Steven Stolz

Dr Steven Stolz

Senior Lecturer

School of Education

Faculty of Arts

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

Steven Stolz, PhD, is a Senior Lecturer (Teaching & Research) and Program Director of the Master of Teaching at the University of Adelaide, Australia. He has a diverse array of research interests, which range from:

• epistemology;
• phenomenology;
• embodied cognition/embodied learning;
• ethics/applied ethics;
• narrative inquiry;
• psychology; &,
• virtue and character development, particularly the Bildung tradition.

At the moment, 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: "Theory and Philosophy in Education Research: Methodological Dialogues" (Routledge), "MacIntyre, Rationality and Education: Against Education of Our Age" (Springer), and "Measuring Up in Education: Philosophical Explorations for Justice and Democracy Within and Beyond Cultures of Measurement in Educational Systems" (Routledge).

Supervision
Dr Stolz supervises postgraduate students in the following broad 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);
• 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);
• 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 Australasia (PESA).

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 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 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. 

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  • Journals
    Year Citation
    2020 Stolz, S. (2020). Nietzsche’s psychology of the self: the art of overcoming the divided self. Human Arenas, 3(2), 264-278.
    DOI
    2020 Stolz, S. (2020). Phenomenology and phenomenography in educational research: a critique. Educational Philosophy and Theory, 52(10), 1077-1096.
    DOI Scopus3 WoS2
    2020 Thorburn, M., & Stolz, S. (2020). Emphasising an embodied phenomenological sense of the self and the social in education. British Journal of Educational Studies, 16 pages.
    DOI
    2020 Stolz, S. (2020). A narrative approach exploring notions of justice in education. British Journal of Educational Studies.
    DOI
    2019 Thorburn, M., & Stolz, S. (2019). Understanding experience better in educational contexts: the phenomenology of embodied subjectivity. Cambridge Journal of Education, 50(1), 95-105.
    DOI Scopus2 WoS2
    2019 Stolz, S., & 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 Scopus1 WoS1
    2019 Shapiro, L., & Stolz, S. (2019). Embodied cognition and its significance for education. Theory and Research in Education, 17(1), 19-39.
    DOI Scopus8
    2018 Stolz, S. (2018). A genealogical analysis of the concept of 'good' teaching: a polemic. Journal of Philosophy of Education, 52(1), 144-162.
    DOI Scopus2 WoS2
    2018 Stolz, S., & Ozoliņš, J. (2018). A narrative approach exploring philosophy in education and educational research. Educational Studies, 44(5), 578-593.
    DOI Scopus2 WoS1
    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 Scopus19 WoS16
    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 Scopus6
    2017 Stolz, S. (2017). Nietzsche on aesthetics, educators and education. Studies in Philosophy and Education, 36(6), 683-695.
    DOI Scopus1 WoS3
    2017 Stolz, S. (2017). MacIntyre, managerialism and universities. Educational Philosophy and Theory, 49(1), 38-46.
    DOI Scopus3 WoS4
    2017 Stolz, S., & Webster, S. (2017). Measuring Up in Education. Educational Philosophy and Theory, 49(4), 312-314.
    DOI WoS1
    2017 Stolz, S. (2017). Can educationally significant learning be assessed?. Educational Philosophy and Theory, 49(4), 379-390.
    DOI Scopus3 WoS3
    2017 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.
    DOI Scopus11 WoS9
    2016 Stolz, S. (2016). MacIntyre, rival traditions and education. Discourse, 37(3), 358-368.
    DOI Scopus6 WoS3
    2016 Stolz, S., & Pill, S. (2016). A narrative approach to exploring TGfU-GS. Sport, Education and Society, 21(2), 239-261.
    DOI Scopus11 WoS9
    2016 Stolz, S., & Pill, S. (2016). Telling physical education teacher education tales through pedagogical case studies. Sport, Education and Society, 21(6), 868-887.
    DOI Scopus9 WoS6
    2015 Stolz, S. (2015). Embodied learning. Educational Philosophy and Theory, 47(5), 474-487.
    DOI Scopus45 WoS41
    2015 Stolz, S., & 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., & 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 Scopus12
    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 Scopus66 WoS78
    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 Scopus11 WoS9
    2013 Ozoliņš, J., & Stolz, S. (2013). The Place of Physical Education and Sport in Education. Educational Philosophy and Theory, 45(9), 887-891.
    DOI Scopus3 WoS4
    2013 Stolz, S. (2013). Phenomenology and Physical Education. Educational Philosophy and Theory, 45(9), 949-962.
    DOI Scopus29 WoS26

  • Books
    Year Citation
    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. (2019). Alasdair MacIntyre, Rationality and Education Against Education of Our Age. Cham, Switzerland: Springer.
    2019 Stolz, S. A., & Webster, S. (2019). Measuring up in education. S. Webster (Ed.), Routledge.
    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. (2014). The philosophy of physical education: A new perspective. United Kingdom: Routledge.
    DOI Scopus30

  • Book Chapters
    Year Citation
    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.
    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., & 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 Scopus1
    2017 Stolz, S., & 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 Scopus1
    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
    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 Scopus6

Various internal and external grants - available on request. 

EDUC 7558 - Middle and Secondary Years Pedagogy

EDUC 7020 - Qualitative Approaches to Research

EDUC 7065 - Introduction to Education Research

  • 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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