Peter Fitzsimons
Biographic Data
| ID | 3920500 |
|---|---|
| NAME | Peter Fitzsimons |
| GIVEN NAMES | Peter |
| FAMILY NAME | Fitzsimons |
| SIGNATURE | FITZSIMONS P |
| AFFILIATIONS | Education New Zealand |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 2 |
Seeing through the metaphor
This paper explores the idea of metaphor as a persuasive device, using as an example a recent OECD publication purporting to be a quality toolbox for early childhood education and care. Leaving aside the problematic notion of quality, we argue that there is a serious problem with the idea of education as something that can be done with a toolbox, particularly in the formative stages of young children’s education. We suggest that the OECD selectio…
Thriving and surviving? The incredible problem of constructions of normality and Otherness in early childhood settings
This article explores what it means today for children to survive, thrive and reach their full potential – aspirations set out nearly 25 years ago as rights in the United Nations Convention on the Rights of the Child. Espoused in the principles of the early childhood curriculum in Aotearoa New Zealand, the spirit and intent of these aspirations are undermined by a range of normalizing strategies endemic to The Incredible Years behaviour managemen…
School and the Limits of Philosophy
Philosophy and schools, children and dynamite, elephants and postage stamps: each has a place, but not necessarily in any natural combination with the other. Whether schools and philosophy belong together depends largely on what we mean by both. To the extent that schools are instruments of government regulation and a mechanism for production of economic subjectivity, philosophy might be welcome as an ancillary technique for enhancing problem-sol…
Lost in Translation
The paper examines some philosophical aspects of translation as a metaphor for education—a metaphor that avoids the closure of final definitions, in favour of an ongoing and tentative process of interpretation and revision. Translation, it is argued, is a complex process involving language, within and among cultures, and in the exercise of power. Drawing on Foucault's analysis of power, Nietzschean contingency, and the inversion of meaning that c…
The ‘End’ of Kant‐in‐Himself
Kant's over‐reliance on universal reason and his subjection of free will to the moral law can be seen as normalising a particular and restrictive view of autonomous human existence—a view implicit in liberal accounts of education. Drawing on Nietzsche's critique of Kantian thought, this paper argues that the transcendental and unattainable realm of Kantian reason is insufficient as a sole basis for moral thought and action or as the basis of resp…
Lost in Translation
The paper examines some philosophical aspects of translation as a metaphor for education—a metaphor that avoids the closure of final definitions, in favour of an ongoing and tentative process of interpretation and revision. Translation, it is argued, is a complex process involving language, within and among cultures, and in the exercise of power. Drawing on Foucault's analysis of power, Nietzschean contingency, and the inversion of meaning that c…
The ‘End’ of Kant‐in‐Himself
Kant's over‐reliance on universal reason and his subjection of free will to the moral law can be seen as normalising a particular and restrictive view of autonomous human existence—a view implicit in liberal accounts of education. Drawing on Nietzsche's critique of Kantian thought, this paper argues that the transcendental and unattainable realm of Kantian reason is insufficient as a sole basis for moral thought and action or as the basis of resp…
School and the Limits of Philosophy
Philosophy and schools, children and dynamite, elephants and postage stamps: each has a place, but not necessarily in any natural combination with the other. Whether schools and philosophy belong together depends largely on what we mean by both. To the extent that schools are instruments of government regulation and a mechanism for production of economic subjectivity, philosophy might be welcome as an ancillary technique for enhancing problem-sol…
The ‘End’ of Kant‐in‐Himself
Kant's over‐reliance on universal reason and his subjection of free will to the moral law can be seen as normalising a particular and restrictive view of autonomous human existence—a view implicit in liberal accounts of education. Drawing on Nietzsche's critique of Kantian thought, this paper argues that the transcendental and unattainable realm of Kantian reason is insufficient as a sole basis for moral thought and action or as the basis of resp…
Lost in Translation
The paper examines some philosophical aspects of translation as a metaphor for education—a metaphor that avoids the closure of final definitions, in favour of an ongoing and tentative process of interpretation and revision. Translation, it is argued, is a complex process involving language, within and among cultures, and in the exercise of power. Drawing on Foucault's analysis of power, Nietzschean contingency, and the inversion of meaning that c…
School and the Limits of Philosophy
Philosophy and schools, children and dynamite, elephants and postage stamps: each has a place, but not necessarily in any natural combination with the other. Whether schools and philosophy belong together depends largely on what we mean by both. To the extent that schools are instruments of government regulation and a mechanism for production of economic subjectivity, philosophy might be welcome as an ancillary technique for enhancing problem-sol…
Thriving and surviving? The incredible problem of constructions of normality and Otherness in early childhood settings
This article explores what it means today for children to survive, thrive and reach their full potential – aspirations set out nearly 25 years ago as rights in the United Nations Convention on the Rights of the Child. Espoused in the principles of the early childhood curriculum in Aotearoa New Zealand, the spirit and intent of these aspirations are undermined by a range of normalizing strategies endemic to The Incredible Years behaviour managemen…
Seeing through the metaphor
This paper explores the idea of metaphor as a persuasive device, using as an example a recent OECD publication purporting to be a quality toolbox for early childhood education and care. Leaving aside the problematic notion of quality, we argue that there is a serious problem with the idea of education as something that can be done with a toolbox, particularly in the formative stages of young children’s education. We suggest that the OECD selectio…
Epistemology (4 works) · Sociology (4 works) · Pedagogy (3 works) · Philosophy (3 works) · Philosophy (3 works) · Philosophy, Ethics, and Existentialism (3 works) · Early childhood education (2 works) · Government (linguistics (2 works) · Law (2 works) · Law (2 works)