Jeff Stickney
Biographic Data
| ID | 3423537 |
|---|---|
| NAME | Jeff Stickney |
| GIVEN NAMES | Jeff |
| FAMILY NAME | Stickney |
| SIGNATURE | STICKNEY J |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0002-5519-8769 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Verifying the efficacy of eco-pedagogies during a climate crisis
Responding to calls for more theoretical and empirical research on ‘effective’ environmental education pedagogies, the author explores the difficulty in doing this in the case of arts- and place-based learning. Drawing on Ludwig Wittgenstein's later philosophy, investigations into performances of these practices reveal that they do not lend themselves to causal enquiry; in talking about their ‘effects’, we mean something very different from the ‘…
Wittgenstein’s Philosophical Investigations and Bildungsroman literature
Guarding against reliance on his own biography and romantic tendencies in Bildungsroman literature, I draw parallels to Ludwig Wittgenstein’s use of the journey trope and place-based inquiry in the Philosophical Investigations, as an exploration of concept development and confusion that exhorts and guides readers in traversing the borderlands of their own cultural–linguistic practices. l recall Wittgenstein’s journey in search of himself: his ret…
Pedagogies of place
Can on-line ‘place-based learning’ be more than a facsimile or ritual? Using a phenomenology of my pandemic practice, I investigate the meaning of ‘place-based learning:’ entertaining Aristotle’s seminal thought on place as a container to venture into contemporary phenomenological inquiries where places and things are not only conceptually implicated by each other, but immanent and potentially powerful elements in learning experiences. Bonnett’s …
Surveying educational terrain with Wittgenstein and Foucault
Section 5 Indigenous Land‐based, Forest School and Place‐based Education
Philosophical Walks as Place‐Based Environmental Education
Journal Article Philosophical Walks as Place-Based Environmental Education Get access Jeff Stickney Jeff Stickney Correspondence: Jeff Stickney, Ontario Institute for Studies in Education, University of Toronto, 252 Bloor St. W., Toronto, Ontario, M5S 1V6, Canada. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 54, Issue 4, August 2020, Pages 1071…
Section 6 Aesthetic Reflections on Environmental Devastation
Mother‐trees’ and Teachers
How does environmental knowledge move from an expert's books into the life and learning of a small community? Diana Beresford-Kroeger, a renowned author of The Global Forest and Arboretum America, A Philosophy of the Forest, kindly agreed to an interview with Simon Heath, organiser of a rural literary festival. In working with the transcripts, it dawned on Simon Heath (author) and Jeff Stickney (editor) that the educational story here is about co…
Emplaced Transcendence’ as Ecologising Education in Michael Bonnett's Environmental Philosophy
Journal Article 'Emplaced Transcendence' as Ecologising Education in Michael Bonnett's Environmental Philosophy Get access Jeff Stickney, Jeff Stickney Correspondence: Michael Bonnett, formally affiliated to the UK universities of Cambridge, London, and Bath. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Michael Bonnett Michael Bonnett Jeff Stickney, Curriculum, Teaching and Learning Department, O…
Section 3 Philosophical Registers for Addressing Environmental Crises
Problematising ‘Transformative’ Environmental Education in a Climate Crisis
Section 4 Rethinking Environmental Education
Section 2 Self‐directed Multidisciplinary Learning and Anti‐Consumerism Education
Section 1 Environmental Sustainability Education in Teacher Education and Policy
Wittgenstein at Cambridge
Ludwig Wittgenstein was a reclusive and enigmatic philosopher, writing his most significant work off campus in remote locations. He also held a chair in the Philosophy Department at Cambridge, and is one of the university’s most recognized even if, as Ray Monk says (1990, 401), ‘reluctant professors’ of philosophy. Paradoxically, although Wittgenstein often showed contempt for the atmosphere at Cambridge and for academic philosophy in particular,…
A Companion to Wittgenstein on Education
Companion to Wittgenstein on Education
Wittgenstein for adolescents? Post-foundational epistemology in high school philosophy
Drawing on experience teaching secondary philosophy students, I investigate meaningful engagement with Wittgenstein in a Grade 12 epistemology unit. The premise is that without some introduction to landmark philosophers of the early twentieth century, students are left out of many contemporary philosophical conversations: linguistic idealism or relativism, and nominalism versus realism. Wanting to share with students Foucault, Rorty, and Hacking,…
A paradox of freedom in ‘becoming oneself through learning’
In his later lectures, published as The Hermeneutics of the Subject, Michel Foucault surveys different modalities of obtaining ‘truth’ about one's self and the world: from Socrates to the Cynics, Stoics, Epicureans and early church writers. Genealogically tracing this opposition between knowing self and world, he occasionally invites phenomenological enquiry into how this epistemic couplet bears on education. Drawing on three vignettes familiar t…
