Getting knocked back for a publication is not a concern, in and of itself, but the issue is how today’s academics are not yet understanding the emerging scholarship of cognition histories and cognition sociology.
Below is such a rejection letter. Here is the edited submission of the draft where there was scope for a process of learning:
Fundamental Theology, Second Edition- NDB Accepts VL edits
I let you be the judge of my review draft article’s content and messaging: whether it is appropriate, and where it meets the standards of scholarship. Further below is an explanation.
Dear Neville,
The JASR Book Reviews editor passed the attached review on to us, the Co-Editors. She is considering declining the review but wanted a second opinion. Having read the review, we concur that the review is not publishable. While we understand the Book Reviews editor agreed to a review of this book, we think the book itself is not of sufficient interest to JASR readers to warrant a review, furthermore, the quality is not of the standard we expect.
The process to get to this point has been frustrating for all concerned. There are two options moving forward: either, the reviews you submit should require minimal editorial oversight and work to be publishable, and the tone of your communication with the Book Reviews Editor should remain professional; or we will no longer accept your reviews for publication in JASR.
Warm Regards,
Rosie
Rosemary Hancock
Academic Lead, Graduate Research
Senior Lecturer and Convener, Religion, Culture and Society
The University of Notre Dame Australia
Co-Host, Uncommon Sense
Co-Editor, Journal
I acknowledge the Traditional Owners – the Gadigal people of the Eora Nation – upon whose ancestral land I live and work, and pay my respects to Elders past and present.
Disclaimer
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To demonstrate the knowledge, it has, today, been confirmed in the Australian and New Zealand History of Education Society (ANZHES) my abstract for the 2024 conference. It speak to the global cognition histories and cognition sociology where Australian academics are generally out-of-touch:
Resolving Educational Epistemology to Defeat the Culture-History War
The paper is an accumulation of thinking for the last three decades and represented in the recent work of David W. Kim and Duncan Wright (2024, edited). The main issue is “the problem of schooling.” (Illich 1971 and Collins 1998)
None of this is new knowledge, which has been understood for well-over a half century, particularly as philosophy of educational anthropology, sociology and historiography (e.g., Voget 1960). Even in the early 21st century, educators still think and talk in the modes of 19th century evolutionists (Voget 1960:943): “As anthropologists groped their way forward to a distinctive reality for their discipline, selecting culture as their proper focus and domain, some claimed to have settled the issue of human nature and culture, but more often the issue was dispersed in immediate engagements, such as historicism, culturalism, and functionalism.” What many educators are wilfully ignorant of is “the rise of social interactionism and new linkages with sociology.”
The History of Education goes as far back as Rudolf Steiner (1886, 1892). Buch argues that the Australian education system suffered for three reasons: 1. An uncritical understanding of Anglo-American Major Belief-Doubt Systems (Buch 2023) due to the gutting of intellectual history courses and research programs in Australian universities; 2. An uncritical understanding of how ideological systems pervasively work in the Australian education system, something well-understood from the North American context (Giroux 1981, Aronowitz and Giroux 1985); and 3. An inability (to date) for Australian curriculum writers and authorities to critically and comprehensively understand and apply the global history in the educational histories (e.g., Watt 1981, Kolig 1995, Popkewitz 1997, Paul and Marfo 2001, Roberts 2015). There are several explanations for the state of affairs in the Australian educational curriculum and authorities. Kaaronen (2018) points to the neglected need to “Reframing Tacit Human–Nature Relations.” Warnke (2015) points to confusions in “Philosophical Hermeneutics and the Politics of Memory.” A good example is the historical forgetfulness of today’s academics in “the problem of knowledge” discourses (as an example of the memory history, Fenstermacher and Sanger 1998).
The full paper will be the unpacking of the recent history of education, as stated above.
REFERENCES
Aronowitz, Stanley and Henry A. Giroux (1985). Education Under Siege: The Conservative, Liberal and Radical Debate Over Schooling, Routledge.
