Steven Stolz
Qualifications:
BEd (secondary), GradDipTh (theology), MA (philosophy), PhD (philosophy)
Brief overview:
Steven Stolz, PhD, is an academic from the University of Adelaide, Australia (ORCID ID #: 0000-0001-5900-0329). Due to his background in philosophy has led to a diverse array of research interests, which range from:
- philosophy of education/educational philosophy and theory;
- educational theory;
- epistemology/educational epistemology;
- phenomenology/applied phenomenology;
- embodiment/embodied cognition/embodied learning;
- ethics/applied ethics;
- social justice/justice/jurisprudence;
- curriculum studies/curriculum policy and practice;
- qualitative approaches to research;
- psychology/psychology of learning/learning sciences; &,
- virtue and character development, particularly the Bildung tradition.
Currently Dr Stolz is an associate staff member of the Department of Philosophy at the University of Adelaide. His primary area of scholarship is concerned with the relationship between theory and practice, particularly how theory informs practice, and/or how practice informs theory. He is passionate about philosophy and education, and this explains why he is interested in the area of educational philosophy and theory.
Recent publications of note include: "The Body, Embodiment, and Education: An Interdisciplinary Approach" (Routledge), "Measuring Up in Education: Philosophical Explorations for Justice and Democracy Within and Beyond Cultures of Measurement in Educational Systems " (with S. Webster & published by Routledge), "MacIntyre, Rationality and Education: Against Education of Our Age " (Springer), and "Theory and Philosophy in Education Research: Methodological Dialogues " (with J. Quay, J. Bleazby, M. Toscano, & S. Webster & published by Routledge).
BEd (secondary), GradDipTh (theology), MA (philosophy), PhD (philosophy)
Brief overview:
Steven Stolz, PhD, is an academic from the University of Adelaide, Australia (ORCID ID #: 0000-0001-5900-0329). Due to his background in philosophy has led to a diverse array of research interests, which range from:
- philosophy of education/educational philosophy and theory;
- educational theory;
- epistemology/educational epistemology;
- phenomenology/applied phenomenology;
- embodiment/embodied cognition/embodied learning;
- ethics/applied ethics;
- social justice/justice/jurisprudence;
- curriculum studies/curriculum policy and practice;
- qualitative approaches to research;
- psychology/psychology of learning/learning sciences; &,
- virtue and character development, particularly the Bildung tradition.
Currently Dr Stolz is an associate staff member of the Department of Philosophy at the University of Adelaide. His primary area of scholarship is concerned with the relationship between theory and practice, particularly how theory informs practice, and/or how practice informs theory. He is passionate about philosophy and education, and this explains why he is interested in the area of educational philosophy and theory.
Recent publications of note include: "The Body, Embodiment, and Education: An Interdisciplinary Approach" (Routledge), "Measuring Up in Education: Philosophical Explorations for Justice and Democracy Within and Beyond Cultures of Measurement in Educational Systems " (with S. Webster & published by Routledge), "MacIntyre, Rationality and Education: Against Education of Our Age " (Springer), and "Theory and Philosophy in Education Research: Methodological Dialogues " (with J. Quay, J. Bleazby, M. Toscano, & S. Webster & published by Routledge).
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Papers by Steven Stolz
of perception and the nature of experience. We argue that while it is important to recognise points of difference, in relation to philosophical treatments of habit and embodiment, it is also important to consider the overlap and new connections between Merleau- Ponty and Dewey which are valuable to take forward in contemporary education.
justice along three inter-related dimensions: the place of ideology, particularly of the utopian kind; systems of juridical justice; and the pursuit and maintenance of power by elites. We identify in the utopian stance of social justice the potential for privileging self-sustaining and perpetual activity in the here and now – as a superhuman and heroic project – at the future’s expense. The paper also explores how social justice may disrupt and exploit Mosca’s ‘juridical defence’ (in which power is a check on power). Finally, we suggest that social justice education can be understood as the political positioning of an elite characterised by an instinct for combining ideas and concepts (Pareto’s Class I), over and against elites seeking the preservation of group identities and categories (Class II). These themes are explored in the context of education.
a time-honoured way of exploring ideas and most importantly
indispensable for learning, at least since the time of the Sophists.
Indeed, the dialogues of Plato exemplify this thesis because the
qualities and characteristics of philosophy and philosophising are
revealed through their lives. Extending on this premise, we would
argue that we learn to understand both the unity and complexity of
philosophy – particularly in education and educational research – not
by formal philosophical arguments, necessary as they are in some
contexts, but by narratives that are relevant, narratives that make
the actions of one or more characters intelligible and justifiable. As a
result, this article uses a narrative approach for the dual purpose of
exhibiting the relevance of philosophy intelligibly exhibited through
the examples of the characters put forward (enquiring Ph.D. student
and university professor), but at the same time characters we ourselves
can learn from as they both dialectically engage with philosophically
orientated problems.
of perception and the nature of experience. We argue that while it is important to recognise points of difference, in relation to philosophical treatments of habit and embodiment, it is also important to consider the overlap and new connections between Merleau- Ponty and Dewey which are valuable to take forward in contemporary education.
justice along three inter-related dimensions: the place of ideology, particularly of the utopian kind; systems of juridical justice; and the pursuit and maintenance of power by elites. We identify in the utopian stance of social justice the potential for privileging self-sustaining and perpetual activity in the here and now – as a superhuman and heroic project – at the future’s expense. The paper also explores how social justice may disrupt and exploit Mosca’s ‘juridical defence’ (in which power is a check on power). Finally, we suggest that social justice education can be understood as the political positioning of an elite characterised by an instinct for combining ideas and concepts (Pareto’s Class I), over and against elites seeking the preservation of group identities and categories (Class II). These themes are explored in the context of education.
a time-honoured way of exploring ideas and most importantly
indispensable for learning, at least since the time of the Sophists.
Indeed, the dialogues of Plato exemplify this thesis because the
qualities and characteristics of philosophy and philosophising are
revealed through their lives. Extending on this premise, we would
argue that we learn to understand both the unity and complexity of
philosophy – particularly in education and educational research – not
by formal philosophical arguments, necessary as they are in some
contexts, but by narratives that are relevant, narratives that make
the actions of one or more characters intelligible and justifiable. As a
result, this article uses a narrative approach for the dual purpose of
exhibiting the relevance of philosophy intelligibly exhibited through
the examples of the characters put forward (enquiring Ph.D. student
and university professor), but at the same time characters we ourselves
can learn from as they both dialectically engage with philosophically
orientated problems.
The Body, Embodiment and Education addresses this gap by exploring conceptualisations of the body and embodiment from interdisciplinary perspectives. With contributions from international experts in philosophy, sociology, and psychology, as well as emerging areas in related fields, such as embodied cognition, neuroscience, cognitive science, this book sets a new research agenda in education and educational research. Each chapter makes a case for expanding the field and adds to the call for further exploration.
The Body, Embodiment and Education will be of great interest to academics, researchers and post-graduate students who are interested in the body and embodiment and/or its relationship with education or educational research.
This collection explores, via various philosophical means, how valuable educational practices can occur within and beyond cultures of measurement. What seems to be required is for practitioners in education to regain their relationship to the overall purposes of education, such as the furthering of justice and democracy for both individual students and societies as a whole. Such a reconnection has the potential to re-humanise curricular experiences for students, which may have become dehumanised through particular cultures of measurement. It is argued that certain legitimate measures can advance justice and democracy, and so careful attention must be assigned to their validity and value.