Judging Teachers
Over a decade after publication of Thinking Again: Education After Postmodernism (1998) contention still emerges among Foucaultians over whether discursively made‐up things really exist, and whether removal of the constituent subject leaves room for agency within techniques of caring for the self. That these questions are kept alive shows that some readers have not rethought Foucault, finding what possibly comes after postmodernism. Using Wittgen…
Reconciling forms of Asian humility with assessment practices and character education programs in North America
When assessing North American students’ oral participation in classes, should all students be subject to the same evaluation criteria or should teachers make reasonable allowances for Asian students practicing humility? How do we weigh the promotion of ‘courage’ through character education initiatives with traditional Asian dispositions? Viewing Asian humility in Western classrooms and as it rubs up against liberal principles of equality or justi…
Wittgenstein's Contextualist Approach to Judging "Sound" Teaching
A bstract Comparing the early, analytic attempt to define "sound" teaching with the current use of criteria-based rating schemes, Jeff Stickney turns to Wittgenstein's holistic, contextualist approach to judging teaching against its complex "background" within our form of life . To exemplify this approach, Stickney presents cases of classroom practice (reexplanation), auditioning dance students, teacher inspection, and mentoring student teachers.…
Training and Mastery of Techniques in Wittgenstein's Later Philosophy
Responding to Michael Luntley's article, ‘Learning, Empowerment and Judgement’, the author shows he cannot successfully make the following three moves: (1) dissolve the analytic distinction between learning by training and learning by reasoning, while advocating the latter; (2) diminish the role of training in Wittgenstein's philosophy, nor attribute to him a rationalist model of learning; and (3) turn to empirical research as a way of solving th…
Wittgenstein's ‘Relativity’
Taking Wittgenstein's love of music as my impetus, I approach aporetic problems of epistemic relativity through a round of three overlapping (canonical) inquiries delivered in contrapuntal (higher and lower) registers. I first take up the question of scepticism surrounding 'groundless knowledge' and contending paradigms in On Certainty (physics versus oracular divination, or realism versus idealism) with attention given to the role of 'bedrock' c…
Deconstructing Discourses about ‘New Paradigms of Teaching’
Offering a cautionary tale about the abuses of paradigm‐shift rhetoric in secondary school reforms, the paper shows potential misuses and ethical effects of the relativistic language‐game in post‐compulsory education. Those initiating the shift often shelter their reform from the criticism of non‐adepts, marginalizing expert teachers that adhere to ‘antiquated’ or ‘folk’ pedagogies. The rhetoric herds educators uncritically into the citadel of ne…
Judging Teachers
Over a decade after publication of Thinking Again: Education After Postmodernism (1998) contention still emerges among Foucaultians over whether discursively made‐up things really exist, and whether removal of the constituent subject leaves room for agency within techniques of caring for the self. That these questions are kept alive shows that some readers have not rethought Foucault, finding what possibly comes after postmodernism. Using Wittgen…
Wittgenstein's Contextualist Approach to Judging "Sound" Teaching
A bstract Comparing the early, analytic attempt to define "sound" teaching with the current use of criteria-based rating schemes, Jeff Stickney turns to Wittgenstein's holistic, contextualist approach to judging teaching against its complex "background" within our form of life . To exemplify this approach, Stickney presents cases of classroom practice (reexplanation), auditioning dance students, teacher inspection, and mentoring student teachers.…
Problematising ‘Transformative’ Environmental Education in a Climate Crisis
Wittgenstein's ‘Relativity’
Taking Wittgenstein's love of music as my impetus, I approach aporetic problems of epistemic relativity through a round of three overlapping (canonical) inquiries delivered in contrapuntal (higher and lower) registers. I first take up the question of scepticism surrounding 'groundless knowledge' and contending paradigms in On Certainty (physics versus oracular divination, or realism versus idealism) with attention given to the role of 'bedrock' c…
Training and Mastery of Techniques in Wittgenstein's Later Philosophy
Responding to Michael Luntley's article, ‘Learning, Empowerment and Judgement’, the author shows he cannot successfully make the following three moves: (1) dissolve the analytic distinction between learning by training and learning by reasoning, while advocating the latter; (2) diminish the role of training in Wittgenstein's philosophy, nor attribute to him a rationalist model of learning; and (3) turn to empirical research as a way of solving th…
