Steven Stolz

Dr Steven Stolz

Senior Lecturer

School of Education

Faculty of Arts, Business, Law and Economics

Eligible to supervise Masters and PhD - email supervisor to discuss availability.


Qualifications:
BEd (secondary), GradDipTh (theology), MA (philosophy), PhD (philosophy)

Brief Overview:
Steven Stolz, PhD, is an academic from the University of Adelaide. Before he became an academic, Dr Stolz taught for 10 years as a secondary school teacher across a diverse array of curriculum areas in various jurisdictions in Australia. Currently, he is still a fully registered secondary school teacher (TRB registration # 618787 & VIT registration # 278062).

His scholarship is best described as being located at the intersection between philosophy and education. He is passionate about philosophy and education, and hence why he is interested in, and also an expert in the area of educational philosophy and theory. He has a particular interest in the works of Plato, Aristotle, Aquinas, Nietzsche, Husserl, Merleau-Ponty, Ryle, Wittgenstein, Dreyfus, Nagel, Kaufmann, R. S. Peters, P. H. Hirst, MacIntyre, and other influential thinkers.

Dr Stolz is the former Convener (2013-2023) of the Australian Association for Research in Education (AARE) “Educational Philosophy & Theory” special interest group, and currently associate staff member of the Philosophy Department at the University of Adelaide. In addition, he is a regular reviewer for a range of academic journals, and currently an editorial board member for the following academic journals: "Educational Philosophy and Theory", and "Educational Theory".

Research:
Main Field of Research (FoR) area: FoR code 3902 (i.e., “Education policy, sociology and philosophy”), particularly FoR code 390202 (i.e., “History and philosophy of education”). Other areas of research and interest, include:

- epistemology/educational epistemology;
- phenomenology/applied phenomenology;
- embodiment/embodied cognition/embodied learning;
- narrative inquiry;
- ethics/applied ethics;
- social justice/justice/jurisprudence;
- curriculum studies/teaching/secondary education;
- educational policy and practice;
- theology/religious education;
- qualitative approaches to research;
- psychology/psychology of learning/learning sciences;
- moral education; &,
- virtue and character development, particularly the Bildung tradition.

Supervision:
Dr Stolz supervises HDR students in the following broad areas:
- philosophy of education;
- philosophy;
- education/educational studies;
- epistemology;
- phenomenology;
- embodied cognition;
- ethics or applied ethics;
- curriculum studies/secondary education;
- educational policy and practice;
- pedagogy/teaching;
- psychology of learning;
- theology/religious education;
- moral education;
- narrative inquiry; &,
- other areas relevant to the field of education, philosophy and theology.

Recent publications of note include: "The Body, Embodiment, and Education: An Interdisciplinary Approach" (Routledge - September 2021), "Measuring Up in Education: Philosophical Explorations for Justice and Democracy Within and Beyond Cultures of Measurement in Educational Systems" (with S. Webster & published by Routledge), "MacIntyre, Rationality and Education: Against Education of Our Age" (Springer), and "Theory and Philosophy in Education Research: Methodological Dialogues" (with J. Quay, J. Bleazby, M. Toscano, & S. Webster & published by Routledge).

For access to some of his research, see his AcademiaResearchGate and/or Google Scholar pages. 

The Body, Embodiment, and Education: An Interdisciplinary Approach

 

MacIntyre, Rationality & Education

 

Measuring Up in Education

 

Theory and Philosophy in Education Research

 

  • Journals

    Year Citation
    2023 Thorburn, M., & Stolz, S. (2023). Where Merleau-Ponty Meets Dewey: Habit, Embodiment, and Education. Studies in Philosophy and Education: an international quarterly, 42(6), 599-615.
    DOI
    2023 Stolz, S. (2023). Nietzsche, Virtue, and Education: Cultivating the Sovereign Individual Through a New Type of Education. Studies in Philosophy and Education: an international quarterly.
    DOI
    2023 Stolz, S. (2023). Narrative, zombie academics, and the contemporary university. Discourse: studies in the cultural politics of education, 44(6), 873-887.
    DOI
    2023 Stolz, S. (2023). The practice of phenomenology in educational
    research. Educational Philosophy and Theory, 55(7), 822-834.

