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The thesis was published in German in 2010 by Transcript (Bielefeld) in the series called 'Theorie Bilden', edited by Prof. Bildung als experimentelle Form der Welterschließung' (summa cum laude).

This book is a translation of the doctoral thesis 'Experiment und Exploration.

In accordance to the content-level of the book, the argument for experimental forms of world-disclosure is written in an essayistic, readable style, which can be understood as an experimental form of writing. This is also reflected in the style of writing. It can also be understood as an attempt to integrate elements of the Anglo-Saxon Philosophy of Science with elements of the German tradition of Educational Philosophy. The focus lies on the experimental form of world-disclosure, which is described in detail and in contrast to the explorational form along the line of twenty-one characteristics, which are mainly derived from empirical studies of experimental work in the field of natural sciences. These two forms have never been clearly distinguished before. It can be understood as a draft of a general theory of world-disclosure, which is in its core a distinction between two forms of world-disclosure: experiment and exploration. This book deals with contemporary epistemological questions, connecting Educational Philosophy with the field of Science- and Technology Studies. Above all, we argue in favor of the slow scholarship movement and contribute some resistance strategies that foreground collaborative, collective, communal ways forward. This slowing down represents both a commitment to good scholarship, teaching, and service and a collective feminist ethics of care that challenges the accelerated time and elitism of the neoliberal university. We then consider strategies for slowing scholarship with the objective of contributing to the slow scholarship movement. We examine temporal regimes of the neoliberal university and their embodied effects. This collectively written article explores alternatives to the fast-paced, metric-oriented neoliberal university through a slow- moving conversation on ways to slow down and claim time for slow scholarship and collective action informed by feminist politics.

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Our politics foreground collective action and the contention that good scholarship requires time: to think, write, read, research, analyze, edit, organize, and resist the growing administrative and professional demands that disrupt these crucial processes of intellectual growth and personal freedom. In this article, we develop a feminist ethics of care that challenges these working conditions. Though the neoliberal transformation of the university is well documented, the isolating effects and embodied work conditions of such increasing demands are too rarely discussed. The neoliberal university requires high productivity in compressed time frames.

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