James D Marshall
Dados Biográficos
| ID | 608529 |
|---|---|
| NOME | James D Marshall |
| PRENOMES | James D |
| SOBRENOME | Marshall |
| ASSINATURA | MARSHALL J D |
| AFILIAÇÕES | University of Auckland |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 72 |
| TOTAL DE CITAÇÕES | 84 |
| TOTAL COMO AUTOR | 70 |
| TOTAL COMO EDITOR | 2 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1944 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2009 |
| ÍNDICE H | 5 |
Michel Foucault on Power
Gavin Kitching's The Trouble with Theory
(2009). Gavin Kitching's The Trouble with Theory: The educational costs of postmodernism. Educational Philosophy and Theory: Vol. 41, No. 3, pp. 244-248
An Educational Journey
(2009). An Educational Journey. Educational Philosophy and Theory: Vol. 41, Celebration of PESA 40 years, pp. 774-776
Developing’ the Self in the Knowledge Economy
The term ‘knowledge economy’, like the term ‘globalisation’, has become a catchword in political and educational debate over the last decade or so, especially in debates upon educational policy where the role of education in preparing young people to take their part in the Knowledge Economy is often seen as paramount over other traditional schooling activities. It is said in such debates that the production of knowledge, information and skills, w…
Wittgenstein, Freud, Dreaming and Education
Freud saw the dream as occupying a very important position in his theoretical model. If there were to be problems with his theoretical account of the dream then this would impinge upon proposed therapy and, of course, education as the right balance between the instincts and the institution of culture. Wittgenstein, whilst stating that Freud was interesting and important, raised several issues in relation to psychology/psychoanalysis, and to Freud…
On Being Agnostic
Philosophy, Polemics, Education
Revisiting the Task/Achievement Analysis of Teaching in Neo‐Liberal Times
In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching (), arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction a…
Lacking lack
A Critique of Anxious Identity
Poststructuralism, Philosophy, Pedagogy
Two Forms of Philosophical Argument or Critique
(2004). Two Forms of Philosophical Argument or Critique. Educational Philosophy and Theory: Vol. 36, No. 4, pp. 459-469
Reading Wittgenstein
Michel Foucault
A Critical Theory of the Self
Varieties of Neo‐liberalism
(2001). Varieties of Neo‐liberalism: a Foucaultian perspective1. Educational Philosophy and Theory: Vol. 33, No. 3-4, pp. 293-304
Varieties of Neo-liberalism
Electronic Writing and the Wrapping of Language
In Victor Hugo’s novel, Notre-Dame de Paris, 1482, the priest says that, alas, ‘this will destroy that’, meaning that the book upon which his hand was placed would destroy the building opposite. He is looking out of a window at the immense Cathedral of Notre-Dame (Hugo, 1967, p. 197). If the cathedral is a library to be read by the religious, and if the church is the symbol of authority and the repository of medieval knowledge, then the priest me…
The Boundaries of Belief
(2000). The Boundaries of Belief: territories of encounter between indigenous peoples and Western philosophies. Educational Philosophy and Theory: Vol. 32, No. 1, pp. 15-24
Technology, Education and Indigenous Peoples
(2000). Technology, Education and Indigenous Peoples: the case of Maori1. Educational Philosophy and Theory: Vol. 32, No. 1, pp. 119-131
Thinking Again
(2000). Thinking Again: modern or postmodern? Educational Philosophy and Theory: Vol. 32, No. 3, pp. 331-334
Performativity
I am LW’
(1999). ‘I am LW’: Wittgenstein on the self1. Educational Philosophy and Theory: Vol. 31, No. 2, pp. 113-121
Kenneth Wain on Foucault and Postmodernism
Information on Information
Beyond the Philosophy of the Subject
(1993). Beyond the Philosophy of the Subject: Liberalism, Education and the Critique of Individualism. Educational Philosophy and Theory: Vol. 25, No. 1, pp. 19-39
Michel Foucault
(1997). Michel Foucault: Problematising the individual and constituting ‘the’ self. Educational Philosophy and Theory: Vol. 29, No. 1, pp. 32-49
Evaluation and education
Educational “Reforms” and New Right Thinking
(1991). Educational “Reforms” and New Right Thinking: An Example from New Zealand. Educational Philosophy and Theory: Vol. 23, No. 2, pp. 46-57