    DOI Scopus6 WoS2
    2022 Stolz, S. A. (2022). Nietzsche on Aesthetic Education: A Fictional Narrative. Journal of Aesthetic Education, 56(2), 37-55.
    DOI Scopus1
    2021 Thorburn, M., & Stolz, S. A. (2021). Emphasising an embodied phenomenological sense of the self and the social in education. British Journal of Educational Studies, 69(3), 365-380.
    DOI Scopus8 WoS6
    2021 Thorburn, M., & Stolz, S. A. (2021). Contemporary education and guiding pedagogical principals: the prospects for an embodied and intersubjective interpretation of phenomenology. Oxford Review of Education, 1-16.
    DOI Scopus4 WoS3
    2021 Stolz, S. A. (2021). Nietzsche, eternal recurrence, and education: the role of the great cultivating thought in the art of self-cultivation (Bildung). Journal of Philosophy of Education, 55(1), 186-203.
    DOI Scopus4 WoS1
    2020 Stolz, S. A. (2020). A narrative approach exploring notions of justice in education. British Journal of Educational Studies, 69(4), 415-435.
    DOI Scopus1
    2020 Stolz, S. A. (2020). Nietzsche’s psychology of the self: the art of overcoming the divided self. Human Arenas, 3(2), 264-278.
    DOI Scopus5 WoS2
    2020 Stolz, S. A. (2020). Phenomenology and phenomenography in educational research: a critique. Educational Philosophy and Theory, 52(10), 1077-1096.
    DOI Scopus32 WoS19
    2019 Thorburn, M., & Stolz, S. A. (2019). Understanding experience better in educational contexts: the phenomenology of embodied subjectivity. Cambridge Journal of Education, 50(1), 95-105.
    DOI Scopus15 WoS13
    2019 Stolz, S. A., & Thorburn, M. (2019). Sisyphus, crisis discourse, and the theory-practice gap in physical education: a polemic. Sport, Education and Society, 25(5), 518-529.
    DOI Scopus11 WoS7
    2019 Shapiro, L., & Stolz, S. A. (2019). Embodied cognition and its significance for education. Theory and Research in Education, 17(1), 19-39.
    DOI Scopus106 WoS63
    2018 Stolz, S. A. (2018). A genealogical analysis of the concept of 'good' teaching: a polemic. Journal of Philosophy of Education, 52(1), 144-162.
    DOI Scopus11 WoS7
    2018 Stolz, S. A., & Ozoliņš, J. T. (2018). A narrative approach exploring philosophy in education and educational research. Educational Studies, 44(5), 578-593.
    DOI Scopus4 WoS2
    2017 Thorburn, M., & Stolz, S. (2017). Embodied learning and school-based physical culture: implications for professionalism and practice in physical education. Sport, Education and Society, 22(6), 721-731.
    DOI Scopus36 WoS32
    2017 Pill, S., & Stolz, S. (2017). Exploring Australian secondary physical education teachers’ understanding of physical education in the context of new curriculum familiarisation. Asia-Pacific Journal of Health, Sport and Physical Education, 8(1), 67-79.
    DOI Scopus14
    2017 Stolz, S. A. (2017). Nietzsche on aesthetics, educators and education. Studies in Philosophy and Education, 36(6), 683-695.
    DOI Scopus8 WoS8
    2017 Stolz, S. A. (2017). MacIntyre, managerialism and universities. Educational Philosophy and Theory, 49(1), 38-46.
    DOI Scopus9 WoS6
    2017 Stolz, S., & Webster, S. (2017). Measuring Up in Education. Educational Philosophy and Theory, 49(4), 312-314.
    DOI Scopus3 WoS1
    2017 Stolz, S. A. (2017). Can educationally significant learning be assessed?. Educational Philosophy and Theory, 49(4), 379-390.
    DOI Scopus8 WoS3
    2017 Stolz, S. A., & Thorburn, M. (2017). A genealogical analysis of Peter Arnold's conceptual account of meaning in movement, sport and physical education. Sport, Education and Society, 22(3), 377-390.
    DOI Scopus18 WoS13
    2016 Stolz, S. A. (2016). MacIntyre, rival traditions and education. Discourse, 37(3), 358-368.
    DOI Scopus9 WoS5
    2016 Stolz, S. A., & Pill, S. (2016). A narrative approach to exploring TGfU-GS. Sport, Education and Society, 21(2), 239-261.
    DOI Scopus22 WoS17
    2016 Stolz, S. A., & Pill, S. (2016). Telling physical education teacher education tales through pedagogical case studies. Sport, Education and Society, 21(6), 868-887.
    DOI Scopus14 WoS10
    2015 Stolz, S. A. (2015). Embodied learning. Educational Philosophy and Theory, 47(5), 474-487.
    DOI Scopus116 WoS88
    2015 Stolz, S. A., & Kirk, D. (2015). David Kirk on physical education and sport pedagogy: In dialogue with Steven Stolz (part 2). Asia-Pacific Journal of Health, Sport and Physical Education, 6(2), 127-142.
    DOI Scopus4
    2015 Stolz, S. A., & Kirk, D. (2015). David Kirk on physical education and sport pedagogy: In dialogue with Steven Stolz (part 1). Asia-Pacific Journal of Health, Sport and Physical Education, 6(1), 77-91.
    DOI Scopus21
    2014 Stolz, S., & Pill, S. (2014). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education. European Physical Education Review, 20(1), 36-71.
    DOI Scopus134 WoS113
    2013 Stolz, S. (2013). The philosophy of G Ryle and its significance for physical education: Some thoughts and reflections. European Physical Education Review, 19(3), 381-396.
    DOI Scopus12 WoS10
    2013 Ozoliņš, J. T., & Stolz, S. A. (2013). The Place of Physical Education and Sport in Education. Educational Philosophy and Theory, 45(9), 887-891.
    DOI Scopus7 WoS6
    2013 Stolz, S. A. (2013). Phenomenology and Physical Education. Educational Philosophy and Theory, 45(9), 949-962.
    DOI Scopus43 WoS38
    - Mohammad Nezhad, P., & Stolz, S. A. (n.d.). Unveiling teachers’ professional agency and decision-making in professional learning: the illusion of choice. Professional Development in Education, 1-21.
    DOI
  • Books

