Michael A. Peters


Distinguished Professor at Beijing Normal University, China

Emeritus Professor in the Faculty of Education at the University of Illinois, Urbana-Champaign

Hon. Senior Research Fellow, University of Auckland 

Hon. Fellow, SRHE, 2010 

Doctor of Letters, honoris causa, SUNY, (Empire State) 2012 

Hon Doctorate, Faculty of Humanities, Aalborg University, Denmark 2015 

Fellow of the Royal Society of NZ

Journals:
The Beijing International Review of Education, Co-Editor-in-Chief 
Educational Philosophy & Theory, Editor-in-Chief 
PESA Agora

Encyclopedias:
Encyclopedia of Educational Philosophy and Theory, Editor-in-Chief 
Encyclopedia of Teacher Education, Editor-in-Chief 
Encyclopedia of Educational Innovation, Editor-in-Chief 

Latest publications:
Pandemic Education and Viral Politics (2021) 
The Far-Right, Education and Violence (2021) 
Wittgenstein, Education and the Problem of Rationality (2021) 

Google Scholar Profile:
https://scholar.google.com

 


about

His interests are in education, philosophy and social policy and is a lifelong Fellow of the New Zealand Academy of Humanities. His research interests are in educational philosophy, theory and policy studies with a focus on the significance of both contemporary philosophers (Nietzsche, Wittgenstein, Heidegger) and the movements of poststructuralism, critical theory and analytic philosophy to the framing of educational theory and practice.

(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.

about