
Dr Steven Stolz
Senior Lecturer
School of Education
Faculty of Arts
Steven Stolz, PhD, is a Senior Lecturer (Teaching and Research) at The University of Adelaide, Australia. He has a diverse array of research interests, which ranges from: epistemology, phenomenology, embodied cognition, narrative inquiry, and learning theories in psychology. 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. 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); and,
• 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).
Steven Stolz, PhD, is a Senior Lecturer (Teaching and Research) at The University of Adelaide, Australia. He has a diverse array of research interests, which ranges from: epistemology, phenomenology, embodied cognition, narrative inquiry, and learning theories in psychology. 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.
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Appointments
Date Position Institution name 2019 Senior Lecturer (Teaching and Research) University of Adelaide -
Education
Date Institution name Country Title — ACU Australia PhD — ACU Australia MA — ALC Australia GradDipTh — QUT Australia BEd -
Research Interests
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Journals
Year Citation 2019 Thorburn, M., & Stolz, S. (2019). Understanding experience better in educational contexts: the phenomenology of embodied subjectivity. Cambridge Journal of Education.
2019 Stolz, S., & Thorburn, M. (2019). Sisyphus, crisis discourse, and the theory-practice gap in physical education: a polemic. Sport, Education and Society, 12 pages.
2019 Shapiro, L., & Stolz, S. (2019). Embodied cognition and its significance for education. Theory and Research in Education, 17(1), 19-39.
Scopus22019 Stolz, S. A. (2019). Nietzsche’s psychology of the self: the art of overcoming the divided self. Human Arenas.
2018 Stolz, S. (2018). A Genealogical Analysis of the Concept of ‘Good’ Teaching: A Polemic. Journal of Philosophy of Education, 52(1), 144-162.
Scopus2 WoS22018 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.
Scopus15 WoS122017 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.
Scopus42017 Stolz, S. (2017). Nietzsche on Aesthetics, Educators and Education. Studies in Philosophy and Education, 36(6), 683-695.
Scopus1 WoS32017 Stolz, S. (2017). MacIntyre, managerialism and universities. Educational Philosophy and Theory, 49(1), 38-46.
Scopus2 WoS22017 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.
Scopus2 WoS22017 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.
Scopus10 WoS82016 Stolz, S. (2016). MacIntyre, rival traditions and education. Discourse, 37(3), 358-368.
Scopus6 WoS32016 Stolz, S., & Pill, S. (2016). A narrative approach to exploring TGfU-GS. Sport, Education and Society, 21(2), 239-261.
Scopus10 WoS82016 Stolz, S., & Pill, S. (2016). Telling physical education teacher education tales through pedagogical case studies. Sport, Education and Society, 21(6), 868-887.
Scopus8 WoS52015 Stolz, S. (2015). Embodied Learning. Educational Philosophy and Theory, 47(5), 474-487.
Scopus34 WoS332015 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.
Scopus42015 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.
Scopus112014 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.
Scopus54 WoS662013 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., & Stolz, S. (2013). The Place of Physical Education and Sport in Education. Educational Philosophy and Theory, 45(9), 887-891.
Scopus3 WoS42013 Stolz, S. (2013). Phenomenology and Physical Education. Educational Philosophy and Theory, 45(9), 949-962.
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Books
Year Citation 2020 Stolz, S. A., & 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. (2014). The philosophy of physical education: A new perspective. United Kingdom: Routledge.
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Book Chapters
Year Citation 2020 Stolz, S. A. (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. A., & 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. A., & 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. A. (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. A., & 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). Routledge. 2018 Stolz, S. A., & 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). 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). Routledge. 2018 Stolz, S., & Peters, M. (2018). Michael peters on science, genealogy and openness in educational research: In dialogue with Steven A. Stolz. In Theory and Philosophy in Education Research: Methodological Dialogues (pp. 114-128). Routledge.
Scopus12017 Stolz, S., & Thorburn, M. (2017). Aims and values in physical education: Can rival traditions of physical education ever be resolved?. In Transformative Learning and Teaching in Physical Education (pp. 26-41).
Scopus12017 Stolz, S. (2017). Macintyre, rationality and universities. In Civil Society, Education and Human Formation: Philosophy's Role in a Renewed Understanding of Education (pp. 104-121).
2017 Stolz, S. A. (2017). Past, present, and possible futures. In M. Thorburn (Ed.), Transformative Learning and Teaching in Physical Education (pp. 195-212). 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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Available on request.
Undergraduate and postgraduate offerings.
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