title: Philosophy of education in the age of digital reason

authors: Peters, Michael A.

subjects: educational philosophy

abstract: In this conversation, Michael A. Peters discusses his philosophy of education in and for the age of digital media. The first part of the conversation classifies Michael Peters’ work in three interlocked themes: philosophy, political knowledge economy, and academic publishing. It explores the power of dialogue for philosophical inquiry, positions dialogue in relation to human learning, and analyses the philosophical thesis of postdisciplinarity. It assesses the role of “big data” and “learning analytics” in (educational) research, and links various approaches to inquiry with creativity. The second part of the conversation introduces the notion of “philosophy as pedagogy,” and introduces Michael Peters’ philosophy of technology. It inquires the role of educational philosophy in the contemporary network society, and explores links between postmodernism / poststructuralism and (neo)Marxism. The third part of the conversation explores the relationships between universalism and the Internet, locates digital postcolonialism, and looks into legacy of the Frankfurt School for learning in the age of digital media. Finally, it discusses Michael Peters’ lifelong fascination with Ludwig Wittgenstein, and outlines the main trajectories of Wittgenstein’s work into present and future of educational philosophy.

text: Philosophy of education in the age of digital reason In this conversation, Michael A. Peters discusses his philosophy of education in and for the age of digital media. The first part of the conversation classifies Michael Peters’ work in three interlocked themes: philosophy, political knowledge economy, and academic publishing. It explores the power of dialogue for philosophical inquiry, positions dialogue in relation to human learning, and analyses the philosophical thesis of postdisciplinarity. It assesses the role of “big data” and “learning analytics” in (educational) research, and links various approaches to inquiry with creativity. The second part of the conversation introduces the notion of “philosophy as pedagogy,” and introduces Michael Peters’ philosophy of technology. It inquires the role of educational philosophy in the contemporary network society, and explores links between postmodernism / poststructuralism and (neo)Marxism. The third part of the conversation explores the relationships between universalism and the Internet, locates digital postcolonialism, and looks into legacy of the Frankfurt School for learning in the age of digital media. Finally, it discusses Michael Peters’ lifelong fascination with Ludwig Wittgenstein, and outlines the main trajectories of Wittgenstein’s work into present and future of educational philosophy.

year: 2015

title: New Zealand breakfast cereals: are there sufficient low-sugar, low-sodium options?

authors: Chepulis, Lynne Merran

abstract: We wish to respond to a letter by Gina Levy of Kellogg (Australia) Pty Ltd – Research and Technology, Australia entitled ‘The New Zealand breakfast cereal category is dynamic and responsive to consumer preferences’, published in Public Health Nutrition⁽¹⁾ in response to our published article ‘The nutritional quality of New Zealand breakfast cereals: an update’⁽²⁾. We thank the author for her interest in our publication and will respond to several of her comments

text: New Zealand breakfast cereals: are there sufficient low-sugar, low-sodium options? We wish to respond to a letter by Gina Levy of Kellogg (Australia) Pty Ltd – Research and Technology, Australia entitled ‘The New Zealand breakfast cereal category is dynamic and responsive to consumer preferences’, published in Public Health Nutrition⁽¹⁾ in response to our published article ‘The nutritional quality of New Zealand breakfast cereals: an update’⁽²⁾. We thank the author for her interest in our publication and will respond to several of her comments

year: 2018

title: A walking stick in one hand and a chainsaw in the other: Patients’ perspectives of living with multimorbidity

authors: Signal, Louise

abstract: AIMS: Multimorbidity is common, yet there are major gaps in research, particularly among younger and indigenous populations. This research aimed to understand patients’ perspectives of living with multimorbidity. 

METHODS: A qualitative study of 61 people living with multimorbidity, 27 of whom were Māori and a third aged under 65, from urban and rural regions in New Zealand. Six focus groups and 14 interviews were conducted, recorded, transcribed and analysed. 
RESULTS: For many participants, living with multimorbidity disrupted their ‘normal’ lives, posing challenges in everyday activities such as eating and toileting, working and managing medications. Dealing with the health system posed challenges such as accessing appointments and having enough time in consultations. Cultural competency, good communication and continuity of care from healthcare providers were all valued. Participants had many recommendations to improve management, including a professional single point of contact to coordinate all specialist care. 
CONCLUSIONS: Living with multimorbidity is often challenging requiring people to manage their conditions while continuing to live their lives. This research suggests changes are needed in the health system in New Zealand and elsewhere to better manage multimorbidity thus improving patient’s lives and reducing costs to the health sector and wider society.

text: A walking stick in one hand and a chainsaw in the other: Patients’ perspectives of living with multimorbidity AIMS: Multimorbidity is common, yet there are major gaps in research, particularly among younger and indigenous populations. This research aimed to understand patients’ perspectives of living with multimorbidity. 

METHODS: A qualitative study of 61 people living with multimorbidity, 27 of whom were Māori and a third aged under 65, from urban and rural regions in New Zealand. Six focus groups and 14 interviews were conducted, recorded, transcribed and analysed. 
RESULTS: For many participants, living with multimorbidity disrupted their ‘normal’ lives, posing challenges in everyday activities such as eating and toileting, working and managing medications. Dealing with the health system posed challenges such as accessing appointments and having enough time in consultations. Cultural competency, good communication and continuity of care from healthcare providers were all valued. Participants had many recommendations to improve management, including a professional single point of contact to coordinate all specialist care. 
CONCLUSIONS: Living with multimorbidity is often challenging requiring people to manage their conditions while continuing to live their lives. This research suggests changes are needed in the health system in New Zealand and elsewhere to better manage multimorbidity thus improving patient’s lives and reducing costs to the health sector and wider society.

year: 2017