Alex Means is Graduate Chair and Associate Professor, Department of Educational Foundations, University of Hawaiʻi at Mānoa. His work examines education in relation to political, economic, cultural, technological, and social change. His most recent book is Learning to Save the Future: Rethinking Education and Work in an Age of Digital Capitalism (Routledge 2018). Alex is co-host with Amy Sojot for the PESA Agora Podcast series, Collective Intellectualities.
Alison MacKenzie is a Senior Lecturer in the School of Sociology, Education and Social Work, Queen’s University, Belfast. Her research interests include feminist epistemology, epistemologies of deceit and ignorance, children’s rights, and philosophical perspectives on additional support for learning and inclusion in schools. She has been at Queen’s since 2015, prior to which she was a secondary school teacher in Scotland.
Amy Sojot is a PhD candidate in Educational Foundations at the University of Hawai‘i at Mānoa. Her research interests include aesthetics, philosophy of education, embodied pedagogies, and the ethics of contemporary educational relationalities. Her current work uses new materialism to theorize pedagogy and sensation. With Alex Means, Amy co-hosts the PESA Agora Podcast series, Collective Intellectualities.
Andrew Madjar was a primary school teacher in New Zealand for 10 years and is currently a PhD candidate at the University of Auckland. He is secretary of PESA and is Editorial Administrator for ACCESS: Contemporary Issues in Education. His current research explores moral uncertainty in the lives of teachers. His research uses hermeneutic and phenomenological philosophy to develop understandings of pedagogy and practice that are grounded in lived experience.
Andrew Swindell is a doctoral candidate in the Comparative and International Education program at the Graduate School of Education & Information Studies, UCLA (see his profile at The Conversation). His research interests include how to achieve quality education for all people in emergency settings how school choice policy in the United States affects access and equity. Before UCLA, he worked as a foreign aid practitioner in Liberia and a K-12 teacher in Thailand and Myanmar.
Arun Kumar Tripathi
Arun Kumar Tripathi is an Independent Scholar at the Central University of Tibetan Studies in Sarnath, Varanasi, India. Arun was a Research Assistant (2002 – 2009) at the Department of Philosophy of Technology, Institute for Philosophy, Dresden University of Technology, Germany. For the past 18 years Arun has been pursuing research on technoscience and the influence of technologies on Western culture and historical consciousness. Arun’s current research interests include postphenomenology of technological mediation; pragmatism and its amalgamation to the phenomenology and hermeneutics traditions; interface of human cognition and technology & critical theory of technology.
Babette Babich is Professor of Philosophy at Fordham University, New York, USA. as well as Visiting Professor of Theology, Religion and Philosophy at the University of Winchester, England. Her monographs include Nietzsches Antike (2020); Un politique brisé (2016); The Hallelujah Effect (2016) and Words in Blood, Like Flowers (2006). Her recent collective volumes include Reading David Hume’s ‘Of the Standard of Taste‘ (2019) and Hermeneutic Philosophies of Social Science (2017). She is editor of New Nietzsche Studies.
Bernadette Farrell is a lecturer in education at University of Canterbury, New Zealand and is a member of the Philosophy of Education Society of Australasia, (PESA) Executive and leads PESA Agora Communications. Her interests in the ethics, politics of education, Freire and Dewey is inspired by experience as a former youth leader and an elected officer of the Union of Students in Ireland.
Bruce Haynes, FPESA, FPE, is retired after 34 years in teacher education and 50 years of PESA membership. He is founding member, a past president and fellow of PESA, and been always been active member. PESA honours him and Felicity by holding a named lecture at conference. His 2009 papers, in the Educational Philosophy and Theory special issue, Celebration of PESA 40 years, include Philosophy of Education Society of Australasia: The official record, and PESA and I: A long engagement, tells us a lot more about his own contribution.
Carl Mika is Associate Professor and Director of the Centre for Global Studies in Education at the University of Waikato, Aotearoa/New Zealand. His iwi affiliations are Tuhourangi and Ngati Whanaunga. With a background in law, indigenous studies and Māori studies, Carl has developed a knowledge base in Western philosophy (especially metaphysics, existentialism and phenomenology). His current research interests are the representation of philosophy as political act for indigenous peoples, and indigenous philosophical theorising generally. He is on the PESA Executive and co-convenes the PESA Indigenous Philosophy Group and is Associate Editor of Online Journal of World Philosophies.
