In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying?

In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the...

Education, Experience and Existence proposes a new way of understanding education that delves beneath the conflict, confusion and compromise that characterize its long history. At the heart of this new understanding is what John Dewey strove to expound: a coherent theory of experience. Dewey s reputation as a pragmatist is well known, but where experience is concerned pragmatism is only half the story. The other half is phenomenological, as crafted by Martin Heidegger. Encompassing both is Charles Sanders Peirce, whose philosophy draws pragmatism and phenomenology together in an embrace...

During his lifetime Henri Lefebvre (1901-1991) was renowned in France as a philosopher, sociologist and activist. Although he published more than 70 books, few were available in English until "The Production of Space" was translated in 1991. While this work - often associated with geography - has influenced educational theory s spatial turn, educationalists have yet to consider Lefebvre s work more broadly.

This book engages in an educational reading of the selection of Lefebvre s work that is available in English translation. After introducing Lefebvre s life and works, the book...

This book engages in a broad reading of Rousseau's writings on educational and political thought in order to explore and address the competing demands of the enculturation and individuation of the young in Western societies. Although Rousseau's Emile has been frequently utilised in educational debate, much of his other work has been largely neglected, as too has the relationship between his educational and political thinking, which this work seeks to redress.

Drawing on the thinking of philosophers Foucault and Richard Rorty, the book considers the public and private...

Edusemiotics addresses an emerging field of inquiry, educational semiotics, as a philosophy of and for education. Using "sign" as a unit of analysis, educational semiotics amalgamates philosophy, educational theory and semiotics. Edusemiotics draws on the intellectual legacy of such philosophers as John Dewey, Charles Sanders Peirce, Gilles Deleuze and others across Anglo-American and Continental traditions.
This volume investigates the specifics of semiotic knowledge structures and processes, exploring current dilemmas and debates regarding self-identity, learning, transformative and...

This book explores the idea of a childlike education and offers critical tools to question traditional forms of education, and alternative ways to understand and practice the relationship between education and childhood. Engaging with the work of Michel Foucault, Jacques Ranciere, Giorgio Agamben and Simon Rodriguez, it contributes to the development of a philosophical framework for the pedagogical idea at the core of the book, that of a childlike education.

Divided into two parts, the book introduces innovative ideas through philosophical argument and discussion, challenging existing...

Towards a Political Theory of the University argues that state and market forces threaten to diminish the legitimacy, authority and fundamental purposes of higher education systems. The political role of higher education has been insufficiently addressed by academics in recent decades. By applying Habermas theory of communicative action, this book seeks to reconnect educational and political theory and provide an analysis of the university which complements the recent focus on the intersections between political philosophy and legal theory.

In this book, White...

Social Justice and Educational Measurement addresses foundational concerns at the interface of standardized testing and social justice in American schools. Following John Rawls s philosophical methods, Stein builds and justifies an ethical framework for guiding practices involving educational measurement. This framework demonstrates that educational measurement can both inhibit and ensure just educational arrangements. It also clarifies a principled distinction between efficiency-oriented testing and justice-oriented testing.

Through analysis of several historical case studies that...