|DipT||Christchurch Teachers' College|
|D. Litt, (honoris causa)||The State University of New York|
|PhD||University of Auckland|
|MA (1st)||University of Auckland|
|BA (Hons)||Victoria University of Wellington|
Professor Michael A. Peters
Wilf Malcolm Institute of Educational Research
Policy, Cultural and Social Studies in Education
(+64) 7 8384466 ext 7841
Michael A. Peters is Professor of Education at Waikato University, Emeritus Professor at the University of Illinois at Urbana-Champaign and Adjunct Professor in the School of Art, Royal Melbourne Institute of Technology (RMIT) and School of Foreign Studies, Guangzhou University. He is the executive editor of Educational Philosophy and Theory and editor of two international ejournals, Policy Futures in Education and E-Learning and Digital Media. His interests are in education, philosophy and social policy and he has written over sixty books, including most recently Education Philosophy and Politics: Selected Works of Michael A. Peters (2011); Education, Cognitive Capitalism and Digital Labour (2011), with Ergin Bulut; Neoliberalism and After? Education, Social Policy and the Crisis of Capitalism (2011); The Last Book of Postmodernism: Apocalyptic Thinking, Philosophy and Education in the Twenty-First Century (2011); Bakhtinian Pedagogy: Opportunities and Challenges for Research, Policy and Practice in Education Across the Globe (2011), with Jayne White; The Virtues of Openness: Education, Science and Scholarship in a Digital Age (2011), with Peter Roberts; Education in the Creative Economy (2010), with D. Araya; the trilogy, Creativity and the Global Knowledge Economy (2009) Global Creation: Space, Connection and Universities in the Age of the Knowledge Economy (2010), Imagination: Three Models of Imagination in the Age of the Knowledge Economy (2010), all with Simon Marginson & Peter Murphy; Subjectivity and Truth: Foucault, Education and the Culture of the Self (2008) (AESA Critics Book Award 2009), and Building Knowledge Cultures: Educational and Development in the Age of Knowledge Capitalism (2006), both with Tina Besley.
Education, Philosophy and Politics: The Selected Works of Michael A. Peters
In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and/practical contributions - so the world can read them in a single manageable volume. Michael A. Peters has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed over 60 books (authored, co-authored and edited) and 500 articles to the field. In Education, Philosophy and Politics, Michael A. Peters brings together 15 of his key writings in one place, including chapters from his best-selling books and articles from leading journals. Starting with a specially written Introduction, which gives an overview of Michael's career and contextualises his selection, the essays are then arranged thematically to create a pathway of a way of thinking in philosophy of education which is forward looking but takes account of tradition and the past.
Cognitive Capitalism, Education and Digital Labor (2011)
Cognitive capitalism - sometimes referred to as 'third capitalism,' after mercantilism and industrial capitalism - is an increasingly significant theory, given its focus on the socio-economic changes caused by Internet and Web 2.0 technologies that have transformed the mode of production and the nature of labor. The theory of cognitive capitalism has its origins in French and Italian thinkers, particularly Gilles Deleuze and Felix Guattari'sCapitalism and Schizophrenia, Michel Foucault's work on the birth of biopower and Michael Hardt and Antonio Negri's Empire and Multitude, as well as the Italian Autonomist Marxist movement that had its origins in the Italian operaismo (workerism) of the 1960s. In this collection, leading international scholars explore the significance of cognitive capitalism for education, especially focusing on the question of digital labor.
The Virtues of Openness: Education, Science and Scholarship in the Digital Age (2011)
The movement toward greater openness represents a change of philosophy, ethos, and government and a set of interrelated and complex changes that transform markets altering the modes of production and consumption, ushering in a new era based on the values of openness: an ethic of sharing and peer-to-peer collaboration enabled through new architectures of participation. These changes indicate a broader shift from the underlying industrial mode of production””a “productionist” metaphysics””to a postindustrial mode of consumption as use, reuse, and modification where new logics of social media structure different patterns of cultural consumption and symbolic analysis becomes a habitual and daily creative activity. The economics of openness constructs a new language of “presuming” and “produsage” in order to capture the open participation, collective co-creativity, communal evaluation, and commons-based production of social and public goods. Information is the vital element in the “new” politics and economy that links space, knowledge, and capital in networked practices and freedom is the essential ingredient in this equation if these network practices are to develop or transform themselves into 'knowledge cultures'. The Virtues of Openness investigates the social processes and policies that foster openness as an overriding educational value evidenced in the growth of open source, open access, and open education and their convergences that characterize global knowledge communities. The book argues that openness seems also to suggest political transparency and the norms of open inquiry, indeed, even democracy itself as both the basis of the logic of inquiry and the dissemination of its results.
Neoliberalism and After? Education, Social Policy and the Crisis of Western Capitalism (2011)
The era that began with the election of the Thatcher and Reagan governments has been dominated by contemporary forms of neoliberalism-based market fundamentalism, globalization as world economic integration and the ideology of 'free trade,' and an attack on 'big' government and social welfare. This book is a historical and theoretical investigation of contemporary neoliberalism in relation to education policy and its rollback of the Keynesian welfare state. It argues that education is the basis of an open society and is a social welfare right in the merging knowledge economy. Drawing on the theoretical lens of Michel Foucault's work on governmentality understood as a form of radical political economy, the book explores and critiques neoliberalism as the ruling ideological consensus. It also questions whether and to what extent its influence will continue, in the face of the destabilization of markets that followed the financial crisis and the global recession that began in 2007, in the advanced liberal economies of the United States and the European Union.