Colin Lankshear is an independent educational researcher, writer, and teacher based in México and an adjunct professor at Mount Saint Vincent University (Canada). His research and writing mostly draw on a sociocultural approach to understanding literacy practices that are mediated by new technologies.
David Beckett is an independent scholar and until 2017 was a Professor of Education at The University of Melbourne.
David Coady is a Senior Lecturer in philosophy & gender studies in the School of Humanities, University of Tasmania, Australia. David’s research covers a wide variety of philosophical topics, applied philosophy, and applied epistemology. He has published on rumour, conspiracy theory, the blogosphere, expertise and democratic theory, the metaphysics of causation, the philosophy of law, climate change, cricket ethics, police ethics, and the ethics of horror films. His books include: What to Believe Now: Applying Epistemology to Contemporary Issues (2012); The Climate Change Debate: an Epistemic and Ethical Enquiry (2013); Conspiracy Theories: the Philosophical Debate (2006) and A Companion to Applied Philosophy (2016).
David W. Kupferman is an assistant professor of educational foundations at Minnesota State University, Moorhead, USA. He is currently writing about educational futures, science fiction, and neoliberalism. He also writes about science fiction and childhood, and has recently, with Andrew Gibbons, has edited Childhood, Science Fiction, and Pedagogy: Children Ex Machina (Springer). He is an associate editor for Policy Futures in Education, and has been chair of the American Educational Research Association (AERA), Foucault and Contemporary Theory in Education Special Interest Group (SIG).
David R. Cole is an Associate Professor in Education at Western Sydney University, Australia, and the founder of the Institute of Interdisciplinary Research into the Anthropocene. He researches in the inter-linked areas of globalisation, critical thinking, literacies, the philosophy of education, and the work of Gilles Deleuze.
Elizabeth Gresson (formerly Grierson) is an academic and lawyer with PhD in Education and Juris Doctor in Law. After ten years at AUT, Auckland, in 2005 she became Dean of Art at RMIT University Melbourne, retiring as Emeritus Professor in 2015. After marrying Nicholas L. Gresson in 2016, she changed her name from Grierson to Gresson. She now practices as a barrister at Vulcan Chambers, Auckland and a consultant in education focusing on critical perspectives in law, education and aesthetics.
Eric J. Weiner is an Associate Professor in the department of Educational Foundations at Montclair State University, New Jersey, U.S.A. He writes about a range of issues from the perspectives of critical pedagogy, semiotics, aesthetics, sociolinguistics, and sociological theory. His work focuses on the intersection of meaning and power in everyday life. Recent books include: Deschooling the Imagination: Critical Thought as Social Practice (2015, Routledge); The Theater of Educational Possibility: Where Teachers Learn How to Think Critically and Act Creatively (2012 Peter Lang); Private Learning, Public Needs: The Neoliberal Assault on Democratic Education (2005 Peter Lang Publishers).
Fazal Rizvi is Professor Emeriti at the University of Melbourne, and the University of Illinois at Urbana-Champaign. He has written extensively on issues of identity and culture in transnational contexts, globalization and education policy and Australia-Asia relations, including Globalizing Education Policy (with Bob Lingard, 2010), and Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education (Bloomsbury 2019). Fazal is former Editor, Discourse: Studies in Cultural Politics of Education, past President of the Australian Association of Research in Education, and a Fellow of the Australian Academy of the Social Sciences.
George Yancy is Samuel Candler Dobbs Professor of Philosophy at Emory University. He is one of the leading US scholars on critical philosophy of race and critical whiteness studies. His PhD (Distinction) in philosophy is from Duquesne University. Yancy has authored, edited, and co-edited over 20 books. Some of his recent books are Black Bodies, White Gazes: The Continuing Significance of Race in America (Rowman & Littlefield, 2017), On Race: 34 Conversations in a Time of Crisis (Oxford University Press, 2017), and Backlash: What Happens When We Talk Honestly about Racism in America (Rowman & Littlefield, 2018). Yancy is known for his controversial and widely discussed interviews and articles published in The New York Times’ philosophy column, The Stone. Three of his books have won Choice Outstanding Academic Book Awards and he has twice won the American Philosophical Association Committee on Public Philosophy’s Op-Ed contest.
