
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.
Steven Stolz, PhD, is a Senior Lecturer (Teaching & Research) and Program Director (Master of Teaching) at the University of Adelaide, Australia (ORCID ID #: 0000-0001-5900-0329). Before becoming an academic, Dr Stolz completed a Bachelor of Education (BEd), and then taught for 10 across a diverse array of curriculum areas years in various jurisdictions in Australia. Whilst teaching full-time in schools as a fully registered secondary school teacher, he completed a Graduate Diploma of Theology (GradDipTh), a Master of Arts (MA), and a Doctor of Philosophy (PhD). Since becoming an academic, he has received a number of notable academic awards and distinctions, received and accepted various invitations to be a visiting scholar in the US and the UK, as well as other accolades. Dr Stolz has over 10 years experience as an academic in the higher education sector. During this time, he has taught different courses at both undergraduate and postgraduate levels, supervised postgraduate research students to completion, held various informal and formal leadership roles, demonstrated an active research agenda (e.g. 50+ publications), been awarded assorted grants, engaged in extensive service to the community, academic disciplines, professional associations, and also worked at other higher education institutions in Australia (i.e. Melbourne). He is still a fully registered school teacher, and is passionate about education and philosophy.
Currently Dr Stolz is the Convenor of the Australian Association for Research in Education (AARE) “Educational Theory and Philosophy” special interest group. In addition, he is an editorial board member for the following academic journals: "Educational Philosophy and Theory", "Educational Theory" and "Frontiers in Psychology".
Dr Stolz's expertise and research interests are diverse, and range from:
• philosophy of education/educational philosophy and theory;
• educational theory;
• epistemology/educational epistemology;
• phenomenology/applied phenomenology;
• embodiment/embodied cognition/embodied learning;
• ethics/applied ethics;
• curriculum studies/educational policy and practice;
• qualitative approaches to research;
• psychology/psychology of learning/learning sciences; &,
• virtue and character development, particularly the Bildung tradition.
His primary area of scholarship is concerned with the relationship between theory and practice, particularly how theory informs practice, and/or how practice informs theory. He is passionate about philosophy and education, and this explains why he is interested in the area of educational philosophy and theory.
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).
Supervision
Dr Stolz supervises postgraduate students in the following broad areas:
• philosophy of education (i.e. educational theory and practice, knowledge, curriculum, & other areas);
• educational theory (i.e. practical relevance of educational theory, theory and practical reason, rationality, & other areas);
• philosophy (i.e. analytical and continental traditions of philosophy);
• epistemology (i.e. knowing-wh, & other areas);
• phenomenology (i.e. embodiment, perception, subjectivity, intersubjectivity & other areas);
• embodied cognition (i.e. 4E cognition, gesture, & other areas);
• ethics or applied ethics (i.e. professional values/ethics, ethical objectivity, educational rights, & other areas);
• curriculum studies/curriculum policy and practice (i.e. curriculum theory, history and philosophy of curriculum, & other areas);
• critical pedagogy (i.e. youth, politics, ideology, culture, power, consciousness, & other areas);
• pedagogy (i.e. teaching, professionalism, moral role of the teacher, & other areas);
• psychology of learning (i.e. socio-cultural, humanist, behavioural, and cognitive explanations of learning);
• narrative inquiry (i.e. storytelling, meaning-making, interpretation, subjectivity, & other areas);
• educational research (i.e. qualitative research methods, such as ethnography, focus groups, case studies, & other areas); &,
• other areas relevant to the field of education.
Professional memberships
- American Educational Research Association (AERA);
- Australasian Association of Philosophy (AAP);
- Australasian Society for Continental Philosophy (ASCP);
- Australian College of Educators (ACE);
- Australian Association for Professional and Applied Ethics (AAPAE);
- Australian Association for Research in Education (AARE);
- Philosophy of Education Society of Great Britain (PESGB); &,
- Philosophy of Education Society of Australasia (PESA).
- My Research
- Career
- Publications
- Grants and Funding
- Teaching
- Supervision
- Professional Activities
- Contact
Dr Stolz has a background in analytical and continental traditions of philosophy, and this has led to a diverse array of research interests that range from: epistemology, phenomenology, embodied cognition, ethics or applied ethics, narrative inquiry, psychology, virtue and character development, particularly the Bildung tradition. At the moment, his primary area of scholarship is concerned with philosophy of education/educational philosophy and theory, but he also has a particular interest in the cultivation of the intellectual virtues, the application of embodied cognition in educational contexts, the use of narrative or stories to make sense of human experience, and how phenomenology can be used in education and educational research. His scholarship is best described as being located at the intersection between education and philosophy. 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.
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 Academia, ResearchGate and/or Google Scholar pages.