Blum, P. (2010). Michael Polanyi: The anthropology of intellectual history. Studies in East European Thought, 62(2), 197-216. Retrieved May 7, 2020, from www.jstor.org/stable/40927717
Buch, Neville (1998-2008). Speeches and PowerPoint Presentations for Vice-Chancellors at the University of Melbourne (Professors Davis, Lee Dow, Gilbert) September 1998 to April 2008, and for Vice-Chancellor at Griffith University (Professor Webb) July 1997 to August 2008.
Buch, Neville (2020). Economic Rationalism and University Course Pricing 1989-2020, for Australian Policy and History, published online, August 3, 2020
Buch, Neville (2023). Research Note: Anglo-American Major Belief-Doubt Systems, https://www.academia.edu/104984588/Research_Note_Anglo_American_Major_Belief_Doubt_Systems , 27 July 2023.
Collins, Randall (1998). The Sociology of Philosophies: A Global Theory of Intellectual Change, Harvard Unversity Press.
Fenstermacher, G. D., & Sanger, M. (1998). What is the Significance of John Dewey’s Approach to the Problem of Knowledge? The Elementary School Journal, 98(5), 467–478. http://www.jstor.org/stable/1002325
Illich, Ivan (1971). Deschooling Society. London: Calder & Boyars.
Giroux, Henry (1981). Ideology, Culture and the Process of Schooling, Philadelphia: Temple University Press.
Kaaronen, R. O. (2018). Reframing Tacit Human–Nature Relations: An Inquiry into Process Philosophy and the Philosophy of Michael Polanyi. Environmental Values, 27(2), 179–202. https://www.jstor.org/stable/26535164
Kim, David W. and Duncan Wright (2024, edited), Socio-Anthropological Approaches to Religion: Environmental Hope (Rowman & Littlefield)
Kolig, E. (1995). A Sense of History and the Reconstitution of Cosmology in Australian Aboriginal Society. The Case of Myth versus History. Anthropos, 90(1/3), 49-67. Retrieved May 6, 2020, from www.jstor.org/stable/40463104
Paul, J. L., & Marfo, K. (2001). Preparation of Educational Researchers in Philosophical Foundations of Inquiry. Review of Educational Research, 71(4), 525–547. http://www.jstor.org/stable/3516097
Payne, P. G. (2015). Critical Curriculum Theory and Slow Ecopedagogical Activism. Australian Journal of Environmental Education, 31(2), 165–193. https://www.jstor.org/stable/26422893
Popkewitz, T. S. (1997). A Changing Terrain of Knowledge and Power: A Social Epistemology of Educational Research. Educational Researcher, 26(9), 18–29. https://doi.org/10.2307/1176272
Roberts, P. (2015). Chapter Four: Paulo Freire and the Idea of Openness, Paulo Freire: The Global Legacy (2015), in special Counterpoints edition, 500, 79–91. http://www.jstor.org/stable/45178205
Steiner, Rudolf (1886). Theory of Knowledge Implicit in Goethe’s World-Conception, New York: Anthroposophic Press.
Steiner, Rudolf (1892; Translated by R. F. A. Hoernle, 1921). Truth and Knowledge, doctoral thesis: Wahrheit und Wissenschaft Vorspiel einer “Philosophie der Freiheit.”, New York: Anthroposophic Press.
Voget, F. (1960). Man and Culture: An Essay in Changing Anthropological Interpretation. American Anthropologist, 62(6), new series, 943-965. Retrieved May 8, 2020, from www.jstor.org/stable/667593
Warnke, G. (2015). Philosophical Hermeneutics and the Politics of Memory. Perspectives on Politics, 13(3), 739–748. http://www.jstor.org/stable/43867353
Watt, A. J. (1981). Giovanni Gentile: Mussolini’s Favourite Educational Philosopher. The Journal of Educational Thought (JET) / Revue de La Pensée Éducative, 15(2), 124–136. http://www.jstor.org/stable/23768500
Neville Buch
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