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  1. Clarence W. Joldersma (2014). Benjamin's Angel of History and the Work of Mourning in Ethical Remembrance: Understanding the Effect of W.G. Sebald's Novels in the Classroom. Studies in Philosophy and Education 33 (2):135-147.
    The paper develops a conceptual framework for understanding the work of ethical remembrance in the classroom. Using David Hansen’s recent example of using Sebald’s novels in his classroom to do the work or remembrance, the paper argues that the effect of Sebald’s novels is best understood using Walter Benjamin’s figure of the angel of history. That figure indicates a view of history that goes beyond the progression of everyday time, to one called remembrance. The paper suggests that the work of (...)
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  2. Clarence W. Joldersma (2013). An Ethical Sinngebung Respectful of the Non-Human. Symposium 17 (2):224-245.
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  3. Clarence W. Joldersma (2011). Education: Understanding, Ethics, and the Call of Justice. Studies in Philosophy and Education 30 (5):441-447.
    Education is interpreted as something basic to our humanity. As part of our primordial way of being human, education is intrinsic to the understanding’s functioning. At the same time education involves an originary ethical relation to the other, unsettling the self-directed character of the striving to live. And because of its social setting, the call of many others, education orients one to the social, to the call of justice.
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  4. Clarence W. Joldersma (2011). Ernst Von Glasersfeld's Radical Constructivism and Truth as Disclosure. Educational Theory 61 (3):275-293.
    In this essay Clarence Joldersma explores radical constructivism through the work of its most well-known advocate, Ernst von Glasersfeld, who combines a sophisticated philosophical discussion of knowledge and truth with educational practices. Joldersma uses Joseph Rouse's work in philosophy of science to criticize the antirealism inherent in radical constructivism, emphasizing that Rouse's Heideggerian critique differs from the standard realist defense of modernist epistemology. Next, Joldersma develops an alternative conception of truth, in terms of disclosure, based on Lambert Zuidervaart's work in (...)
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  5. Clarence W. Joldersma & Ruth Deakin Crick (2010). Citizenship, Discourse Ethics and an Emancipatory Model of Lifelong Learning. In Mark Murphy & Ted Fleming (eds.), Habermas, Critical Theory and Education. Routledge.
     
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  6. Clarence W. Joldersma (2009). A Spirituality of the Desert for Education: The Call of Justice Beyond the Individual or Community. Studies in Philosophy and Education 28 (3):193-208.
  7. Clarence W. Joldersma (2009). How Can Science Help Us Care for Nature? Hermeneutics, Fragility, and Responsibility for the Earth. Educational Theory 59 (4):465-483.
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  8. Clarence W. Joldersma (2009). Review of Kent Greenawalt, Does God Belong in Public Schools? Princeton: Princeton University Press, 2005. [REVIEW] Studies in Philosophy and Education 28 (6):581-587.
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  9. Clarence W. Joldersma (2008). 3 The Importance of Enjoyment and Inspiration for Learning From a Teacher1. In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. 18--43.
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  10. Ruth Deakin Crick & Clarence W. Joldersma (2007). Habermas, Lifelong Learning and Citizenship Education. Studies in Philosophy and Education 26 (2):77-95.
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  11. Ruth Deakin Crick & Clarence W. Joldersma (2007). Habermas, Lifelong Learning and Citizenship Education. Studies in Philosophy and Education 26 (2):77-95.
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  12. Clarence W. Joldersma (2007). A Review of James D. Marshall (Ed.): Poststructuralism, Philosophy, Pedagogy, Kluwer Academic, Dordrecht, 2004. [REVIEW] Studies in Philosophy and Education 26 (1):57-65.