Wittgenstein’s Philosophical Investigations and Bildungsroman literature
Guarding against reliance on his own biography and romantic tendencies in Bildungsroman literature, I draw parallels to Ludwig Wittgenstein’s use of the journey trope and place-based inquiry in the Philosophical Investigations, as an exploration of concept development and confusion that exhorts and guides readers in traversing the borderlands of their own cultural–linguistic practices. l recall Wittgenstein’s journey in search of himself: his ret…
Surveying educational terrain with Wittgenstein and Foucault
Emplaced Transcendence’ as Ecologising Education in Michael Bonnett's Environmental Philosophy
Journal Article 'Emplaced Transcendence' as Ecologising Education in Michael Bonnett's Environmental Philosophy Get access Jeff Stickney, Jeff Stickney Correspondence: Michael Bonnett, formally affiliated to the UK universities of Cambridge, London, and Bath. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Michael Bonnett Michael Bonnett Jeff Stickney, Curriculum, Teaching and Learning Department, O…
Wittgenstein at Cambridge
Ludwig Wittgenstein was a reclusive and enigmatic philosopher, writing his most significant work off campus in remote locations. He also held a chair in the Philosophy Department at Cambridge, and is one of the university’s most recognized even if, as Ray Monk says (1990, 401), ‘reluctant professors’ of philosophy. Paradoxically, although Wittgenstein often showed contempt for the atmosphere at Cambridge and for academic philosophy in particular,…
Deconstructing Discourses about ‘New Paradigms of Teaching’
Offering a cautionary tale about the abuses of paradigm‐shift rhetoric in secondary school reforms, the paper shows potential misuses and ethical effects of the relativistic language‐game in post‐compulsory education. Those initiating the shift often shelter their reform from the criticism of non‐adepts, marginalizing expert teachers that adhere to ‘antiquated’ or ‘folk’ pedagogies. The rhetoric herds educators uncritically into the citadel of ne…
Deconstructing Discourses about ‘New Paradigms of Teaching’
Offering a cautionary tale about the abuses of paradigm‐shift rhetoric in secondary school reforms, the paper shows potential misuses and ethical effects of the relativistic language‐game in post‐compulsory education. Those initiating the shift often shelter their reform from the criticism of non‐adepts, marginalizing expert teachers that adhere to ‘antiquated’ or ‘folk’ pedagogies. The rhetoric herds educators uncritically into the citadel of ne…
Training and Mastery of Techniques in Wittgenstein's Later Philosophy
Responding to Michael Luntley's article, ‘Learning, Empowerment and Judgement’, the author shows he cannot successfully make the following three moves: (1) dissolve the analytic distinction between learning by training and learning by reasoning, while advocating the latter; (2) diminish the role of training in Wittgenstein's philosophy, nor attribute to him a rationalist model of learning; and (3) turn to empirical research as a way of solving th…
Wittgenstein's ‘Relativity’
Taking Wittgenstein's love of music as my impetus, I approach aporetic problems of epistemic relativity through a round of three overlapping (canonical) inquiries delivered in contrapuntal (higher and lower) registers. I first take up the question of scepticism surrounding 'groundless knowledge' and contending paradigms in On Certainty (physics versus oracular divination, or realism versus idealism) with attention given to the role of 'bedrock' c…
Wittgenstein's Contextualist Approach to Judging "Sound" Teaching
A bstract Comparing the early, analytic attempt to define "sound" teaching with the current use of criteria-based rating schemes, Jeff Stickney turns to Wittgenstein's holistic, contextualist approach to judging teaching against its complex "background" within our form of life . To exemplify this approach, Stickney presents cases of classroom practice (reexplanation), auditioning dance students, teacher inspection, and mentoring student teachers.…
Reconciling forms of Asian humility with assessment practices and character education programs in North America
When assessing North American students’ oral participation in classes, should all students be subject to the same evaluation criteria or should teachers make reasonable allowances for Asian students practicing humility? How do we weigh the promotion of ‘courage’ through character education initiatives with traditional Asian dispositions? Viewing Asian humility in Western classrooms and as it rubs up against liberal principles of equality or justi…
Judging Teachers
Over a decade after publication of Thinking Again: Education After Postmodernism (1998) contention still emerges among Foucaultians over whether discursively made‐up things really exist, and whether removal of the constituent subject leaves room for agency within techniques of caring for the self. That these questions are kept alive shows that some readers have not rethought Foucault, finding what possibly comes after postmodernism. Using Wittgen…
A paradox of freedom in ‘becoming oneself through learning’
