Nicholas Stock
Biographic Data
| ID | 769652 |
|---|---|
| NAME | Nicholas Stock |
| GIVEN NAMES | Nicholas |
| FAMILY NAME | Stock |
| SIGNATURE | STOCK N |
| AFFILIATIONS | University of Birmingham |
| ORCID | 0000-0002-0040-1889 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Fantasies of Rousseau
Beginning with the question of the usefulness of Rousseau's Émile for contemporary education, this article explores the fantasy held by educational thinkers and practitioners regarding Rousseau's concept of Natural Education. Using French psychoanalyst Jacques Lacan's theory of fantasy, which is based on a relationship between the subject and the object of their desire, Nicholas Stock breaks down Natural Education in a number of ways. Initially, …
Classroom architecture and the gaze. Beyond the Panopticon
This article begins by considering the radical changes that occurred in architecture throughout the twentieth century due to the influence of Le Corbusier and the ensuing movement of modernism.Though the building of schools was embroiled in this architectural movement, the classrooms within them remained broadly the same as they had been in the previous century, something that might pose a limit to the forms of education that take place within.Cl…
Education after the end of the world. How can education be viewed as a hyperobject
This article considers a series of ideas disturbing the conventional wisdom that decrees education an essential force in saving the world. Taking Morton's descriptions of hyperobjects seriously, we consider his radical idea that the world has ended amidst the eco-political depredations of the Anthropocene. Accordingly, we claim that education in modernity most properly belongs - materially and ideologically - with technological enframing and the …
Darkness and light. The archetypal metaphor for education
This article seeks to explore the metaphor ‘darkness and light’ and its relevance to education through hauntological study. It draws on the ideas of Derrida and Fisher to reveal that the metaphor functions in binary form and holds significations of truth, goodness and knowledge to subordinate oppositional ideas of darkness. Despite the everyday usage of this metaphor, the subordination of darkness is shown to be less positive than it would appear…
And what rough beast? An ontotheological exploration of education as a being
This article is an exploration of whether education can be considered a beast-like being, developed by utilising Heidegger’s philosophy to consider education from an ontotheolgical perspective. Education is a hypernym for its constituent elements; this article is exploring this hypernym as a being, whilst arguing that the growing importance of education is causing it to gain a ‘monstrous anatomy’. This argument is parallel with the Heideggerean q…
Darkness and light. The archetypal metaphor for education
This article seeks to explore the metaphor ‘darkness and light’ and its relevance to education through hauntological study. It draws on the ideas of Derrida and Fisher to reveal that the metaphor functions in binary form and holds significations of truth, goodness and knowledge to subordinate oppositional ideas of darkness. Despite the everyday usage of this metaphor, the subordination of darkness is shown to be less positive than it would appear…
And what rough beast? An ontotheological exploration of education as a being
This article is an exploration of whether education can be considered a beast-like being, developed by utilising Heidegger’s philosophy to consider education from an ontotheolgical perspective. Education is a hypernym for its constituent elements; this article is exploring this hypernym as a being, whilst arguing that the growing importance of education is causing it to gain a ‘monstrous anatomy’. This argument is parallel with the Heideggerean q…
Education after the end of the world. How can education be viewed as a hyperobject
This article considers a series of ideas disturbing the conventional wisdom that decrees education an essential force in saving the world. Taking Morton's descriptions of hyperobjects seriously, we consider his radical idea that the world has ended amidst the eco-political depredations of the Anthropocene. Accordingly, we claim that education in modernity most properly belongs - materially and ideologically - with technological enframing and the …
And what rough beast? An ontotheological exploration of education as a being
This article is an exploration of whether education can be considered a beast-like being, developed by utilising Heidegger’s philosophy to consider education from an ontotheolgical perspective. Education is a hypernym for its constituent elements; this article is exploring this hypernym as a being, whilst arguing that the growing importance of education is causing it to gain a ‘monstrous anatomy’. This argument is parallel with the Heideggerean q…
Darkness and light. The archetypal metaphor for education
This article seeks to explore the metaphor ‘darkness and light’ and its relevance to education through hauntological study. It draws on the ideas of Derrida and Fisher to reveal that the metaphor functions in binary form and holds significations of truth, goodness and knowledge to subordinate oppositional ideas of darkness. Despite the everyday usage of this metaphor, the subordination of darkness is shown to be less positive than it would appear…
Education after the end of the world. How can education be viewed as a hyperobject
This article considers a series of ideas disturbing the conventional wisdom that decrees education an essential force in saving the world. Taking Morton's descriptions of hyperobjects seriously, we consider his radical idea that the world has ended amidst the eco-political depredations of the Anthropocene. Accordingly, we claim that education in modernity most properly belongs - materially and ideologically - with technological enframing and the …
Fantasies of Rousseau
Beginning with the question of the usefulness of Rousseau's Émile for contemporary education, this article explores the fantasy held by educational thinkers and practitioners regarding Rousseau's concept of Natural Education. Using French psychoanalyst Jacques Lacan's theory of fantasy, which is based on a relationship between the subject and the object of their desire, Nicholas Stock breaks down Natural Education in a number of ways. Initially, …
Classroom architecture and the gaze. Beyond the Panopticon
This article begins by considering the radical changes that occurred in architecture throughout the twentieth century due to the influence of Le Corbusier and the ensuing movement of modernism.Though the building of schools was embroiled in this architectural movement, the classrooms within them remained broadly the same as they had been in the previous century, something that might pose a limit to the forms of education that take place within.Cl…
Sociology (5 works) · Epistemology (4 works) · Philosophy (4 works) · Aesthetics (3 works) · Art (3 works) · Philosophy (3 works) · Political science (3 works) · Psychology (3 works) · Critical and Liberation Pedagogy (2 works) · Literature (2 works)