    Year Citation
    2021 Stolz, S. (2021). The Body, Embodiment, and Education: An Interdisciplinary Approach. S. Stolz (Ed.), Routledge.
    DOI Scopus5
    2021 Stolz, S. (2021). The Body, Embodiment, and Education: An Interdisciplinary Approach. S. Stolz (Ed.), Routledge.
    DOI Scopus5
    2020 Stolz, S., & Webster, S. (Eds.) (2020). Measuring Up in Education: Philosophical Explorations for Justice and Democracy Within and Beyond Cultures of Measurement in Educational Systems. Routledge.
    2019 Stolz, S. A., & Webster, S. (2019). Measuring up in education. S. Webster (Ed.), Routledge.
    2019 Stolz, S. A. (2019). Alasdair MacIntyre, Rationality and Education Against Education of Our Age. Cham, Switzerland: Springer.
    DOI
    2018 Quay, J., Bleazby, J., Stolz, S., Toscano, M., & Webster, S. (Eds.) (2018). Theory and Philosophy in Education Research: Methodological Dialogues. Abingdom, United Kingdom: Routledge.
    2014 Stolz, S. A. (2014). The philosophy of physical education: A new perspective. United Kingdom: Routledge.
    DOI Scopus54
    2013 Contemporary Developments in Games Teaching (2013). . Taylor & Francis.
    DOI
  • Book Chapters

