Call for papers: Bernard Stiegler and the Philosophy of Education III

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For a special issue ‘Bernard Stiegler & the Philosophy of Education III: Critical Philosophy, Technology, Education’. Ed: Joff P.N. Bradley.

For a special issue on
Bernard Stiegler and the Philosophy of Education III: Critique, Resistance, Invention
Abstract deadline June 1st, 2023
Manuscript deadline November 1st, 2023

Special Issue Editor
Prof. Dr Joff P.N. Bradley, Teikyo University, Tokyo, Japan
[email protected]

Bernard Stiegler and the Philosophy of Education III: Critical Philosophy, Technology, Education

In the third iteration of ‘Bernard Stiegler and the philosophy of education,’ writers to this project will use Bernard Stiegler’s philosophy alongside other thinkers or philosophical positions to develop, contextualize, and cross-fertilize Stiegler’s thought with respect to both the philosophy of technology and the philosophy of education. The editor of this project asks writers from diverse backgrounds and diverse philosophical cultures, to take up Bernard Stiegler’s philosophy and apply it to their local context in order to develop new forms or negentropic modes of knowledge vis-à-vis the use of technology in schools and universities. Our intention is to juxtapose Stiegler’s alongside other thinkers but always with a concern with education, with care, with fostering desire and spirit, and with revitalizing our ailing institutions.

As technological advances accelerate the capitalist remodeling of the global society, we ask how will such a revolution transforms the local milieu where we learn, and how can AI-assisted and interactive technologies be utilized to support lifelong learning in those contexts. But more than this, we ask: how can AI be utilised to discourage the very disruption in our societies, to overcome (leap beyond, sur-prise, sur-prehend) disruption in our societies? Computer science alone cannot answer these questions. Indeed, computer science lacks a standpoint to criticize the ongoing disruption and crisis in our societies. And that is why we must turn to philosophy, and Bernard Stiegler’s philosophy especially. And it is from his perspective that we might begin to mount a critique of the relation of ethics and AI in education. It is from his standpoint that we can begin to think fundamentally about what a truly sustainable society might mean. This sense of a sustainable society is something at odds with the limits of the UN Sustainable Development Goals. Inclusive, equitable quality education and lifelong learning opportunities for all are right and proper but can these be realized under the mode of planetary capitalism we have today?

With this in mind, we turn to Stiegler’s philosophy to envision a new way to shape the future of education in the decades ahead. Data is all, we are told by computer enthusiasts. Teachers are told to exploit data-processing techniques (data mining, deep learning, machine learning,…). We are told to get with the times and the ways of wearables, with virtual and augmented reality. We are told to use AI technologies such as automated essay scoring, intelligent tutoring, assistive technologies and speech recognition software. We are told to mine the possibilities of adaptive learning systems, natural language processing translation, learning analytics, ChatGPT, adaptive games and simulations, smart bots. We are told to rethink the complex cognitive milieu we inhabit. We are told to get with the new ways of AI learning: computational thinking and model-building; open learner models; problem-solving processes; metacognition, affective aspects of learning; psychomotor learning. Teachers are told to know about AI-assisted tutoring and scaffolding; motivational diagnosis and feedback; learner engagement; interactive pedagogical agents and learning companions; learning analytics and teaching support; learning with simulations. We are told to get with game-based learning; collaborative and group learning; social networks; inquiry learning; the social dimensions of learning; ubiquitous learning environments; learning through construction and making; lifelong learning. The list goes on and on without rhyme or reason. So we turn to Bernard Stiegler’s philosophy to look for a critique of the form of capitalism we have and we turn to his work for a robust critique of our digital futures and we turn to him to rethink the possibility of living well and sustainably with AI technology. For without critique, resistance and crucially invention, our education turns toxic and we become all the more stupid in and through our passivity and automatic gestures.

About the Special Issue Editors
JOFF P. N. BRADLEY is a professor working at Teikyo University, Tokyo, Japan. He is visiting professor at Durham University, England, and Universidad Nacional de San Martín, Argentina, during his 2022-2023 sabbatical. He was visiting professor at Jamia Millia Islamia, New Delhi, and visiting fellow at Kyung Hee University, Seoul. Joff has co-written A Pedagogy of Cinema and coedited books on Deleuze and Buddhism; utopia; new French thought; transversality, Japanese education; Stiegler; and animation. He published Schizoanalysis and Asia (Rowman and Littlefield) and Deleuze, Guattari and the Schizoanalysis of Postmedia (Bloomsbury) in 2023. Both the second volume on Stiegler and the philosophy of education and Deleuze, Guattari and Global Ecologies of Learning will be published in 2023.

Submission instructions
If you are interested in contributing to this Special Issue, please send your abstract as a PDF or Word document to Joff P.N. Bradley ([email protected]) by June 1st, 2023. Your abstract should be up to 500 words and describe previously unpublished work. The document should also include:

  • the name and institution of the corresponding author;
  • names and institutions of other authors;
  • 50-word biographical statement of all authors;
  • email address for the corresponding author;
  • draft title for the article; and
  • a draft abstract of up to 500 words.

If abstracts are accepted, the editors will invite authors to submit full-length articles for peer review. Abstracts will be selected for development into an article for the special issue. Papers should be approximately 6,000 words in length, including references, tables and appendices. Final acceptance of manuscripts will be subject to stringent peer review.


  • Abstract submission (up to 500 words): by June 1st, 2023
  • Notification of acceptance: no later than July 1, 2022
  • Submission of full paper for review: by November 1st, 2023

If you have any queries regarding this Special Issue, please contact the Special Issue Editor, Joff P.N. Bradley ([email protected]).