
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. Before he became an academic, he taught for 10 years as a secondary school teacher across a diverse array of curriculum areas. Whilst teaching full-time in schools, 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).
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;
• embodied cognition/embodied learning;
• ethics/applied ethics;
• qualitative approaches to research;
• psychology/psychology of learning; &,
• 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: "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).
- 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.
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Appointments
Date Position Institution name 2019 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 2020 Stolz, S. A. (2020). Nietzsche’s psychology of the self: the art of overcoming the divided self. Human Arenas, 3(2), 264-278.
2020 Stolz, S. A. (2020). Phenomenology and phenomenography in educational research: a critique. Educational Philosophy and Theory, 52(10), 1077-1096.
Scopus4 WoS32020 Thorburn, M., & Stolz, S. A. (2020). Emphasising an embodied phenomenological sense of the self and the social in education. British Journal of Educational Studies, 16 pages.
Scopus12020 Stolz, S. A. (2020). A narrative approach exploring notions of justice in education. British Journal of Educational Studies, 21 pages.
2020 Stolz, S. A. (2020). Nietzsche, Eternal Recurrence and Education: The Role of the Great Cultivating Thought in the Art of Self-Cultivation (Bildung). Journal of Philosophy of Education, 18 pages.
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.
Scopus2 WoS22019 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.
Scopus1 WoS12019 Shapiro, L., & Stolz, S. A. (2019). Embodied cognition and its significance for education. Theory and Research in Education, 17(1), 19-39.
Scopus122018 Stolz, S. (2018). A genealogical analysis of the concept of 'good' teaching: a polemic. Journal of Philosophy of Education, 52(1), 144-162.
Scopus3 WoS32018 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.
Scopus20 WoS162017 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.
Scopus62017 Stolz, S. (2017). Nietzsche on aesthetics, educators and education. Studies in Philosophy and Education, 36(6), 683-695.
Scopus2 WoS52017 Stolz, S. A. (2017). MacIntyre, managerialism and universities. Educational Philosophy and Theory, 49(1), 38-46.
Scopus3 WoS42017 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.
Scopus3 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.
Scopus12 WoS92016 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.
Scopus13 WoS102016 Stolz, S., & Pill, S. (2016). Telling physical education teacher education tales through pedagogical case studies. Sport, Education and Society, 21(6), 868-887.
Scopus9 WoS62015 Stolz, S. (2015). Embodied learning. Educational Philosophy and Theory, 47(5), 474-487.
Scopus51 WoS462015 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.
Scopus122014 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.
Scopus71 WoS812013 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.
Scopus11 WoS92013 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.
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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. A. (2014). The philosophy of physical education: A new perspective. United Kingdom: Routledge.
Scopus322013 Contemporary Developments in Games Teaching (2013). . Taylor & Francis.
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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. (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. 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.
Scopus22018 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. 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.
Scopus12017 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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Various internal and external grants - available on request.
EDUC 7020 - Qualitative Approaches to Research
EDUC 7065 - Introduction to Education 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 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 2019 - ongoing Member Australasian Association of Philosophy Australia 2019 - ongoing Member Australian Association for Professional and Applied Ethics 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