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Appointments
Date Position Institution name 2019 - ongoing Senior Lecturer (Teaching & Research) & Program Director (Master of Teaching) University of Adelaide -
Education
Date Institution name Country Title ACU Australia PhD ACU Australia MA ALC Australia GradDipTh QUT Australia BEd -
Research Interests
Applied Ethics Education Education Policy Educational Psychology Epistemology Higher Education History and Philosophy of Education Learning Sciences Phenomenology Philosophical Psychology Philosophy Philosophy of Cognition Philosophy of Mind Professional Ethics Psychology Secondary Education Social Psychology Sociology of Education
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Journals
Year Citation 2022 Stolz, S. A. (2022). Nietzsche on Aesthetic Education: A Fictional Narrative. Journal of Aesthetic Education, 56(2), 37-55. 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.
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.
Scopus12021 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.
Scopus3 WoS22020 Stolz, S. A. (2020). A narrative approach exploring notions of justice in education. British Journal of Educational Studies, 69(4), 415-435.
2020 Stolz, S. A. (2020). Nietzsche’s psychology of the self: the art of overcoming the divided self. Human Arenas, 3(2), 264-278.
Scopus32020 Stolz, S. A. (2020). Phenomenology and phenomenography in educational research: a critique. Educational Philosophy and Theory, 52(10), 1077-1096.
Scopus11 WoS82019 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.
Scopus7 WoS62019 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.
Scopus2 WoS22019 Shapiro, L., & Stolz, S. A. (2019). Embodied cognition and its significance for education. Theory and Research in Education, 17(1), 19-39.
Scopus362018 Stolz, S. (2018). A genealogical analysis of the concept of 'good' teaching: a polemic. Journal of Philosophy of Education, 52(1), 144-162.
Scopus6 WoS42018 Stolz, S., & Ozoliņš, J. (2018). A narrative approach exploring philosophy in education and educational research. Educational Studies, 44(5), 578-593.
Scopus2 WoS12017 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.
Scopus28 WoS252017 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.
Scopus92017 Stolz, S. (2017). Nietzsche on aesthetics, educators and education. Studies in Philosophy and Education, 36(6), 683-695.
Scopus6 WoS62017 Stolz, S. A. (2017). MacIntyre, managerialism and universities. Educational Philosophy and Theory, 49(1), 38-46.
Scopus4 WoS52017 Stolz, S., & Webster, S. (2017). Measuring Up in Education. Educational Philosophy and Theory, 49(4), 312-314.
WoS12017 Stolz, S. (2017). Can educationally significant learning be assessed?. Educational Philosophy and Theory, 49(4), 379-390.
Scopus5 WoS32017 Stolz, S., & 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.
Scopus14 WoS112016 Stolz, S. (2016). MacIntyre, rival traditions and education. Discourse, 37(3), 358-368.
Scopus7 WoS42016 Stolz, S., & Pill, S. (2016). A narrative approach to exploring TGfU-GS. Sport, Education and Society, 21(2), 239-261.
Scopus17 WoS122016 Stolz, S., & Pill, S. (2016). Telling physical education teacher education tales through pedagogical case studies. Sport, Education and Society, 21(6), 868-887.
Scopus10 WoS72015 Stolz, S. (2015). Embodied learning. Educational Philosophy and Theory, 47(5), 474-487.
Scopus77 WoS642015 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.
Scopus42015 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.
Scopus142014 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.
Scopus103 WoS972013 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.
Scopus12 WoS102013 Ozoliņš, J. T., & Stolz, S. A. (2013). The Place of Physical Education and Sport in Education. Educational Philosophy and Theory, 45(9), 887-891.
Scopus3 WoS42013 Stolz, S. A. (2013). Phenomenology and Physical Education. Educational Philosophy and Theory, 45(9), 949-962.
Scopus38 WoS33 -
Books
Year Citation 2021 Stolz, S. (2021). The Body, Embodiment, and Education: An Interdisciplinary Approach. S. Stolz (Ed.), Routledge.
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. 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.
Scopus402013 Contemporary Developments in Games Teaching (2013). . Taylor & Francis.
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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.
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.
Scopus12022 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.
Scopus12020 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. 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. 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 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. 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.
Scopus22017 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.
Scopus22017 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.
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).
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Conference Papers
Year Citation 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
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Current Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2021 Principal Supervisor Teachers' Professional Learning Needs and Barriers: Teachers' Perspective from Greater Adelaide Doctor of Philosophy Doctorate Full Time Mrs Parivash Mohammad Nezhad 2020 Co-Supervisor To Blame or Not to Blame: Respect and the Ethics of Blame Master of Philosophy Master Full Time Mr Henry Littleton Phillips
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Memberships
Date Role Membership Country 2021 - ongoing Member Philosophy of Education Society of Great Britain United Kingdom 2019 - ongoing Member Australian Association for Professional and Applied Ethics Australia 2019 - ongoing Member Australasian Association of Philosophy Australia 2016 - ongoing Member American Educational Research Association United States 2014 - ongoing Member Australasian Society for Continental Philosophy Australia 2014 - ongoing Member Australian College of Educators Australia 2013 - ongoing Member Australian Association for Research in Education Australia 2011 - ongoing Member Philosophy of Education Society of Australasia Australia 2000 - ongoing Member Australian Council for Health, Physical Education and Recreation Australia
Connect With Me
External Profiles