
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 an academic from the University of Adelaide. Before he became an academic, Dr Stolz taught for 10 years as a secondary school teacher across a diverse array of curriculum areas in various jurisdictions in Australia. Currently, he is still a fully registered secondary school teacher.
His scholarship is best described as being located at the intersection between philosophy and education. 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. He has a particular interest in the works of Plato, Aristotle, Aquinas, Nietzsche, Husserl, Merleau-Ponty, Ryle, Wittgenstein, Dreyfus, Nagel, Kaufmann, R. S. Peters, P. H. Hirst, MacIntyre, and other influential thinkers.
Dr Stolz is the Convener of the Australian Association for Research in Education (AARE) “Educational Philosophy & Theory” special interest group, and associate staff member of the Philosophy Department at the University of Adelaide. In addition, he is an editorial board member for the following academic journals: "Educational Philosophy and Theory", and "Educational Theory".
Field of Research (FoR): FoR code 3902 (i.e., “Education policy, sociology and philosophy”), particularly FoR code 390202 (i.e., “History and philosophy of education”). Other areas of research and interest, include:
- epistemology/educational epistemology;
- phenomenology/applied phenomenology;
- embodiment/embodied cognition/embodied learning;
- narrative inquiry;
- ethics/applied ethics;
- curriculum studies/educational policy and practice;
- theology/religious education;
- qualitative approaches to research;
- psychology/psychology of learning/learning sciences;
- moral education; &,
- virtue and character development, particularly the Bildung tradition.
Dr Stolz supervises HDR students in the following broad areas:
- philosophy of education;
- philosophy;
- education/educational studies;
- epistemology;
- phenomenology;
- embodied cognition;
- ethics or applied ethics;
- curriculum studies/curriculum policy and practice;
- pedagogy;
- psychology of learning;
- theology/religious education;
- moral education;
- narrative inquiry; &,
- other areas relevant to the field of education, philosophy and theology.
- My Research
- Career
- Publications
- Grants and Funding
- Teaching
- Supervision
- Professional Activities
- Contact
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 2020 - 2022 Program Director - Master of Teaching University of Adelaide 2019 - ongoing Senior Lecturer (Teaching & Research) 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
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Journals
Year Citation 2023 Thorburn, M., & Stolz, S. A. (2023). Where Merleau-Ponty Meets Dewey: Habit, Embodiment, and Education. Studies in Philosophy and Education, 42(6), 599-615.
2023 Stolz, S. (2023). Nietzsche, Virtue, and Education: Cultivating the Sovereign Individual Through a New Type of Education. Studies in Philosophy and Education: an international quarterly.
2023 Stolz, S. A. (2023). Narrative, zombie academic leadership, and the contemporary university. Discourse, 44(6), 15 pages.
2023 Stolz, S. A. (2023). The practice of phenomenology in educational research. Educational Philosophy and Theory, 55(7), 822-834.
Scopus2 WoS22022 Stolz, S. A. (2022). Nietzsche on Aesthetic Education: A Fictional Narrative. Journal of Aesthetic Education, 56(2), 37-55.
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.
Scopus7 WoS62021 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.
Scopus3 WoS32021 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.
Scopus4 WoS12020 Stolz, S. A. (2020). A narrative approach exploring notions of justice in education. British Journal of Educational Studies, 69(4), 415-435.
Scopus12020 Stolz, S. A. (2020). Nietzsche’s psychology of the self: the art of overcoming the divided self. Human Arenas, 3(2), 264-278.
Scopus4 WoS22020 Stolz, S. A. (2020). Phenomenology and phenomenography in educational research: a critique. Educational Philosophy and Theory, 52(10), 1077-1096.
Scopus26 WoS192019 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.
Scopus13 WoS132019 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.
Scopus10 WoS72019 Shapiro, L., & Stolz, S. A. (2019). Embodied cognition and its significance for education. Theory and Research in Education, 17(1), 19-39.
Scopus86 WoS632018 Stolz, S. A. (2018). A genealogical analysis of the concept of 'good' teaching: a polemic. Journal of Philosophy of Education, 52(1), 144-162.
Scopus9 WoS72018 Stolz, S. A., & Ozoliņš, J. T. (2018). A narrative approach exploring philosophy in education and educational research. Educational Studies, 44(5), 578-593.
Scopus4 WoS22017 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.
Scopus35 WoS322017 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.