Georgina Tuari Stewart (ko Whakarārā te maunga, ko Matauri te moana, ko Te Tāpui te marae, ko Ngāpuhi-nui-tonu te iwi) is an Associate Professor in the School of Education, Auckland University of Technology, Auckland, Aotearoa/New Zealand. She researches the intersections between Māori and Pākehā cultures, languages and knowledges, using Kaupapa Māori philosophies and post-qualitative methodologies.
Gert Biesta is Professor of Public Education at the Centre for Public Education and Pedagogy, Maynooth University, Ireland, and Professorial Fellow in Educational Theory and Pedagogy at the Moray House School of Education and Sport, University of Edinburgh, UK.
Dr Guanglun Michael Mu is Senior Research Fellow in Queensland University of Technology. He is developing a sociology of resilience through his work with Chinese floating children and left-behind children in migration context; Chinese teachers in inclusive education context; and diverse student populations in Australia’s multicultural context. Michael’s work has been published into five books and numerous papers.
Henry A. Giroux is Professor of English and Cultural Studies at McMaster University, Canada. Henry is one of the founding theorists of critical pedagogy in the United States, and has written extensively on public pedagogy, cultural studies, youth studies, higher education, media studies, and critical theory, winning many awards. His interviews on neoliberalism appear in Thruthout. Henry is past co-Editor-in-chief of the Review of Education, Pedagogy and Cultural Studies. In 2002 Routledge named him as one of the top fifty educational thinkers of the modern period.
Ibrar Bhatt is Lecturer and Programme Director at the School of Social Sciences, Education & Social Work at Queen’s University Belfast, UK. He researches in writing and literacy as a social practice, digital literacies, and contemporary digital epistemologies, with recent books: The Epistemology of Deceit (2021, Springer), Academics Writing: The Dynamics of Knowledge Creation (2019, Routledge). He is a member of the Governing Council of the Society for Research into Higher Education, a convener of its Digital University Network, and is Executive Editor for the journal Teaching in Higher Education.
Jan McArthur is Senior Lecturer at Lancaster University, UK. Her research spans two themes: education and social justice, and the nature of higher education. She explores different interpretations of critical pedagogy, in particular ways that conceptualisations of knowledge impact upon social justice. Particular interests are critical theory and Theodor Adorno’s work. Her 2018 book Assessment for Social Justice:Perspectives and Practices within Higher Education draws on the critical theory of Axel Honneth. Jan is Australian who engaged with Indigenous issues since school years. She lives in Scotland but works in England.
Jānis (John) Tālivaldis Ozoliņš, FHERDSA, FPESA, FACE, LZA HZN is Professor in the College of Philosophy and Theology at University of Notre Dame Australia, Visiting Professor, Faculty of History and Philosophy, University of Latvia, Honorary Fellow, Institute of Philosophy and Sociology, University of Latvia, Emeritus Professor of Philosophy at Australian Catholic University, and Adjunct Lecturer, Catholic Theological College, University of Divinity, Melbourne. His most recent book is Education and the Pursuit of Wisdom (Routledge, 2019)
Cong Lin (Jason) is a PhD candidate at the Unit of Social Contexts and Policies of Education, The University of Hong Kong. He is also a Fulbright Scholar at Harvard University. His research interests include philosophy of education, multiculturalism and multicultural education, identity, and citizenship and civic education.
Jennifer Bleazby is senior lecturer in the Faculty of Education, Monash University, Australia. Prior to taking up her position at Monash University, she worked as a philosophy, history, humanities and media studies teacher in both government and independent secondary schools. Her main areas of research are philosophy of education; philosophy for children; ethics and religion in schools; children’s rights; curriculum theory; feminist philosophy; and pragmatism, especially the philosophy of John Dewey. Jennifer is currently conducting a research project on religious education in Australian government schools, generously funded by a Rationalist Society of Australia Patron’s Grant.
Joff P. N. Bradley is Professor of English in the Faculty of Foreign Languages at Teikyo University in Tokyo, Japan and visiting professor at Jamia Millia Islamia University in New Delhi, India and visiting research fellow at Kyung Hee University is Seoul, South Korea.
Kevin Harris is Emeritus Professor of Education at Macquarie University. He is enjoying retirement, but his father had it much better when he retired in 1970.
As a schoolteacher and then an academic for almost fifty years, he is fully conversant with publicly perceived outbreaks of educational crises, and maintains his faith in the proven excellence of our teachers and the world-class reputation of our academic researchers, to save our children from allegedly slipping too far down spurious world-wide rankings.