The Last Book of Postmodernism: Apocalyptic Thinking, Philosophy and Education in the Twenty-first Century (2011)
The Last Book of Postmodernism comprises set of essays written on and about postmodernism and education. It is written in an apocalyptic tone that treats themes of religion and spiritualism, drawing on poststructuralist sources of inspiration, to contrast the present postmodern condition and the philosophical significance and historical influence of Nietzsches statement God is dead. The book considers the meaning of the end of Christendom and the prospect of global spirituality. It also considers the end of literature and the beginning of user-generated cultures and the implications of this shift for education and the philosophical model of dialogue that has dominated the humanities in the West. It charts the end of philosophy and the rise of body criticism, the promise of the Enlightenment, the relation between education, power and freedom, geophilosophy and the pedagogy of the concept, and the narrative turn as a basis for a new critical language for educational studies. Finally, the book considers post-postmodernism and the end of the linguistic turn in educational theory.
Selected Papers Online
"Henry Giroux on Democracy Unsettled: From Critical Pedagogy to the War on Youth," Truthout, Monday 29 August 2011, http://www.truth-out.org/henry-giroux-democracy-unsettled-critical-pedagogy-war-youth/1313679897
"White Philosophy in/of America," Special Issue on “The Roots of Rorty’s Philosophy,” Pragmatism Today 2 (1) Summer, 2011: 144-154; at http://www.pragmatismtoday.eu/index.php?id=2011summer1.
"Education, Creativity and the Economy of Passions: New Forms of Educational Capitalism" (Thesis Eleven) A Sage 2010 most download article
"Ecopolitics of the ”˜Green Economy’: Environmentalism and Education," Economics, Management and Financial Markets, 4 (3): 1-15. Reprinted in The Journal of Academic Research in Economics, 2010, vol. 2, issue 1 (May), pages 21-36, 2010: http://www.jare-sh.com/downloads/abstract_may_2010/peters.pdf
The Idea of Openness, 2010, Encyclopedia of Philosophy of Education, at http://www.ffst.hr/ENCYCLOPAEDIA/doku.php?id=the_idea_of_openness, includes: 1. Open Education and Education for Openness; 2. Open Works, Open Cultures, and Open Learning Systems; 3. 'Openness' and 'Open Education' in the Global Digital Economy: An Emerging Paradigm of Social Production; 4. Creativity, Openness and User-Generated Cultures; 5. Scientific Communication and the Open Society: The Emerging Paradigm of 'Open Knowledge Production.'
The Changing Architecture of Global Science, Policy Brief and Occasional Paper (long version), Center for Global Studies, University of Illinois, 2009, at http://cgs.illinois.edu/resources/publications/changing-architecture-global-science and http://hdl.handle.net/2142/9782
"Education and the Culture of Openness: New Architectures of Collaboration" Conference on Education, Culture and the Knowledge Economy Friday, June 6, 2008. Flavelle House, 78 Queen's Park Faculty of Law University of Toronto. Presentation at http://www.innovationlaw.org/Assets/CILP+Digital+Assets/events/conference+2008/peters.pdf
"Obama's America: Automobilism, Americanism and the End of Fordism," Policy Futures in Education, 2009, 7(2), 266-270. http://dx.doi.org/10.2304/pfie.2009.7.2.266
"Citizenship in an Age of Globalization,"Global-e, A Global Studies Journal, 2008, 1 (3), February, at http://global-ejournal.org/february-2008/
"Information, Globalization and Democracy: The Utopian Moment?" Global-e, A Global Studies Journal, 2008, 2 (1), May, at http://Global-Ejournal.Org/.
"The Global Failure of Neoliberalism: Privatize Profits; Socialize Losses," Global-e, A Global Studies Journal, 2008,http://global-ejournal.org/2008/11/06/the-global-failure-of-neoliberalism-privatize-profits-socialize-losses/
"Wittgenstein, Education and the Philosophy of Mathematics," Theory and Science, 3 (3), 2002, http://theoryandscience.icaap.org/content/vol003.002/peters.html
"(Posts-) Modernism and Structuralism: Affinities and Theoretical Innovations, Sociological Research Online, vol. 4, no. 3, 1999: http://www.socresonline.org.uk/4/3/peters.html
PhilPapers, Online research in philosophy
Works by Michael Peters http://philpapers.org/s/Michael%20Peters
Books by Michael A. Peters
Inventing Human Rights
Thursday 22 June 2012
Freedom, Openness and Creativity in the Digital Economy
The Rights of the Child, "Adultism" and the Philosophy of Childhood
Obama, Education and the End of the American Dream
Knowledge Work Under Cognitive Capitalism
Algorithmic Capitalism and Educational Futures: Informationalism and the Googlization of Knowledge
Henry Giroux on Democracy Unsettled: From Critical Pedagogy to the War on Youth