The insertion of ‘New Right’ thinking into education
This paper locates and discusses the recent New Right reforms in New Zealand education within the context of the crisis of the welfare state. It examines and critiques such reforms under the theme of the individual versus the community, reviewing both new policies and the relevant literature which has emerged over the last few years. Finally, drawing on the scholarship of various neo‐marxist writers it addresses the issue of alternatives to the b…
Michel Foucault
The autonomous chooser and ?Reforms? in education
Varieties of Neo‐liberalism
(2001). Varieties of Neo‐liberalism: a Foucaultian perspective1. Educational Philosophy and Theory: Vol. 33, No. 3-4, pp. 293-304
Performativity
Education, the New Right and the Crisis of the Welfare State in New Zealand
(1990). EDUCATION, THE NEW RIGHT AND THE CRISIS OF THE WELFARE STATE IN NEW ZEALAND. Discourse: Studies in the Cultural Politics of Education: Vol. 11, Fazal Rizvi, Deakin University, pp. 77-90
Two Forms of Philosophical Argument or Critique
(2004). Two Forms of Philosophical Argument or Critique. Educational Philosophy and Theory: Vol. 36, No. 4, pp. 459-469
I am LW’
(1999). ‘I am LW’: Wittgenstein on the self1. Educational Philosophy and Theory: Vol. 31, No. 2, pp. 113-121
On what we may hope
Asking Philosophical Questions About Education
(1990). Asking Philosophical Questions About Education: Foucault on Punishment. Educational Philosophy and Theory: Vol. 22, No. 2, pp. 81-92
Wittgenstein on Rules
Journal Article Wittgenstein on Rules: implications for authority and discipline in education Get access James D Marshall James D Marshall Correspondence: James D. Marshall, Education Department, University of Auckland, Auckland, New Zealand. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 19, Issue 1, July 1985, Pages 3–11, https://doi.org/10.1111/j.1467-9752.1985.tb00071.x Publ…
John Wilson on the Necessity of Punishment[1]
Journal Article John Wilson on the Necessity of Punishment Get access James D Marshall James D Marshall Correspondence: James D. Marshall, Education Department, University of Auckland, Auckland, New Zealand. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 18, Issue 1, July 1984, Pages 97–104, https://doi.org/10.1111/j.1467-9752.1984.tb00048.x Published: 30 May 2006
Facts, Research Data and John Dewey
Self Refutation Arguments Against Young's Epistemology
An Educational Journey
(2009). An Educational Journey. Educational Philosophy and Theory: Vol. 41, Celebration of PESA 40 years, pp. 774-776
Revisiting the Task/Achievement Analysis of Teaching in Neo‐Liberal Times
In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching (), arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction a…
A Critical Theory of the Self
Electronic Writing and the Wrapping of Language
In Victor Hugo’s novel, Notre-Dame de Paris, 1482, the priest says that, alas, ‘this will destroy that’, meaning that the book upon which his hand was placed would destroy the building opposite. He is looking out of a window at the immense Cathedral of Notre-Dame (Hugo, 1967, p. 197). If the cathedral is a library to be read by the religious, and if the church is the symbol of authority and the repository of medieval knowledge, then the priest me…
The Boundaries of Belief
(2000). The Boundaries of Belief: territories of encounter between indigenous peoples and Western philosophies. Educational Philosophy and Theory: Vol. 32, No. 1, pp. 15-24
Information on Information
Education and the philosophy of the subject (or constitution of self)
What About an International Office for Education
invasion and the strength of the French determination to find security. Marshal Foch had commanded the armies in their great victory, but even the French ignored his pleas for security. In spite of this, many of us felt that the French were too vindictive, too unforgiving, too self-seeking. We had insufficient understanding of their fears and sufferings, and consequently no adequate substitute for the French proposals for permanently crippling Ge…
The Nature of Democracy
Brent's Transcendental Arguments for the Forms of Knowledge
Self Refutation Arguments Against Young's Epistemology
Objectivity and Observation
