Cognitive capitalism - sometimes referred to as 'third capitalism, ' after mercantilism and industrial capitalism - is an increasingly significant theory, given its focus on the socio-economic changes caused by Internet and Web 2.0 technologies that have transformed the mode of production and the nature of labor. The theory of cognitive capitalism has its origins in French and Italian thinkers, particularly Gilles Deleuze and Felix Guattari'sCapitalism and Schizophrenia, Michel Foucault's work on the birth of biopower and Michael Hardt and Antonio Negri's Empire and Multitude, as well as the Italian Autonomist Marxist movement that had its origins in the Italian operaismo (workerism) of the 1960s. In this collection, leading international scholars explore the significance of cognitive capitalism for education, especially focusing on the question of digital labor.

'Digital Labor' asks whether life on the Internet is mostly work, or play. We tweet, we tag photos, we link, we review books, we comment on blogs, we remix media and we upload video to create much of the content that makes up the web.

Beginning from the premise that a range of Marxist theoretical tendencies, or Marxisms, inform recent critical scholarship in education, this volume reaffirms, rearticulates, and interrogates central philosophical and practical commitments in this tradition. Chapters engage important issues confronting the field in the present conjuncture in global capitalism, including the meaning of democratic education, neoliberalism’s ideological and material assault on teaching and learning, relationships between race and class in schooling and society, models for critical and emancipatory pedagogy, the implication of education in imperialism and colonialism, and links between education and revolutionary organizations and movements. Rather than attempting to provide a comprehensive view of the field, this volume presents a diverse set of crucial interventions that take up foundational as well as contemporary developments in Marxist theory and consider their implications for the field of education. The chapters in this book were originally published as journal articles by Taylor and Francis.

Distrusting Educational Technology critically explores the optimistic consensus that has arisen around the use of digital technology in education. Drawing on a variety of theoretical and empirical perspectives, this book shows how apparently neutral forms of educational technology have actually served to align educational provision and practices with neo-liberal values, thereby eroding the nature of education as a public good and moving it instead toward the individualistic tendencies of twenty-first century capitalism. Following a wide-ranging interrogation of the ideological dimensions of educational technology, this book examines in detail specific types of digital technology in use in education today, including virtual education, ‘open’ courses, digital games, and social media. It then concludes with specific recommendations for fairer forms of educational technology. An ideal read for anyone interested in the fast-changing nature of contemporary education, Distrusting Educational Technology comprises an ambitious and much-needed critique.

This edited collection is based on a series of articles written by Michael A Peters as Editor-in-Chief of Educational Philosophy and Theory to explore the concept of The Chinese Dream first introduced by President Xi in 2012. This seventh volume in the Editor's Choice series provides a philosophical and historical analysis of The Chinese Dream by analyzing its major intersecting narratives - liberal, Confucian and Marxist. With chapters covering higher education strategy, social governance, socialist rule of law, the US-China trade war, technological unemployment and the emergence of the Chinese techno-state, this volume also offers an introduction to Chinese philosophy and history, and its narrative re-crafting that presents China as a global power. The author calls this process and the emerging Chinese narratives 'Educating the Future'.

This multi-authored collection covers the methodology and philosophy of collective writing. It is based on a series of articles written by the authors in Educational Philosophy and Theory, Open Review of Educational Research and Knowledge Cultures to explore the concept of collective writing. This tenth volume in the Editor's Choice series provides insights into the philosophy of academic writing and peer review, peer production, collective intelligence, knowledge socialism, openness, open science and intellectual commons. This collection represents the development of the philosophy, methodology and philosophy of collective writing developed in the last few years by members of the Editors’ Collective (EC), who also edit, review and contribute to Educational Philosophy and Theory (EPAT), as well as to PESA Agora, edited by Tina Besley, and Access, edited by Nina Hood, two PESA ‘journals’ recently developed by EC members. This book develops the philosophy, methodology and pedagogy of collective writing as a new mode of academic writing as an alternative to the normal academic article. The philosophy of collective writing draws on a new mode of academic publishing that emphasises the metaphysics of peer production and open review along with the main characteristics of openness, collaboration, co-creation and co-social innovation, peer review and collegiality that have become a praxis for the self-reflection emphasising the subjectivity of writing, sometimes called self-writing. This collection, under the EPAT series Editor’s Choice, draws on a group of members of the Editors’ Collective,who constitute a network of editors, reviewers and authors who established the organisation to further the aims of innovation in academic writing and publishing. It provides discussion and examples of the philosophy, methodology and pedagogy of collective writing. Split into three sections: Introduction, Openness and Projects, this volume offers an introduction to the philosophy and methodology of collective writing. It will be of interest to scholars in philosophy of education and those interested in the process of collective writing.

