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John Foster

Sessional - Teaching

John Foster

County South

Lancaster University

Bailrigg

Lancaster LA1 4YL

United Kingdom

Tel: +44 1524 592655

Location:

Current Teaching

Since 2004 I have worked as a freelance, developing and running the Philosophy Department's Schools Outreach Programme, which introduces philosophy topics to school students from Year 6 to Year 11 and supports AS/A2 teaching in Sixth Forms. I have continued this work within PPR, extending the programme  to include outreach work based on the other disciplines within the combined department. For details of the outreach programme, click here.

I am a member of the British Philosophical Association's A-level teaching panel, and have conducted a study funded by the Higher Education Academy looking at the involvement of undergraduates in outreach philosophy work.

I do some undergraduate teaching for the Department, currently including first year Philosophy seminars, third-year dissertation supervision and convening the interdisciplinary third-year module PPR in Education, for which students undertake and write a reflective report on a term-long school or college placement.

Additional Information

Worked in school teaching, public sector management and consultancy before joining the Centre for the Study of Environmental Change as a researcher in 1992. Launched and directed (1998-2001) the innovative MA in Environment, Culture and Society. As management convenor of CSEC, initiated and led the creation of the Institute for Environment, Philosophy and Public Policy out of the Centre and (an earlier version of )the Philosophy Department, and was its Associate Director 2000-01.

Research overview

 

I don’t really have "research interests", leaving those to scientists, but I do sometimes think and (less frequently) write things. My books and articles have explored the conceptual and socio-political assumptions of environmental economics and the idea of natural capital. I have also written about sustainability and education, particularly the relations between scientific, social-scientific and humanities modes of sustainable education. My book The Sustainability Mirage (Earthscan, 2008) offered a critique of the currently dominant sustainability paradigm. More recently, After Sustainability (Earthscan from Routledge, 2015) explores what we might do, and in particular how we might go on hoping, once we stop trying to pretend that "sustainable development" policies are going to save us from major climate-related chaos and breakdown. I am now trying to think in more detail about what the politics of retrieval under those conditions might look like.

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