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.

Steven Stolz, PhD, is a Senior Lecturer (Teaching & Research) 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).

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. 

The Body, Embodiment, and Education: An Interdisciplinary Approach

 

MacIntyre, Rationality & Education

 

Measuring Up in Education

 

Theory and Philosophy in Education Research

 

  • 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.
    DOI
    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 Scopus2
    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 Scopus3 WoS3
    2020 Stolz, S. A. (2020). A narrative approach exploring notions of justice in education. British Journal of Educational Studies, 69(4), 415-435.
    DOI
    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 Scopus3
    2020 Stolz, S. A. (2020). Phenomenology and phenomenography in educational research: a critique. Educational Philosophy and Theory, 52(10), 1077-1096.
    DOI Scopus12 WoS10
    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 Scopus7 WoS7
    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 Scopus4 WoS4
    2019 Shapiro, L., & Stolz, S. A. (2019). Embodied cognition and its significance for education. Theory and Research in Education, 17(1), 19-39.
    DOI Scopus43
    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 Scopus6 WoS5
    2018 Stolz, S., & Ozoliņš, J. (2018). A narrative approach exploring philosophy in education and educational research. Educational Studies, 44(5), 578-593.
    DOI Scopus3 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 Scopus30 WoS29
    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 Scopus10
    2017 Stolz, S. (2017). Nietzsche on aesthetics, educators and education. Studies in Philosophy and Education, 36(6), 683-695.
    DOI Scopus6 WoS7
    2017 Stolz, S. A. (2017). MacIntyre, managerialism and universities. Educational Philosophy and Theory, 49(1), 38-46.
    DOI Scopus4 WoS5
    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 Scopus5 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 Scopus14 WoS11
    2016 Stolz, S. (2016). MacIntyre, rival traditions and education. Discourse, 37(3), 358-368.
    DOI Scopus7 WoS4
    2016 Stolz, S., & Pill, S. (2016). A narrative approach to exploring TGfU-GS. Sport, Education and Society, 21(2), 239-261.
    DOI Scopus20 WoS15
    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 Scopus11 WoS8
    2015 Stolz, S. (2015). Embodied learning. Educational Philosophy and Theory, 47(5), 474-487.
    DOI Scopus83 WoS72
    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 Scopus14
    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 Scopus105 WoS98
    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 Scopus4 WoS5
    2013 Stolz, S. A. (2013). Phenomenology and Physical Education. Educational Philosophy and Theory, 45(9), 949-962.
    DOI Scopus38 WoS34

  • Books
    Year Citation
    2021 Stolz, S. (2021). The Body, Embodiment, and Education: An Interdisciplinary Approach. S. Stolz (Ed.), Routledge.
    DOI
    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.
    DOI Scopus40
    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., & 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 Scopus1
    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 Scopus1
    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.
    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.
    DOI Scopus2
    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
    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
    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

  • 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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