David R. Cole | |
---|---|
Occupation(s) | Philosopher of education, academic and author |
Academic background | |
Education | BA., Philosophy PGCE., English Education MA., Philosophy and Literature PhD., Education |
Alma mater | University of Liverpool Bath Spa University University of Warwick |
Academic work | |
Institutions | Western Sydney University |
David R. Cole is a philosopher of education,academic and author. He is an Associate Professor in the School of Education,English,Literacies and ESL and has held positions as Globalisation Theme Leader in the Centre for Educational Research,Senior Researcher in the Institute for Culture and Society [1] and Associate Dean,HDR at Western Sydney University. [2]
Cole's research is primarily focused on the interconnected fields of globalization,critical thinking,literacies,educational philosophy,and the work of Gilles Deleuze. [3] During the 1990s,he noted,whilst working with Nick Land and others in the CCRU (Cybernetic Culture Research Unit), [4] that educational theory and practice was unresponsive to major intellectual movements such as cyberpunk and since 2017,he has specialized in "Education in the Anthropocene," addressing climate-related issues. [5] His publications comprise research articles and books including Multiliteracies in Motion:Current Theory and Practice,Multiple Literacies Theory:A Deleuzian Perspective,Educational Life-Forms:Deleuzian Teaching and Learning Practice and Education,the Anthropocene,and Deleuze/Guattari. He is the recipient of the 1999 Award for Innovation in Doctoral Study from the National Centre for Educational Technology,the 2006 University of Tasmania Teaching Merit Award [6] and the 2022 Western Sydney University Best Ph.D. Supervision for Thesis of the Year Award. [7]
Cole earned a BA in Philosophy from the University of Liverpool in 1990 and a PGCE in English Education from Bath Spa University in 1991. He went on to obtain an MA in Philosophy and Literature from the University of Warwick,where he served as a University Lecturer and completed his PhD in Education in 2003,concurrently being the Head of English at St. George’s College North,Buenos Aires. [2]
Cole continued his academic career as a Lecturer at the University of Tasmania from 2004 to 2007 and later at the University of Technology,Sydney from 2008 to 2011. He has been an Associate Professor [2] and Senior Researcher in the Institute for Culture and Society since 2012 [1] and a Visiting Research Fellow at the Global Center for Technology in Humanities,Kyung Hee University. [8]
Since 2012,he has held the position of the Globalization Theme Leader in the Center for Educational Research and Associate Dean,Higher Degree by Research. [9]
Cole founded the online Research Institute for Interdisciplinary Research into the Anthropocene in 2017,and has contributed as a Columnist and regular contributor to the Philosophy of Education Society of Australasia's AGORA site. [10] Additionally,he has been serving as a Founding Member of the Critical Postmedia Network in Asia since 2022 and the World Education Research Association (WERA),participating in an International Research Network (IRN) focusing on Education in the Anthropocene,since 2024. [11]
Cole has contributed to the philosophy of education by applying Deleuze and Guattari's concepts to analyze educational phenomena,focusing on micro and macro levels and developing educational methodology since 1996,with an emphasis on 'immanent materialism'. [3]
Cole has published books on literacy in social and technological contexts. He co-edited Multiliteracies in Motion:Current Theory and Practice with Darren L. Pullen,exploring the evolving concept of literacy in response to technological and social changes since the 1990s,emphasizing a multiliteracies approach that complements new literacies through practical insights and scholarly contributions. In a review for the Australian Journal of Language and Literacy,Glenn Auld commented that this work,"provides a space for pre-service and in-service teachers to engage in the changing nature of the theory and practice associated with a pedagogy of multiliteracies,more than ten years after it was originally articulated." [12] He and Pullen also examined how multiliteracies and technology can improve education and social practices,supporting educators at local and global levels with in their work Multiliteracies and Technology Enhanced Education:Social Practice and the Global Classroom. Additionally,alongside Sam Sellar,he evaluated how accelerationism can shed light on the impact of technology in education,revealing insights into the consequences of technological advancements,especially concerning commercial technology providers and data analytics. [13]
In collaborative research,Cole assessed the effectiveness of teaching critical thinking skills through the Theory of Knowledge (ToK) subject in the International Baccalaureate Diploma Program (DP) for Australian students. [14] He also examined a professional development program's success in implementing multiliteracies and educational leadership principles to enhance literacy education in Australia. [15]
