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  1.  2
    Nicholas C. Burbules (2014). Philosophical Reflections on Editing. Educational Theory 64 (4):317-331.
    In this essay Nicholas C. Burbules reviews his experiences and the lessons he learned as editor of Educational Theory for more than twenty years, and he explores some of the normative choices that are inevitably made by any editor in carrying out his or her role. Burbules examines the relationship of a journal to its intellectual field; the review process; communications and interactions with authors; the process of editing and revising manuscripts; questions of representativeness in a theoretically pluralistic field; the (...)
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  2.  26
    Paul Smeyers & Nicholas C. Burbules (2011). How to Improve Your Impact Factor: Questioning the Quantification of Academic Quality. Journal of Philosophy of Education 45 (1):1-17.
    A broad-scale quantification of the measure of quality for scholarship is under way. This trend has fundamental implications for the future of academic publishing and employment. In this essay we want to raise questions about these burgeoning practices, particularly how they affect philosophy of education and similar sub-disciplines. First, details are given of how an ‘impact factor’ is calculated. The various meanings that can be attached to it are scrutinised. Second, we examine how impact factors are used to make various (...)
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  3.  16
    Paul Smeyers & Nicholas C. Burbules (2006). Education as Initiation Into Practices. Educational Theory 56 (4):439-449.
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  4. Nicholas C. Burbules (2000). Lyotard on Wittgenstein: The Differend, Language Games, and Education. In Pradeep Ajit Dhillon & Paul Standish (eds.), Lyotard: Just Education. Routledge 36--53.
     
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  5.  24
    Nicholas C. Burbules (2008). Tacit Teaching. Educational Philosophy and Theory 40 (5):666-677.
    This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. Doing philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as a guide; it is a matter of showing more than saying. Wittgenstein's approach suggests a model that I will call tacit teaching. (...)
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  6. D. C. Phillips & Nicholas C. Burbules (2001). Postpositivism and Educational Research. British Journal of Educational Studies 49 (1):109-111.
     
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  7. Nicholas C. Burbules & Richard Smith (2005). 'What It Makes Sense to Say': Wittgenstein, Rule-Following and the Nature of Education. Educational Philosophy and Theory 37 (3):425–430.
  8.  26
    Klas Roth & Nicholas C. Burbules (2011). Cosmopolitan Identity and Education. Educational Philosophy and Theory 43 (3):205-208.
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  9.  8
    Nicholas C. Burbules (2002). The Dilemma of Philosophy of Education: "Relevance" or Critique? Part One. Educational Theory 52 (3):257-261.
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  10.  7
    Nicholas C. Burbules (1991). Rationality and Reasonableness: A Discussion of Harvey Siegel's Relativism Refuted and Educating Reason. Educational Theory 41 (2):235-252.
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  11.  20
    Nicholas C. Burbules (1986). A Theory of Power in Education. Educational Theory 36 (2):95-114.
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  12.  2
    Nicholas C. Burbules (1995). Reasonable Doubt: Toward a Postmodern Defense of Reason as an Educational Aim. In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge 82--102.
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  13.  10
    Nicholas C. Burbules (1991). Continuity and Diversity in Philosophy of Education: An Introduction. Educational Theory 41 (3):257-263.
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  14. Nicholas C. Burbules (2009). Postmodernism and Education. In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press
     
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  15.  10
    Nicholas C. Burbules & Thomas A. Callister (1996). Knowledge at the Crossroads: Some Alternative Futures of Hypertext Learning Environments. Educational Theory 46 (1):23-50.
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  16.  10
    Nicholas C. Burbules (1990). Equal Opportunity or Equal Education? Educational Theory 40 (2):221-226.
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  17.  6
    Nicholas C. Burbules (1986). Education Under Siege. Educational Theory 36 (3):301-313.
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  18.  23
    Nicholas C. Burbules (2000). A Half-Century of Educational Theory: Perspectives on the Past, Present, and Future. Educational Theory 50 (3):279-288.
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  19.  26
    Nicholas C. Burbules (2002). Like a Version: Playing with Online Identities. Educational Philosophy and Theory 34 (4):387–393.
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  20.  25
    Nicholas C. Burbules (2000). Postmodernism for Analytic Philosophers of Education. Educational Philosophy and Theory 32 (3):311–314.
  21.  21
    Nicholas C. Burbules (1977). The Antonym of 'Autonomy': A Response to D. C. Phillips' 'the Anatomy of Autonomy'. Educational Philosophy and Theory 9 (2):57–62.
  22.  8
    Paul Smeyers & Nicholas C. Burbules (2006). The Changing Practices and Social Relations of Education. Educational Theory 56 (4):363-369.
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  23. Nicholas C. Burbules (2004). From the Editor. Educational Theory 54 (2):117-117.
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  24. Nicholas C. Burbules (forthcoming). Modes of Criticality as Modes of Teaching. Philosophy of Education.
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  25. Nicholas C. Burbules (forthcoming). Radical Educational Cynicism and Radical Educational Skepticism. Philosophy of Education.
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  26. Nicholas C. Burbules (forthcoming). The Dilemma of" Relevance" in the Philosophy of Education. Philosophy of Education.
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  27. Nicholas C. Burbules (2002). The Dilemma of Philosophy of Education: "Relevance" or Critique? Part Two. Educational Theory 52 (3):349-357.
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  28. Wendy R. Kohli & Nicholas C. Burbules (2013). Feminisms and Educational Research. R&L Education.
    The latest book in the Philosophy, Theory, and Educational Research series introduces the main philosophical and theoretical ideas of recent western feminisms as it applies to educational research. Unlike other books that focus on these topics, the authors present a balanced overview of the issues, instead of pushing a particular perspective.
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  29. Wendy R. Kohli & Nicholas C. Burbules (2013). Feminisms and Educational Research. R&L Education.
    The latest book in the Philosophy, Theory, and Educational Research series introduces the main philosophical and theoretical ideas of recent western feminisms as it applies to educational research. Unlike other books that focus on these topics, the authors present a balanced overview of the issues, instead of pushing a particular perspective.
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  30. Wendy R. Kohli & Nicholas C. Burbules (2011). Feminisms and Educational Research. Rowman & Littlefield Publishers.
    The latest book in the Philosophy, Theory, and Educational Research series introduces the main philosophical and theoretical ideas of recent western feminisms as it applies to educational research. Unlike other books that focus on these topics, the authors present a balanced overview of the issues, instead of pushing a particular perspective.
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