Matthew I'm looking forward to hearing lots of interesting papers at the Critical Theory Conference in Rome next week. I'll be speaking on 'Marx, Benjamin, and Pedagogical Materialism' on Monday afternoon.
Matthew started following the work of 2 people.
Matthew started following the work of Tom Eyers, Washington University in St. Louis, Interdisciplinary Project in the Humanities.
Matthew
London Conference in Critical Thought 2012 Call for Papers for Stream on Critical Education (deadline 17th February) http://londonconferenceincriti
Faculty Member, Centre of Research in Modern European Philosophy
Middlesex University, Centre for Research in Modern European Philosophy
University of Warwick, Philosophy
University of Westminster, School of Social Sciences, Humanities and Languages
Lecturer in Modern European Philosophy (0.5)
Thesis Title: Speculative Experience and History: Walter Benjamin's Goethean Kantianism
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Peter Osborne
Stewart Martin |
About
I am a lecturer and researcher in modern European philosophy, literature, and film, with a specific interest in the philosophy of Walter Benjamin.
In 2012, I'll be teaching 'Cultural Criticism: The Popular and the Everyday' and 'Modernism and the Early Twentieth Century' at Westminster University, and working in the Centre for Research in Modern European Philosophy at Kingston teaching the 'German Critical Theory' module and organising dissertations and admissions.
My PhD thesis, completed at the end of 2009 in the CRMEP, was on 'Speculative Experience and History: Walter Benjamin's Goethean Kantianism'.
I have co-authored (with Peter Osborne) the Stanford Encyclopedia of Philosophy entry on Walter Benjamin, and published on aspects of political aesthetics, including Hiroshima, utopianism, and post-Jungian criticism, as well as book reviews and news items.
I am a member of the editorial collective of the journal Radical Philosophy.
My current research concerns Walter Benjamin and radical pedagogy, which I am developing into a book on the history, theory, and practice of Benjamin's philosophy of education. I argue, on the one hand, that the contemporary after-life of Benjamin's work necessitates that we read his thought as systematically pedagogical. On the other hand, current debates on the value and purpose of education within critical pedagogical and beyond have ceased to be properly critical, and require a critical, materialist treatment of the historically shifting function of pedagogy in order to raise the question of refunctioning education today.