I have previously romanticised myself sufficiently; those interested can look up Educational Philosophy and Theory, 44(5), 450-463. I am now going on 83 and, with apologies to Shakespeare and Keats, I now ‘suffer the thousand natural shocks that flesh is heir to’: that is all ye need to know.
Liz Jackson is Professor of International Education at the Education University of Hong Kong and is PESA Past President. Liz is an editor for New Directions in the Philosophy of Education , Educational Philosophy and Theory: Editor’s Choice, and Deputy Editor for Educational Philosophy and Theory. She has written, Muslims and Islam In US Education: Reconsidering Multiculturalism; and Questioning Allegiance: Resituating Civic Education.
Luke Greeley is a PhD candidate in Educational Theory, Organization, and Policy at Rutgers Graduate School of Education. His research uses philosophy to study the intersections of education, economics, and the environment. Currently, his research focuses on consumer education and consumer movements in relation to larger democratic and economic trends.
Maggi Savin-Baden is Professor of Education at the University of Worcester and has researched and evaluated staff and student experience of learning for over 20 years and gained funding in this area (Leverhulme Trust, JISC, Higher Education Academy, MoD). She has a strong publication record of over 60 research publications and 18 books which reflect her research interests on the impact of innovative learning, digital afterlife, cyber-influence, pedagogical agents, qualitative research methods, and problem-based learning. In her spare time, she runs, bakes, climbs and attempts triathlons.
Marek Tesar, Associate Professor and Associate Dean International at the University of Auckland, New Zealand, is a deputy editor of Educational Philosophy and Theory and Access: Contemporary Issues in Education, and President of PESA. His research is focused on philosophical methods, childhood studies and early childhood education, the construction of childhoods, notions of place/space, and methodological and philosophical thinking around ontologies and the ethics of researching these notions.
María Alicia Vetter
María Alicia Vetter (née Rueda) is an independent researcher and adult educator based in the United States. Originally from Chile, María Alicia got her undergraduate degree from the University of California in Los Angeles (UCLA), where she also worked as a bibliographer for the Chicano Library. She has worked as a community adult educator in the Latino community of Chicago and as a higher education teacher in several colleges and universities in the North American Midwest. She obtained a Doctorate in Adult and Continuing Education (EdD) from Northern Illinois University (NIU) in 2013. She has written and presented extensively in English on the history of the working class in Chile. Two recent publications are The Educational Philosophy of Luis Emilio Recabarren: Pioneering Working-Class Education in Latin America (Routledge, 2021), and a collaborative article in Adult Learning, “Narrating the Immigrant Experience: Three Adult Educators’ Perspectives” (Feb. 2021). At present, she is a Consulting Editor for the Adult Education Quarterly.
Marija Ott Franolić holds a PhD in literature and is affiliated to The Center for Advanced Studies of Southeastern Europe, Croatia (CAS-SEE). Her research focuses on the relationship between reading, empathy and critical thinking.
Marla is Professor of Curriculum, Foundations & Reading, in the College of Education, Statesboro Campus, Georgia Southern University, GA, USA. She studied philosophy at Tulane University, religious studies at Loyola University, New Orleans and Education at Louisiana State University. Her main interests are postmodern philosophy, psychoanalysis, curriculum studies and systematic theology. She has published papers on Martin Heidegger, Jacques Derrida, Michel Serres, Simone de Beauvoir, drawing extensively on the work of Gaston Bachelard and Donna Haraway. Marla has also worked in Holocaust studies, trauma studies, medical humanities and chaplaincy.
Michael A. Peters (FRSNZ) is a New Zealander and is currently Distinguished Professor at Beijing Normal University, and Emeritus Professor University of Illinois Urbana-Champaign. He has Honorary Doctorates from Aalborg University, Denmark and SUNY, New York. Michael is Editor-in Chief of Educational Philosophy and Theory and Beijing International Review of Education (Brill). He is founding editor of Policy Futures in Education (Sage); E-Learning & Digital Media (Sage); Knowledge Cultures (Addleton); Open Review of Educational Research (Taylor & Francis); Video Journal of Education and Pedagogy (Brill) and on the board of many other journals and book series. Michael has written over 100 books and many journal articles on a wide range of topics and has worked with and mentored many younger scholars.