    Year Citation
    2022 Stolz, S. (2022). Embodiment and Education: Beyond the Gap. In S. Stolz (Ed.), The Body, Embodiment, and Education: An Interdisciplinary Approach (1 ed., pp. 1-11). Abingdon, Oxon, United Kingfom: Routledge.
    DOI
    2022 Stolz, S. (2022). Embodiment and Education: Beyond the Gap. In S. Stolz (Ed.), The Body, Embodiment, and Education: An Interdisciplinary Approach (1 ed., pp. 1-11). Abingdon, Oxon, United Kingfom: Routledge.
    DOI
    2022 Stolz, S., & Thorburn, M. (2022). Phenomenology, embodiment, and education: first-person methodologies of embodied subjectivity. In S. Stolz (Ed.), The Body, Embodiment, and Education: An Interdisciplinary Approach (pp. 60-78). Abingdon, Oxon, United Kingdom: Routledge.
    DOI Scopus5
    2022 Stolz, S., & Thorburn, M. (2022). Phenomenology, embodiment, and education: first-person methodologies of embodied subjectivity. In S. Stolz (Ed.), The Body, Embodiment, and Education: An Interdisciplinary Approach (pp. 60-78). Abingdon, Oxon, United Kingdom: Routledge.
    DOI Scopus5
    2022 Stolz, S. (2022). Nietzsche: truth, perspectivism, and his concern with Bildung. In J. Ozolins (Ed.), Education in an Age of Lies and Fake News: Regaining a Love of Truth (1 ed., pp. 105-129). New York, United States: Routledge.
    DOI Scopus2
    2020 Stolz, S. (2020). Can educationally significant learning be assessed?. In S. Stolz, & S. Webster (Eds.), Measuring Up in Education: Philosophical Explorations for Justice and Democracy Within and Beyond Cultures of Measurement in Educational Systems (pp. 68-79). Routledge.
    2020 Stolz, S. (2020). Can educationally significant learning be assessed?. In S. Stolz, & S. Webster (Eds.), Measuring Up in Education: Philosophical Explorations for Justice and Democracy Within and Beyond Cultures of Measurement in Educational Systems (pp. 68-79). Routledge.
    2020 Stolz, S., & Webster, S. (2020). Measuring Up in Education. In S. Stolz, & S. Webster (Eds.), Measuring Up in Education: Philosophical Explorations for Justice and Democracy Within and Beyond Cultures of Measurement in Educational Systems (pp. 1-3). Routledge.
    2020 Stolz, S., & Webster, S. (2020). Measuring Up in Education. In S. Stolz, & S. Webster (Eds.), Measuring Up in Education: Philosophical Explorations for Justice and Democracy Within and Beyond Cultures of Measurement in Educational Systems (pp. 1-3). Routledge.
    2019 Stolz, S. A. (2019). MacIntyre’s Educational Project Applied: Cultivating Independent Rational Agents with Virtuous Dispositions. In Y. Janssen (Ed.), Alasdair MacIntyre, Rationality and Education Against Education of Our Age (pp. 53-71). Switzerland: Springer International Publishing.
    DOI
    2019 Stolz, S. A. (2019). MacIntyre’s Enlightenment Educational Ideal: Cultivating Rationality and Contemporary Discourse Through Controversy and Constrained Disagreement. In Y. Janssen (Ed.), Alasdair MacIntyre, Rationality and Education Against Education of Our Age (pp. 35-51). Switzerland: Springer International Publishing.
    DOI
    2019 Stolz, S. A. (2019). MacIntyre’s Restoration of Rationality: The Essence of Human Nature Is Reason. In Y. Janssen (Ed.), Alasdair MacIntyre, Rationality and Education
    Against Education of Our Age
    (pp. 17-33). Switzerland: Springer International Publishing.

    DOI
    2019 Stolz, S. A. (2019). The Genesis of MacIntyre’s Educational Project: A Democratic Culture and Community of Critical Enquiry. In Y. Janssen (Ed.), Alasdair MacIntyre, Rationality and Education
    Against Education of Our Age
    (pp. 1-16). Switzerland: Springer International Publishing.