Cole has also studied the philosophy of Gilles Deleuze,and was a founder of the knowledge field –Deleuze and Education. Looking into Deleuze's philosophy,he highlighted two roles of affect in education:challenging traditional definitions and exploring affect's resonance in pedagogic acts and group identities. [16] He analyzed Deleuze's shift towards transcendental and immanent materialism in educational theory,exploring its implications while acknowledging his debt to French Marxism,particularly Louis Althusser. [17] Furthermore,he investigated Deleuze and Guattari's immanent materialism,examining everyday life through the lens of traffic jams and oil-related issues,revealing complex intersections between societal dynamics,environmental concerns,and individual experiences. [18]
Cole's 2011 book,Educational Life-forms:Deleuzian Teaching and Learning Practice delved into the philosophy of life in education,demonstrating the emergence of new life-forms through epiphanies,the virtual,and affect. He also assessed the intersection of Deleuzian concepts with educational theory,offering perspectives on literacy and challenging conventional wisdoms in the field through philosophical engagement with Diana Masny in Multiple Literacies Theory:A Deleuzian Perspective,which was called "a productive space for a varied readership" by Brenna Quigley. [19] Later,in Mapping Multiple Literacies:An Introduction to Deleuzian Literacy Studies,they further integrated literacy studies with European philosophy,particularly Multiple Literacies Theory (MLT) and Deleuze's work,framing literacy acquisition as a dynamic process involving diverse modes of presentation and social participation. Cathy Burnett remarked,"Not only does it outline key moves in Deleuzian theory and their application to literacy studies but it also considers the practical implications of such thinking for literacy in education." [20]
Pierre-Félix Guattari was a French psychoanalyst, political philosopher, semiotician, social activist, and screenwriter. He co-founded schizoanalysis with Gilles Deleuze, and ecosophy with Arne Næss, and is best known for his literary and philosophical collaborations with Deleuze, most notably Anti-Oedipus (1972) and A Thousand Plateaus (1980), the two volumes of their theoretical work Capitalism and Schizophrenia.
Gilles Louis René Deleuze was a French philosopher who, from the early 1950s until his death in 1995, wrote on philosophy, literature, film, and fine art. His most popular works were the two volumes of Capitalism and Schizophrenia: Anti-Oedipus (1972) and A Thousand Plateaus (1980), both co-written with psychoanalyst Félix Guattari. His metaphysical treatise Difference and Repetition (1968) is considered by many scholars to be his magnum opus.
Bloom's taxonomy is a set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and psychomotor domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities.
Schizoanalysis is a set of theories and techniques developed by philosopher Gilles Deleuze and psychoanalyst Félix Guattari, first expounded in their book Anti-Oedipus (1972) and continued in their follow-up work, A Thousand Plateaus (1980).
Manuel DeLanda is a Mexican-American writer, artist and philosopher who has lived in New York since 1975. He is a lecturer in architecture at the Princeton University School of Architecture and the University of Pennsylvania School of Design, where he teaches courses on the philosophy of urban history and the dynamics of cities as historical actors with an emphasis on the importance of self-organization and material culture in the understanding of a city. DeLanda also teaches architectural theory as an adjunct professor of architecture and urban design at the Pratt Institute and serves as the Gilles Deleuze Chair and Professor of Philosophy at the European Graduate School. He holds a BFA from the School of Visual Arts (1979) and a PhD in media and communication from the European Graduate School (2010).
A Thousand Plateaus: Capitalism and Schizophrenia is a 1980 book by the French philosopher Gilles Deleuze and the French psychoanalyst Félix Guattari. It is the second and final volume of their collaborative work Capitalism and Schizophrenia. While the first volume, Anti-Oedipus (1972), was a critique of contemporary uses of psychoanalysis and Marxism, A Thousand Plateaus was developed as an experimental work of philosophy covering a far wider range of topics, serving as a "positive exercise" in what Deleuze and Guattari refer to as rhizomatic thought.
Affect is a concept, used in the philosophy of Baruch Spinoza and elaborated by Henri Bergson, Gilles Deleuze and Félix Guattari, that places emphasis on bodily or embodied experience. The word affect takes on a different meaning in psychology and other fields.
The body without organs is a fuzzy concept used in the work of French philosophers Gilles Deleuze and Félix Guattari. The concept describes the unregulated potential of a body—not necessarily human— without organizational structures imposed on its constituent parts, operating freely. The term was first used by French writer Antonin Artaud in his 1947 play To Have Done With the Judgment of God, later adapted by Deleuze in his book The Logic of Sense, and ambiguously expanded upon by himself and Guattari in both volumes of their work Capitalism and Schizophrenia.
Desiring-production is a term coined by the French thinkers Gilles Deleuze and Félix Guattari in their book Anti-Oedipus (1972).