Michael W. Apple is Hui Yan Chair Distinguished Professor of Education, Beijing Normal University; John Bascom Professor of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin, Madison. He is one of the foremost educational theorists in the world and a public intellectual and activist-theorist who is deeply committed to empowerment and transformation of people through education. He has worked with governments, researchers, unions, political movements, and dissident groups around the world on building more critically democratic research, policies, and practices in education, making major contributions to the fields of cultural politics, curriculum theory and research, and critical teaching.
Nesta Devine is a Professor of Education at the Auckland University of Technology (AUT) New Zealand. Her work spans education policy and theory, prison education, Pasifika teachers and school exclusion. It aims to disrupt the structures and pedagogical assumptions that can lead to inequities for different groups of learners in Aotearoa/New Zealand. She is the former president of the Philosophy of Education Society of Australasia (PESA) and Associate Editor of Educational Philosophy and Theory (EPAT).
Nina Hood, Senior Lecturer in Education, University of Auckland, New Zealand focuses on the philosophy and practice of knowledge mobilisation in education and the role and purpose of the practical knowledge of teachers, and open, online learning in higher education. She founded The Education Hub, a not-for-profit that bridges the gap between research and practice in education. She is Editor, for Access: Contemporary Issues in Education.
Solidarity researcher Ninette Rothmüller is a visiting scholar at the City University of New York and a committee director for the women’s rights NGO Warchée: Beirut Awiy(ée) in Lebanon. With a background in Cultural Studies, Social Work and Arts, her work is concerned with who humans are to, and with, each other under various circumstances, such as severe crises. Her work applies a gender perspective to the thematic areas of trauma, fear, and social solidarity.
Professor Paul Gibbs is Director of Education Research at the University of Middlesex, and an Honorary Research Fellow at the Open University in Hong Kong and the University of Cyprus. He has published 20 books on topics ranging from the marketing of higher education to vocationalism and higher education, informed by an approach to transdisciplinarity that draws on Heidegger, neo-Confucian thought and the insights of Basarab Nicolescu.
Paul is Emeritus Professor of Education, University of Technology Sydney. He is a fellow of the Philosophy of Education Society of Australasia. His latest book is The Emergence of Complexity: Rethinking Education as a Social Science (Cham, Switzerland: Springer, 2019), with David Beckett.
Paul R. Carr is a Full Professor in the Department of Education at the Université du Québec en Outaouais, Canada, and is also the Chair-holder of the UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT). His research focuses on political sociology, with specific threads related to democracy, global citizenship, the environment, intercultural relations, and transformative change in education.
Petar Jandrić is Professor at the Zagreb University of Applied Sciences, Croatia, and Visiting Professor at the University of Wolverhampton, UK. He is Editor-in-Chief of Postdigital Science and Education journal and book series. His research focuses on the intersections between critical pedagogy and information and communication technologies.
Peter McLaren is Distinguished Professor in Critical Studies, Co-Director and International Ambassador for Global Ethics and Social Justice, The Paulo Freire Democratic Project, Attallah College of Educational Studies, Chapman University, USA.
Petra Mikulan, holds a PhD in Curriculum Theory and Implementation. Her research focuses on concept development and its relationships to ideas of vitalism and life as they pertain to ethics, social justice, curriculum theory and post-qualitative reading. Her recently completed SSHRC and Killam funded postdoctoral fellowship in the Department of Educational Studies at University of British Colombia, Canada, was primarily concerned with the development of concepts for educational policy that emanate from new modes of knowing life, theorizing concept work and vitalism beyond the image of an organism.
Phobos belongs to the Pantheon of Greek gods, in which they hold the title of god of fear. They are the son of Ares and twin of Deimos. Phobos does his best work in battles, and is cited in the literature and depicted on weaponry of the Ancient Greek period. But they have reached into modernity through a moon of Mars and an episode of Doctor Who.
Rachel Buchanan is Associate Professor in the School of Education at University of Newcastle, Australia. She has published articles in educational philosophy, ethics, pedagogy, sociology, and education policy and politics. Her research centres on social justice and equity in education, academic literacy, widening participation, educational policy, digital identity and digital technologies. Rachel is PESA Treasurer and co-editor of E-Learning & Digital Media.