(1981). OBJECTIVITY AND OBSERVATION. Discourse: Studies in the Cultural Politics of Education: Vol. 2, No. 1, pp. 63-75
Facts, Research Data and John Dewey
Annotated Bibliography of Research in the Teaching of English
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John Wilson on the Necessity of Punishment[1]
Journal Article John Wilson on the Necessity of Punishment Get access James D Marshall James D Marshall Correspondence: James D. Marshall, Education Department, University of Auckland, Auckland, New Zealand. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 18, Issue 1, July 1984, Pages 97–104, https://doi.org/10.1111/j.1467-9752.1984.tb00048.x Published: 30 May 2006
Annotated Bibliography of Research in the Teaching of English
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Annotated Bibliography of Research in the Teaching of English
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Wittgenstein on Rules
Journal Article Wittgenstein on Rules: implications for authority and discipline in education Get access James D Marshall James D Marshall Correspondence: James D. Marshall, Education Department, University of Auckland, Auckland, New Zealand. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 19, Issue 1, July 1985, Pages 3–11, https://doi.org/10.1111/j.1467-9752.1985.tb00071.x Publ…
Evaluation and education
Implications for the Conduct of Educational Research of Adopting Dewey's Theory of Inquiry
This paper examines the implications for the practical conduct of educational research of adopting John Dewey's theory of inquiry as a research methodology. Complex theoretical issues generated by his account of inquiry are not discussed, though references are provided in the text. It is argued that educational research conducted according to the tenets of Dewey would be considerably different from traditional research. Teachers would occupy a ma…
Annotated Bibliography of Research in the Teaching of English
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Annotated Bibliography of Research in the Teaching of English
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Administrative Discretionary Justice
Annotated Bibliography of Research in the Teaching of English
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Annotated Bibliography of Research in the Teaching of English
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The Effects of Writing on Students’ Understanding of Literary Texts
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An Anti-foundationalist Approach to Discipline and Authority∗
∗ An earlier version of this paper was read at the Annual Conference of the Philosophy of Education Society of Australasia, University of Tasmania, August 1985. I am particularly grateful to Colin Lankshear for his helpful critique and suggestions
Annotated Bibliography of Research in the Teaching of English
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Foucault and Education
It is argued in this paper that Michel Foucault's work has much to offer education even though, in the main, educationalists have ignored his work to date. Section I is a general introduction to his work. In Section 2, his account of power/knowledge is outlined. Power/knowledge turns us into governable individuals who will lead useful, practical and docile lives tied to our real selves by knowledge of ourselves. This power/knowledge is exercised …
Annotated Bibliography of Research in the Teaching of English
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Annotated Bibliography of Research in the Teaching of English
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Te reo o te tai Tokerau
The national examination of Maori language in New Zealand’ has not, to date, reflected the strong oral tradition of Maori culture. For over a decade oral Maori had been a minor component (15%) of a national examination which had emphasised the skills of literacy. Te Reo O Te Tai Tokerau Project, as part of the State Department's developmental work in Maori, was designed to investigate the feasibility and reliability of teacher‐based assessment of…
Sociology (63 obras) · Philosophy (57 obras) · Philosophy (46 obras) · Law (45 obras) · Political science (44 obras) · Epistemology (42 obras) · Law (36 obras) · Higher education (32 obras) · Philosophy of education (31 obras) · Psychology (31 obras)