Scopus122017 Stolz, S. A. (2017). Nietzsche on aesthetics, educators and education. Studies in Philosophy and Education, 36(6), 683-695.
Scopus8 WoS82017 Stolz, S. A. (2017). MacIntyre, managerialism and universities. Educational Philosophy and Theory, 49(1), 38-46.
Scopus8 WoS62017 Stolz, S., & Webster, S. (2017). Measuring Up in Education. Educational Philosophy and Theory, 49(4), 312-314.
Scopus2 WoS12017 Stolz, S. A. (2017). Can educationally significant learning be assessed?. Educational Philosophy and Theory, 49(4), 379-390.
Scopus6 WoS32017 Stolz, S. A., & 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.
Scopus17 WoS132016 Stolz, S. A. (2016). MacIntyre, rival traditions and education. Discourse, 37(3), 358-368.
Scopus9 WoS52016 Stolz, S. A., & Pill, S. (2016). A narrative approach to exploring TGfU-GS. Sport, Education and Society, 21(2), 239-261.
Scopus21 WoS172016 Stolz, S. A., & Pill, S. (2016). Telling physical education teacher education tales through pedagogical case studies. Sport, Education and Society, 21(6), 868-887.
Scopus12 WoS102015 Stolz, S. A. (2015). Embodied learning. Educational Philosophy and Theory, 47(5), 474-487.
Scopus108 WoS882015 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.
Scopus192014 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.
Scopus125 WoS1132013 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.
Scopus7 WoS62013 Stolz, S. A. (2013). Phenomenology and Physical Education. Educational Philosophy and Theory, 45(9), 949-962.
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Books
Year Citation 2021 Stolz, S. (2021). The Body, Embodiment, and Education: An Interdisciplinary Approach. S. Stolz (Ed.), Routledge.
Scopus42021 Stolz, S. (2021). The Body, Embodiment, and Education: An Interdisciplinary Approach. S. Stolz (Ed.), Routledge.
Scopus42020 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.
Scopus512013 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. (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.
Scopus52022 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.
Scopus52022 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.
Scopus22020 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. 2019 Stolz, S. A. (2019). MacIntyre’s Educational Project Applied: Cultivating Independent Rational Agents with Virtuous Dispositions. In Y. Janssen (Ed.), Alasdair MacIntyre, Rationality and Education Against Education of Our Age (pp. 53-71). Switzerland: Springer International Publishing.
2019 Stolz, S. A. (2019). MacIntyre’s Enlightenment Educational Ideal: Cultivating Rationality and Contemporary Discourse Through Controversy and Constrained Disagreement. In Y. Janssen (Ed.), Alasdair MacIntyre, Rationality and Education Against Education of Our Age (pp. 35-51). Switzerland: Springer International Publishing.
2019 Stolz, S. A. (2019). MacIntyre’s Restoration of Rationality: The Essence of Human Nature Is Reason. In Y. Janssen (Ed.), Alasdair MacIntyre, Rationality and Education
Against Education of Our Age (pp. 17-33). Switzerland: Springer International Publishing.
2019 Stolz, S. A. (2019). The Genesis of MacIntyre’s Educational Project: A Democratic Culture and Community of Critical Enquiry. In Y. Janssen (Ed.), Alasdair MacIntyre, Rationality and Education
Against Education of Our Age (pp. 1-16). Switzerland: Springer International Publishing.
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. (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 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. 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.
Scopus42017 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.
Scopus32013 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 2022 Stolz, S. (2022). Nietzsche, virtue, and education: cultivating the sovereign individual through a new type of education. In NAAPE 2022 Conference Program. Chicago: North American Association for Philosophy & Education (NAAPE).
2022 Toscano, M., & Stolz, S. (2022). Equality and education: a metaphysical analysis. In Australian Association for Research in Education. Adelaide. 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 2023 Principal Supervisor Critical Pedagogy, Epistemic Thinking and Education in Post-truth Era Master of Philosophy Master Part Time Miss Hnin Lae Yee . 2021 Principal Supervisor Teachers' Professional Learning Needs and Barriers: Teachers' Perspective from Greater Adelaide Doctor of Philosophy Doctorate Full Time Mrs Parivash Mohammad Nezhad -
Past Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2020 - 2022 Co-Supervisor To Blame or Not to Blame: Respect, Fittingness, and Standing 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