    DOI
    2018 Stolz, S., & Biesta, G. (2018). Gert Biesta on thinking philosophically about education; thinking educationally about philosophy in education and educational research: In dialogue with Steven Stolz. In J. Quay, J. Bleazby, S. Stolz, M. Toscano, & S. Webster (Eds.), Theory and Philosophy in Education Research: Methodological Dialogue (pp. 53-67). United Kingdom: Routledge.
    2018 Stolz, S., & Biesta, G. (2018). Gert Biesta on thinking philosophically about education; thinking educationally about philosophy in education and educational research: In dialogue with Steven Stolz. In J. Quay, J. Bleazby, S. Stolz, M. Toscano, & S. Webster (Eds.), Theory and Philosophy in Education Research: Methodological Dialogue (pp. 53-67). United Kingdom: Routledge.
    2018 Stolz, S. (2018). Past, present, and possible futures. In M. Thorburn (Ed.), Transformative Learning and Teaching in Physical Education (pp. 195-212). Abingdon, Oxford; United Kingdom: Routledge.
    2018 Quay, J., Bleazby, J., Stolz, S., Toscano, M., & Webster, S. (2018). Locating theory in research: Opening a conversation. In J. Quay, J. Bleazby, S. Stolz, M. Toscano, & S. Webster (Eds.), Theory and Philosophy in Education Research: Important Methodological Dialogues (pp. 1-22). Abingdon, Oxford; United Kingdom: Routledge.
    2018 Quay, J., Bleazby, J., Stolz, S., Toscano, M., & Webster, S. (2018). Locating theory in research: Opening a conversation. In J. Quay, J. Bleazby, S. Stolz, M. Toscano, & S. Webster (Eds.), Theory and Philosophy in Education Research: Important Methodological Dialogues (pp. 1-22). Abingdon, Oxford; United Kingdom: Routledge.
    2018 Stolz, S. A., & Peters, M. (2018). Michael peters on science, genealogy and openness in educational research: In dialogue with Steven A. Stolz. In J. Quay, J. Bleazby, S. Stolz, M. Toscano, & S. Webster (Eds.), Theory and Philosophy in Education Research: Important Methodological Dialogues (pp. 114-128). Abingdon, Oxford; United Kingdom: Routledge.
    DOI Scopus5
    2017 Stolz, S. A., & Thorburn, M. (2017). Aims and values in physical education: Can rival traditions of physical education ever be resolved?. In M. Thornburn (Ed.), Transformative Learning and Teaching in Physical Education (pp. 26-41). Abingdon, Oxford; United Kingdom: Routledge.
    DOI Scopus2
    2017 Stolz, S. (2017). Macintyre, rationality and universities. In J. J. Tālivaldis Ozoliņš (Ed.), Civil Society, Education and Human Formation: Philosophy's Role in a Renewed Understanding of Education (pp. 104-121). Abingdon, Oxford; United Kingdom: Routledge.
    DOI Scopus3
    2013 Quay, J., & Stolz, S. (2013). Game as context in physical education: A Deweyan philosophical perspective. In Contemporary Developments in Games Teaching (pp. 15-28).
    DOI Scopus12
  • Conference Papers

    Year Citation
    2022 Stolz, S. (2022). Nietzsche, virtue, and education: cultivating the sovereign individual through a new type of education. In NAAPE 2022 Conference Program Vol. 43 (pp. 31-45). Chicago: North American Association for Philosophy & Education (NAAPE).
    DOI
    2022 Toscano, M., & Stolz, S. (2022). Equality and education: a metaphysical analysis. In Australian Association for Research in Education. Adelaide.
    2021 Stolz, S. (2021). Narrative, academic leadership, and higher education. In Australian Association for Research in Education (AARE) Conference. Online.
    2021 Toscano, M., & Stolz, S. (2021). The social justice turn in education: a narrative. In Australian Association for Research in Education (AARE) Conference. Online.
    2021 Stolz, S. (2021). Camus and existentialism: responding to the absurdity of the COVID-19 pandemic. In Conférence Mondiale des Institutions Universitaires Catholiques de Philosophie (COMIUCAP). Online.
    2021 Stolz, S. (2021). MacIntyre, rationality and education: against education of our age. In University of Adelaide. University of Adelaide.

Various internal and external grants - available on request. 

EDUC 7020 - Qualitative Approaches to Research

EDUC 7065 - Mixed Methods Research

  • Current Higher Degree by Research Supervision (University of Adelaide)

    Date Role Research Topic Program Degree Type Student Load Student Name
    2024 Principal Supervisor What is oracy? Why is it important? How did it evolve? How has it been taught? Doctor of Philosophy Doctorate Part Time Dr Robert Frank Stevens
    2023 Principal Supervisor Critical Pedagogy, Epistemic Thinking and Education in Post-truth Era Master of Philosophy Master Part Time Miss Hnin Lae Yee .
    2021 Principal Supervisor Teachers' Professional Learning Needs and Barriers: Teachers' Perspective from Greater Adelaide Doctor of Philosophy Doctorate Full Time Mrs Parivash Mohammad Nezhad
  • Past Higher Degree by Research Supervision (University of Adelaide)

    Date Role Research Topic Program Degree Type Student Load Student Name
    2020 - 2022 Co-Supervisor To Blame or Not to Blame: Respect, Fittingness, and Standing Master of Philosophy Master Full Time Mr Henry Littleton Phillips
  • Position: Senior Lecturer
  • Phone: 83136038
  • Email: steven.stolz@adelaide.edu.au
  • Campus: North Terrace
  • Building: Nexus 10
  • Org Unit: School of Education

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