Rene Novak, PhD, has teaching qualifications and degrees in pedagogy, science. His PhD focused on developing new methodologies to study the importance of play involving modern digital technology, namely Virtual Reality, as a tool and a method. For the last ten years he has been working for BestStart Educare and is currently Regional Professional Practice Leader for the South Island, Christchurch, NZ. He is video manager for PESA Agora and is an Executive member of the Association for Visual Pedagogies. Editorial Manager for the Video Journal of Education and Pedagogy.
Rima D. Apple
Rima D. Apple is Hui Yan Distinguished Professor, Faculty of Education, Beijing Normal University, China & Vilas Life Cycle Professor Emerita at the University of Wisconsin-Madison, USA. Rima has published extensively in women’s history, the history of medicine and nursing, and the history of nutrition – Perfect motherhood: Science and childrearing in America, Rutgers University Press, 2006. In 2018 she received a Lifetime Achievement Award from the American Association of the History of Medicine.
Ruyu Hung is Professor of Philosophy of Education at the National Chiayi University, Taiwan. She is the author of Learning Nature: How the Understanding of Nature Enriches Education and Life (2010), and Education between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction (2017), as well as many philosophical and educational articles.
Sean Sturm is a Senior Lecturer in the Faculty of Education and Social Work at the University of Auckland, Aotearoa/New Zealand and coordinates its Higher Education programme. They are PESA Agora Deputy Editor & Social Media editor, Book Reviews Editor for Educational Philosophy and Theory, Editor of Knowledge Cultures and Treasurer for the Association for Visual Pedagogies. They research at the intersection of philosophy of education, critical university studies and settler studies.
Sharon Rider is Professor of Philosophy at Uppsala University, Sweden, specializing on the cultural conditions for knowledge and rational agency. She was Vice Dean of the Faculty of Arts 2008-2014, and is currently Deputy Director of the Swedish Research Council-funded Engaging VulnerabilityProgram. Rider is on the Scientific Advisory Board for the Swedish International Cooperation Agency, and a member of the The Royal Society of Humanities at Uppsala. In 2015, she was the first recipient of the HumTank award for significant contribution to the humanities.
P. Taylor Webb, is Associate Professor of Education, Dept of Educational Studies, University of British Columbia, Canada. He uses several Continental theorists to examine formations of power and force in education, often manifest through ideas of policy. He is concerned with how education rationalizes and produces ‘governable subjects’ within liberal and neoliberal normative architectures, and his research has been identified as a significant reason for the development of educational policy studies and governance over the past decade. His book Teacher Assemblage (2009, Brill) won the 2009 American Educational Studies Association in 2009 (AESA) Critics’ Choice Book Award, and the Outstanding Book Award from the Qualitative Research SIG of the American Educational Research Association in 2010 (AERA).
Timothy W. Luke, is University Distinguished Professor and Chair of the Department of Political Science, at Virginia Polytechnic Institute and State University, Blacksburg, Virginia. USA. He focuses on history of political thought, contemporary political theory, and comparative and international politics critiquing informational culture, politics, and society. Recent books include: Screens of Power: Ideology, Domination, and Resistance in Informational Society, (2020 Edition, Telos); Anthropocene Alerts: Critical Theory of the Contemporary as Ecocritique, (2019, Telos)
Tina Besley is a Distinguished Professor, Faculty of Education at Beijing Normal University, P.R. China. She is a Fellow of: the Royal Society of Arts; the Philosophy of Education Society of Australasia, and the Association for Visual Pedagogies. She is PESA Past President and Founding President of the Association for Visual Pedagogies. Tina is Project Manager and Editor of PESA Agora, and deputy editor of Educational Philosophy and Theory. She is founding editor of E-Learning & Digital Media (Sage); Knowledge Cultures (Addleton); Video Journal of Education and Pedagogy (Brill) and on the board of many other journals and book series. Tina has written many journal articles and books including with Michael A. Peters Pandemic Education and Viral Politics.
Wang Chengbing is Professor of philosophy in the School of Philosophy, Shanxi University, China. He is associate editor-in-chief of the English journal Frontiers of Philosophy in China. His main research fields are pragmatism, postmodern philosophy and education of philosophy. He has published seventy articles, twenty monographs and translations. His new publications are The Crisis of Identity in the Context of Modernity and The Themes of Postmodern Philosophy (Ed.) (both 2017, Beijing Institute of Technology Press ( 北京理工大学出版社). He is currently heading a major national project “Translation of the Philosophical Works by William James” (15 volumes) which will be concluded by December, 2022.