In his later lectures, published as The Hermeneutics of the Subject, Michel Foucault surveys different modalities of obtaining ‘truth’ about one's self and the world: from Socrates to the Cynics, Stoics, Epicureans and early church writers. Genealogically tracing this opposition between knowing self and world, he occasionally invites phenomenological enquiry into how this epistemic couplet bears on education. Drawing on three vignettes familiar t…
Wittgenstein for adolescents? Post-foundational epistemology in high school philosophy
Drawing on experience teaching secondary philosophy students, I investigate meaningful engagement with Wittgenstein in a Grade 12 epistemology unit. The premise is that without some introduction to landmark philosophers of the early twentieth century, students are left out of many contemporary philosophical conversations: linguistic idealism or relativism, and nominalism versus realism. Wanting to share with students Foucault, Rorty, and Hacking,…
A Companion to Wittgenstein on Education
Companion to Wittgenstein on Education
Wittgenstein at Cambridge
Ludwig Wittgenstein was a reclusive and enigmatic philosopher, writing his most significant work off campus in remote locations. He also held a chair in the Philosophy Department at Cambridge, and is one of the university’s most recognized even if, as Ray Monk says (1990, 401), ‘reluctant professors’ of philosophy. Paradoxically, although Wittgenstein often showed contempt for the atmosphere at Cambridge and for academic philosophy in particular,…
Section 5 Indigenous Land‐based, Forest School and Place‐based Education
Philosophical Walks as Place‐Based Environmental Education
Journal Article Philosophical Walks as Place-Based Environmental Education Get access Jeff Stickney Jeff Stickney Correspondence: Jeff Stickney, Ontario Institute for Studies in Education, University of Toronto, 252 Bloor St. W., Toronto, Ontario, M5S 1V6, Canada. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 54, Issue 4, August 2020, Pages 1071…
Section 6 Aesthetic Reflections on Environmental Devastation
Mother‐trees’ and Teachers
How does environmental knowledge move from an expert's books into the life and learning of a small community? Diana Beresford-Kroeger, a renowned author of The Global Forest and Arboretum America, A Philosophy of the Forest, kindly agreed to an interview with Simon Heath, organiser of a rural literary festival. In working with the transcripts, it dawned on Simon Heath (author) and Jeff Stickney (editor) that the educational story here is about co…
Emplaced Transcendence’ as Ecologising Education in Michael Bonnett's Environmental Philosophy
Journal Article 'Emplaced Transcendence' as Ecologising Education in Michael Bonnett's Environmental Philosophy Get access Jeff Stickney, Jeff Stickney Correspondence: Michael Bonnett, formally affiliated to the UK universities of Cambridge, London, and Bath. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Michael Bonnett Michael Bonnett Jeff Stickney, Curriculum, Teaching and Learning Department, O…
Section 3 Philosophical Registers for Addressing Environmental Crises
Problematising ‘Transformative’ Environmental Education in a Climate Crisis
Section 4 Rethinking Environmental Education
Section 2 Self‐directed Multidisciplinary Learning and Anti‐Consumerism Education
Section 1 Environmental Sustainability Education in Teacher Education and Policy
Surveying educational terrain with Wittgenstein and Foucault
Pedagogies of place
Can on-line ‘place-based learning’ be more than a facsimile or ritual? Using a phenomenology of my pandemic practice, I investigate the meaning of ‘place-based learning:’ entertaining Aristotle’s seminal thought on place as a container to venture into contemporary phenomenological inquiries where places and things are not only conceptually implicated by each other, but immanent and potentially powerful elements in learning experiences. Bonnett’s …
Wittgenstein’s Philosophical Investigations and Bildungsroman literature
Guarding against reliance on his own biography and romantic tendencies in Bildungsroman literature, I draw parallels to Ludwig Wittgenstein’s use of the journey trope and place-based inquiry in the Philosophical Investigations, as an exploration of concept development and confusion that exhorts and guides readers in traversing the borderlands of their own cultural–linguistic practices. l recall Wittgenstein’s journey in search of himself: his ret…
Verifying the efficacy of eco-pedagogies during a climate crisis
Responding to calls for more theoretical and empirical research on ‘effective’ environmental education pedagogies, the author explores the difficulty in doing this in the case of arts- and place-based learning. Drawing on Ludwig Wittgenstein's later philosophy, investigations into performances of these practices reveal that they do not lend themselves to causal enquiry; in talking about their ‘effects’, we mean something very different from the ‘…
Sociology (23 works) · Epistemology (18 works) · Pedagogy (18 works) · Philosophy (17 works) · Philosophy (16 works) · Political science (13 works) · Higher education (12 works) · Law (12 works) · Law (10 works) · Philosophy of education (10 works)