A rhizome is a concept in post-structuralism describing a nonlinear network. It appears in the work of French theorists Deleuze and Guattari, who used the term in their book A Thousand Plateaus to refer to networks that establish "connections between semiotic chains, organizations of power, and circumstances relative to the arts, sciences and social struggles" with no apparent order or coherency. A rhizome is purely a network of multiplicities that are not arborescent with properties similar to lattices. Deleuze referred to it as extending from his concept of an "image of thought" that he had previously discussed in Difference and Repetition.
Nietzsche and Philosophy is a 1962 book about Friedrich Nietzsche by the philosopher Gilles Deleuze, in which the author treats Nietzsche as a systematically coherent philosopher, discussing concepts such as the will to power and the eternal return. Nietzsche and Philosophy is a celebrated and influential work. Its publication has been seen as a significant turning-point in French philosophy, which had previously given little consideration to Nietzsche as a serious philosopher.
Multiliteracy is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group. The approach is characterized by two key aspects of literacy – linguistic diversity and multimodal forms of linguistic expressions and representation. It was coined in response to two major changes in the globalized environment. One such change was the growing linguistic and cultural diversity due to increased transnational migration. The second major change was the proliferation of new mediums of communication due to advancement in communication technologies e.g the internet, multimedia, and digital media. As a scholarly approach, multiliteracy focuses on the new "literacy" that is developing in response to the changes in the way people communicate globally due to technological shifts and the interplay between different cultures and languages.
What is Philosophy? is a 1991 book by the philosopher Gilles Deleuze and the psychoanalyst Félix Guattari. The two had met shortly after May 1968 when they were in their forties and collaborated most notably on Capitalism & Schizophrenia and Kafka: Towards a Minority Literature (1975). In this, the last book they co-signed, philosophy, science, and art are treated as three modes of thought.
Post-Marxism is a perspective in critical social theory which radically reinterprets Marxism, countering its association with economism, historical determinism, anti-humanism, and class reductionism, whilst remaining committed to the construction of socialism. Most notably, Post-Marxists are anti-essentialist, rejecting the primacy of class struggle, and instead focus on building radical democracy. Post-Marxism can be considered a synthesis of post-structuralist frameworks and neo-Marxist analysis, in response to the decline of the New Left after the protests of 1968. In a broader sense, post-Marxism can refer to Marxists or Marxian-adjacent theories which break with the old worker's movements and socialist states entirely, in a similar sense to post-Leftism, and accept that the era of mass revolution premised on the Fordist worker is potentially over.
Patricia MacCormack is an Australian scholar who lives and works in London, England. Currently she is Professor of Continental Philosophy in English and Media at Anglia Ruskin University, Cambridge.
Rhizomatic learning is a variety of pedagogical practices informed by the work of Gilles Deleuze and Félix Guattari. Explored initially as an application of post-structural thought to education, it has more recently been identified as methodology for net-enabled education. In contrast to goal-directed and hierarchical theories of learning, it posits that learning is most effective when it allows participants to react to evolving circumstances, preserving lines of flight that allow a fluid and continually evolving redefinition of the task at hand. In such a structure, "the community is the curriculum", subverting traditional notions of instructional design where objectives pre-exist student involvement.
Assemblage is a philosophical approach for studying the ontological diversity of agency, which means redistributing the capacity to act from an individual to a socio-material network of people, things, and narratives. Also known as assemblage theory or assemblage thinking, this philosophical approach frames social complexity through fluidity, exchangeability, and their connectivity. The central thesis is that people do not act predominantly according to personal agency; rather, human action requires material interdependencies and a network of discursive devices distributed across legal, geographical, cultural, or economic infrastructures.
Thomas Nail is a professor of Philosophy at The University of Denver.
Anna Hickey-Moody is a professor of intersectional humanities at Maynooth university, Ireland. She is also affiliated with media and communication at RMIT University. Hickey-Moody holds an Australian Research Council Future Fellowship (2017-2021).
Pelagia Goulimari is a Greek-British author, editor, and academic. She specialises in literary criticism, feminist theory, continental philosophy, and writing in English from 1740 to the present. Goulimari is a Research Fellow at Somerville College, Oxford, a Senior Fellow in Feminist Studies within the Humanities Division, and a member of the Faculty of English at the University of Oxford. She co-directs the interdisciplinary MSt programme in Women's, Gender and Sexuality Studies, as well as the Intersectional Humanities network at TORCH . In 1993, Goulimari co-founded Angelaki, an academic journal in literary criticism and theory, philosophy, and cultural studies published by Routledge. She remains the journal's editor-in-chief.
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