Liking, sharing, friending, going viral: what would it mean to recognize these current modes of media interaction as promiscuous? In a contemporary network culture characterized by a proliferation of new forms of intimate mediated sociality, this book argues that promiscuity is a new standard of user engagement. Intimate relations among media users and between users and their media are increasingly structured by an entrepreneurial logic and put to work for the economic interests of media corporations. But these multiple intimacies can also be understood as technologies of promiscuous desire serving both to liberalize mediated social connection and to contain it within normative frames of value. Payne brings crucial questions of gender, sexuality, intimacy, and attention back into conversation with recent thinking on network culture and social media, identifying the queer undercurrents of these current media dynamics.

Since the decidedly bleak beginning of the twenty-first century, art practice has become increasingly politicized. Yet few have put forward a sustained defence of this development. Revolutionary Time and the Avant-Garde is the first book to look at the legacy of the avant-garde in relation to the deepening crisis of contemporary capitalism. An invigorating revitalization of the Frankfurt School legacy, Roberts's book defines and validates the avant-garde idea with an erudite acuity, providing a refined conceptual set of tools to engage critically with the most advanced art theorists of our day, such as Hal Foster, Andrew Benjamin, Alain Badiou, Jacques Rancire, Paolo Virno, Claire Bishop, Michael Hardt, and Toni Negri.

Capitalism, Citizenship and the Arts of Thinking proposes a historical materialist ethic of human flourishing understood in terms of the practice of citizenship. It focuses on the ways in which capitalism’s necessary mode of thinking – analytical thinking – impedes the nurturing of capabilities for citizenship as understood from a Marxian-Aristotelian point of view. It includes a systematic discussion of the Aristotelian resonances in Marx’s critique of capitalism, as well as an elaboration and critique of Alfred Sohn-Rethel’s account of the origins of analytical thinking in his book Intellectual and Manual Labor: A Critique of Epistemology. Dean's critique of this book draws on the language theories of Lev Vygotsky, Alexander Luria, Jack Goody, Eric Havelock and Walter Ong, so as to identify the origins of analytical thinking in literacy rather than in monetised exchange relations, as claimed by Sohn-Rethel. Having traced the development of analytical thinking so as to bring out the ways in which this thinking was a condition of possibility for the division of head and hand in nineteenth-century England, Dean brings the analysis into the contemporary world by examining the changes effected by digitalised communication in terms citizenship capabilities now, drawing on the work of Michael Hardt and Antonio Negri in order to do so. The book's ground-breaking content is in the fusion of Marxian, Aristotelian and linguistic elements to develop a critique of capitalism’s hegemonic mode of thinking (analytical thinking) as manifested in the modern sciences and to show how the draining of intelligibility from the everyday world permitted by this thinking becomes an obstacle to the practice of meaningful citizenship. Its main appeal will be to Marxist thinkers whose main concern is with the alienating, as opposed to exploitative, character of capitalist modes of life. It is written to complement the work of such Marxists, these being, in the main, writers such as Michael Hardt and Antonio Negri and is pitched at researchers in the field. It could be used on post-graduate courses in political theory, as well as social and cultural theory.

Mainstream economists and Silicon Valley entrepreneurs claim that unfettered capitalism and digital technology can unlock a future of unbounded prosperity, create endless high paying jobs, and solve the world’s vast social and ecological problems. Realizing this future of abundance purportedly rests in the transformation of human potential into innovative human capital through new 21st century forms of education. In this new book Alex Means challenges this view. Stagnating economic growth and runaway inequality have emerged as the ‘normal’ condition of advanced capitalism. Simultaneously, there has been a worldwide educational expansion and a growing surplus of college-educated workers relative to their demand in the world economy. This surplus is complicated by an emerging digital revolution driven by artificial intelligence and machine learning that generates worker displacing innovations and immaterial forms of labor and valorization. Learning to Save the Future argues that rather than fostering mass intellectuality, educational development is being constrained by a value structure subordinated to 21st century capitalism and technology. Human capabilities from creativity, design, engineering, to communication are conceived narrowly as human capital, valued in terms of economic productivity and growth. Similarly, global problems such as the erosion of employment and climate change are conceived as educational problems to be addressed through business solutions and the digitalization of education. This thought-provoking account provides a cognitive map of this condition, offering alternatives through critical analyses of education and political economy, technology and labor, creativity and value, power and ecology.