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This book has been quite long in the making. In its original
format, but with some different chapters, and with the then
publisher, it foundered (as did other volumes in the planned
series). At the in press stage, when we obviously thought it was
going ahead, it was suddenly canned. Quite distraught I closed it
away in a desk drawer for a year or so. But then Joy Carp of Kluwer
Academic Publishers expressed an interest in it, and we were in
business again. Most of the contributors to the original volume
have stayed with it, only to be delayed by myself, for a variety of
reasons (but see the dedication). I had been writing on Michel
Foucault for a number of years but had become concerned about
mis-appropriations of his ideas and works in educational
literature. I was also concerned about the increasingly intemperate
babble in that literature of the notion of postmodernism. Indeed at
one major educational conference in North America I listened to a
person expounding postmodernism in terms of 'Destroy, Destroy,
Destroy'. Like Michel Foucault I am not quite sure what
postmodernism is, but following Mark Poster's account of
poststructuralism - as merely a collective term to catch a number
of French thinkers - I thought that what we had to do in education
was to look at what particular thinkers had said, and not become
involved in vapid discussion at an abstract level on '-isms'. Thus
the book was conceived.
This book is designed to serve two purposes. First it provides an
introduction to the ideas and works of Michel Foucault. It should
be particularly appropriate for education students for whom, in
general, Foucault is a shadowy presence. Second, it provides a
Foucault based critique of a central plank of Western liberal
education, the notion of the autonomous individual or personal
autonomy. There are several introductions to Foucault but they tend
to be written from a particular theoretical position, or with a
particular interest in Foucault's ideas and works. For example
Smart (1986) and Poster (1984) exemplify the former, and Dreyfus
and Rabinow (1983) the latter. There is no substantial work in
education on Foucault, apart from Ball (1990), which is an edited
collection of papers by educationalists. The writer started reading
Foucault from a position in education which was in the liberal
framework, somewhere between Dewey, Freire and Habermas, but with
an interest in punishment, authority and power. The book is the
outcome of several years of trying to introduce students in
education to his ideas and works in an educationally relevant
manner. But an introduction, on its own, cannot show this relevance
to education. Unless his ideas are put to work, unless they are
used as opposed to mentioned in some sphere or area of education,
then they may be of little relevance.
Many books have been written about Wittgenstein's philosophy, but
this collection of articles on Wittgenstein and education is the
first study in book form in this area. There have been several
articles in scholarly education journals, but the special cachet of
this collection is that the contributors come from six countries.
The collection has been edited by Paul Smeyers and Jim Marshall,
philosophers of education who live in Belgium and New Zealand,
respectively. Each of the chapters represents an original study of
Wittgenstein, commissioned by the editors from colleagues they know
to have written well on Wittgenstein and the implications of his
ideas for education. Audience: Teachers, students and academics in
the field of philosophy and education. Especially interesting to
advanced students in these areas.
This book is designed to serve two purposes. First it provides an
introduction to the ideas and works of Michel Foucault. It should
be particularly appropriate for education students for whom, in
general, Foucault is a shadowy presence. Second, it provides a
Foucault based critique of a central plank of Western liberal
education, the notion of the autonomous individual or personal
autonomy. There are several introductions to Foucault but they tend
to be written from a particular theoretical position, or with a
particular interest in Foucault's ideas and works. For example
Smart (1986) and Poster (1984) exemplify the former, and Dreyfus
and Rabinow (1983) the latter. There is no substantial work in
education on Foucault, apart from Ball (1990), which is an edited
collection of papers by educationalists. The writer started reading
Foucault from a position in education which was in the liberal
framework, somewhere between Dewey, Freire and Habermas, but with
an interest in punishment, authority and power. The book is the
outcome of several years of trying to introduce students in
education to his ideas and works in an educationally relevant
manner. But an introduction, on its own, cannot show this relevance
to education. Unless his ideas are put to work, unless they are
used as opposed to mentioned in some sphere or area of education,
then they may be of little relevance.
Many books have been written about Wittgenstein's philosophy, but
this collection of articles on Wittgenstein and education is the
first study in book form in this area. There have been several
articles in scholarly education journals, but the special cachet of
this collection is that the contributors come from six countries.
The collection has been edited by Paul Smeyers and Jim Marshall,
philosophers of education who live in Belgium and New Zealand,
respectively. Each of the chapters represents an original study of
Wittgenstein, commissioned by the editors from colleagues they know
to have written well on Wittgenstein and the implications of his
ideas for education. Audience: Teachers, students and academics in
the field of philosophy and education. Especially interesting to
advanced students in these areas.
This book has been quite long in the making. In its original
format, but with some different chapters, and with the then
publisher, it foundered (as did other volumes in the planned
series). At the in press stage, when we obviously thought it was
going ahead, it was suddenly canned. Quite distraught I closed it
away in a desk drawer for a year or so. But then Joy Carp of Kluwer
Academic Publishers expressed an interest in it, and we were in
business again. Most of the contributors to the original volume
have stayed with it, only to be delayed by myself, for a variety of
reasons (but see the dedication). I had been writing on Michel
Foucault for a number of years but had become concerned about
mis-appropriations of his ideas and works in educational
literature. I was also concerned about the increasingly intemperate
babble in that literature of the notion of postmodernism. Indeed at
one major educational conference in North America I listened to a
person expounding postmodernism in terms of 'Destroy, Destroy,
Destroy'. Like Michel Foucault I am not quite sure what
postmodernism is, but following Mark Poster's account of
poststructuralism - as merely a collective term to catch a number
of French thinkers - I thought that what we had to do in education
was to look at what particular thinkers had said, and not become
involved in vapid discussion at an abstract level on '-isms'. Thus
the book was conceived.
Apollyon, the Angel of the Bottomless Pit, is being hounded by
demons. After returning to Earth, Jeremy and Maren take a trip to
Leviathan Island where two love triangles collide in the Bermuda
Triangle. Will they find romance--or the green-eyed monster? Follow
the Haze-crossed lovers as they jump out of the frying pan and into
the submarine, pay a heavy price for the company of a hermit, and
discover whether the devil they know is better than the ones they
don't. Prepare for the pending Apocalypse and watch prophesy
unravel in this thrilling sequel to Jeremy Chikalto and The Hazy
Souls.
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