter twenty years of Educational Philosophy and Theory, selected for their critical status as turning points or important awakenings in post-structural theory.

In the last twenty years, the applications of the postmodern and poststructuralist perspectives have become less mono-focused, less narrowly concerned with technical questions and also less interested in epistemology, and more interested in ethics.

This book covers questions of genealogy, ontology, the body and the institution, giving examples of theoretical applications of post-structural theory that testify to the generative and endlessly applicable potential of this work to different fields and avenues of thought.

While informed by Foucault’s thinking of the political subjugation of docile bodies to individuals as self-determining beings, the chapters in this book culminate in amalgamations of different schools of educational philosophy, which explore poststructuralist approaches to education.

subjectBeyond the Philosophy of the Subject will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

While traditionally identified as a practice-based endeavour, the many dimensions of teacher education raise important philosophical issues that emphasise the centrality of ethics to questions of relationality and professional practice.

This second volume of the Educational Philosophy and Theory reader series demonstrates the continuing relevance of philosophical approaches to the field of teacher education.

The collection of texts focuses on a wide range of topics, including teacher education in a cross-cultural context, the notion of unsuccessful teaching, democratic teacher education, the reflective teacher, the ethics and politics of teacher identity, and subjectivity and performance in teaching.

Chapters also explore teacher education based on experiential learning as ‘experience’, demonstrating the continuing relevance of philosophical approaches to the field.

In Search of Subjectivities will interest academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, teacher education, experiential philosophy, ethics, policy and politics of education, and professional practice.

Education, Philosophy and Politics: Selected Works of Michael A. Peters

(Routledge, 2012)
In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and/practical contributions – so the world can read them in a single manageable volume.

Michael A. Peters has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed over 60 books (authored, co-authored and edited) and 500 articles to the field. In Education, Philosophy and Politics, Michael A. Peters brings together 15 of his key writings in one place, including chapters from his best-selling books and articles from leading journals.

Starting with a specially written Introduction, which gives an overview of Michael’s career and contextualises his selection, the essays are then arranged thematically to create a pathway of a way of thinking in philosophy of education which is forward looking but takes account of tradition and the past.

Cognitive Capitalism, Education and Digital Labor

book_cogcap(Peter Lang, 2011)
Cognitive capitalism – sometimes referred to as ‘third capitalism,’ after mercantilism and industrial capitalism – is an increasingly significant theory, given its focus on the socio-economic changes caused by Internet and Web 2.0 technologies that have transformed the mode of production and the nature of labor.

The theory of cognitive capitalism has its origins in French and Italian thinkers, particularly Gilles Deleuze and Felix Guattari’sCapitalism and Schizophrenia, Michel Foucault’s work on the birth of biopower and Michael Hardt and Antonio Negri’s Empire and Multitude, as well as the Italian Autonomist Marxist movement that had its origins in the Italian operaismo (workerism) of the 1960s.

In this collection, leading international scholars explore the significance of cognitive capitalism for education, especially focusing on the question of digital labor.

The Virtues of Openness: Education, Science and Scholarship in the Digital Age

book_openess(Paradigm, 2011)
The movement toward greater openness represents a change of philosophy, ethos, and government and a set of interrelated and complex changes that transform markets altering the modes of production and consumption, ushering in a new era based on the values of openness: an ethic of sharing and peer-to-peer collaboration enabled through new architectures of participation.

These changes indicate a broader shift from the underlying industrial mode of production, productionis metaphysics to a postindustrial mode of consumption as use, reuse, and modification where new logics of social media structure different patterns of cultural consumption and symbolic analysis becomes a habitual and daily creative activity.

The economics of openness constructs a new language of presuming and produsage in order to capture the open participation, collective co-creativity, communal evaluation, and commons-based production of social and public goods. Information is the vital element in the new politics and economy that links space, knowledge, and capital in networked practices and freedom is the essential ingredient in this equation if these network practices are to develop or transform themselves into ‘knowledge cultures’.

The Virtues of Openness investigates the social processes and policies that foster openness as an overriding educational value evidenced in the growth of open source, open access, and open education and their convergences that characterize global knowledge communities.

Neoliberalism and After? Education, Social Policy and the Crisis of Western

book_neolibCapitalism (Peter Lang, 2011)
The era that began with the election of the Thatcher and Reagan governments has been dominated by contemporary forms of neoliberalism-based market fundamentalism, globalization as world economic integration and the ideology of ‘free trade,’ and an attack on ‘big’ government and social welfare.

This book is a historical and theoretical investigation of contemporary neoliberalism in relation to education policy and its rollback of the Keynesian welfare state. It argues that education is the basis of an open society and is a social welfare right in the merging knowledge economy.

Drawing on the theoretical lens of Michel Foucault’s work on governmentality understood as a form of radical political economy, the book explores and critiques neoliberalism as the ruling ideological consensus.

It also questions whether and to what extent its influence will continue, in the face of the destabilization of markets that followed the financial crisis and the global recession that began in 2007, in the advanced liberal economies of the United States and the European Union.

The Last Book of Postmodernism: Apocalyptic Thinking, Philosophy and Education in the Twenty-first Century

book_pomo(Peter Lang, 2011)
The Last Book of Postmodernism comprises set of essays written on and about postmodernism and education. It is written in an apocalyptic tone that treats themes of religion and spiritualism, drawing on poststructuralist sources of inspiration, to contrast the present postmodern condition and the philosophical significance and historical influence of Nietzsches statement God is dead.

The book considers the meaning of the end of Christendom and the prospect of global spirituality. It also considers the end of literature and the beginning of user-generated cultures and the implications of this shift for education and the philosophical model of dialogue that has dominated the humanities in the West.

It charts the end of philosophy and the rise of body criticism, the promise of the Enlightenment, the relation between education, power and freedom, geophilosophy and the pedagogy of the concept, and the narrative turn as a basis for a new critical language for educational studies. Finally, the book considers post-postmodernism and the end of the linguistic turn in educational theory.