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Paul Smeyers [64]Paulus Smeyers [13]
  1. Paul Smeyers, Doret J. De Ruyter, Yusef Waghid & Torill Strand (forthcoming). Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors. Studies in Philosophy and Education:1-20.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal (Stud Philos Educ 31:1–27, 2012), this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. (...)
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  2. Paul Smeyers (2014). Education in/for Non-Violence: Messages for Believers and Non-Believers? A Response to Hanan Alexander and Yusef Waghid. Ethics and Education 9 (1):79-83.
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  3. Paul Smeyers (2013). Making Sense of the Legacy of Epistemology in Education and Educational Research. Journal of Philosophy of Education 47 (2):311-321.
    Ruitenberg and Phillips maintain that the conventional meanings of ‘epistemology’ have been misused and that this obscures the discussion. They accept that talking about ‘knowledge’ itself is part of a particular social practice (in the natural as well as the social sciences) and that the epistemic agent is always connected with others. This review questions whether the embeddedness of a particular social practice should not be conceived more radically, i.e. by considering the implications of playing the game of ‘epistemology’ conceived (...)
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  4. Dirk Willem Postma & Paul Smeyers (2012). Like a Swallow, Moving Forward in Circles: On the Future Dimension of Environmental Care and Education. Journal of Moral Education 41 (3):399-412.
    After the moral framework of sustainable development, the focus on climate change appears to take a lead in the practice and theory of environmental education. Inherent in this perspective is an apocalyptic message: if we do not rapidly change our use of energy resources, we will severely harm the life conditions of our children and grandchildren. In this article we argue that environmental educators should liberate us from this highly instrumental dictate by taking their cue from our daily care for (...)
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  5. Paul Smeyers (2012). Chains of Dependency: On the Disenchantment and the Illusion of Being Free at Last (Part 1). Journal of Philosophy of Education 46 (2):177-191.
    Time, space, causality, communicating and acting together set limits on our freedom. Starting from the position of Wittgenstein, who advocates neither a position of pure subjectivity nor of pure objectivity, and taking into account what is implied by initiation into the symbolic order of language and culture, it is argued that the limitations on our freedom are not to be deplored. The problems of conservatism, relativism and scepticism—which confront us often in the context of education and child rearing—are inadequately dealt (...)
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  6. Paul Smeyers (2012). Chains of Dependency: On the Disenchantment and the Illusion of Being Free at Last (Part 2). Journal of Philosophy of Education 46 (3):461-471.
    This paper is the sequel to Part 1, which appeared in this Journal, Vol. 46 No. 2, 2012. Following Cavell and his insistence that we should not try to escape from the existential conditions we find ourselves in and look for false certainties, the relevance of embracing a particular stance is elaborated. A commitment to giving substance to an ideal of ‘the good life’ is neither an injustice towards the other nor an ignorance of her freedom. On the contrary, here (...)
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  7. Paul Smeyers (2012). Moral Perception and Judgment and a Truly Radical Change of Social Practices: A Reply to Paul Standish's 'Registers of the Religious'. Ethics and Education 7 (2):199-205.
    Ethics and Education, Volume 7, Issue 2, Page 199-205, July 2012.
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  8. Paul Smeyers (2012). Review of Yusef Waghid, Conceptions of Islamic Education: Pedagogical Framings. [REVIEW] Studies in Philosophy and Education 31 (1):91-98.
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  9. Paul Smeyers & Marc Depaepe (2012). The Lure of Psychology for Education and Educational Research. Journal of Philosophy of Education 46 (3):315-331.
    Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for education (...)
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  10. Paulus Smeyers (2012). Chains of Dependency: On the Disenchantment and the Illusion of Being Free at Last (Part 1). Journal of Philosophy of Education 46 (2):177-191.
    Time, space, causality, communicating and acting together set limits on our freedom. Starting from the position of Wittgenstein, who advocates neither a position of pure subjectivity nor of pure objectivity, and taking into account what is implied by initiation into the symbolic order of language and culture, it is argued that the limitations on our freedom are not to be deplored. The problems of conservatism, relativism and scepticismwhich confront us often in the context of education and child rearingare inadequately dealt (...)
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  11. Paulus Smeyers (2012). Chains of Dependency: On the Disenchantment and the Illusion of Being Free at Last (Part 2). Journal of Philosophy of Education 46 (3):461-471.
    This paper is the sequel to Part 1, which appeared in this Journal, Vol. 46 No. 2, 2012. Following Cavell and his insistence that we should not try to escape from the existential conditions we find ourselves in and look for false certainties, the relevance of embracing a particular stance is elaborated. A commitment to giving substance to an ideal of the good life is neither an injustice towards the other nor an ignorance of her freedom. On the contrary, here (...)
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  12. Paulus Smeyers & Marc Depaepe (2012). The Lure of Psychology for Education and Educational Research. Journal of Philosophy of Education 46 (3):315-331.
    Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for education (...)
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  13. Yusef Waghid & Paul Smeyers (2012). Reconsidering Ubuntu: On the Educational Potential of a Particular Ethic of Care. Educational Philosophy and Theory 44 (s2):6-20.
    In this article we argue that ubuntu (human interdependence) is not some form of essentialist notion that unfolds in exactly the same way as some critics of ubuntu might want to suggest. Rather, we offer a philosophical position that (re)considers the situation of the self in relation to others. The article starts from the general issues at stake in the debate concerning particularity and universalist ethics. We then reconsider the general position of the ethics of care, and particularly how it (...)
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  14. Yusef Waghid & Paul Smeyers (2012). Taking Into Account African Philosophy: An Impetus to Amend the Agenda of Philosophy of Education. Educational Philosophy and Theory 44 (s2):1-5.
    Sceptics of an Africanisation of education have often lambasted its proponents for re-inventing something that has very little, if any, role to play in contemporary African society. The contributors to this issue hold a different view and, through the papers included in this issue, arguments are proffered in defence of an Africanisation of education on the African continent, particularly through the notion of ubuntu.Since the 1960s, Africana philosophy as an instance of Africanisation has emerged as a ‘gathering’ notion for philosophical (...)
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  15. Dirk Willem Postma & Paul Smeyers (2012). Like a Swallow, Moving Forward in Circles: On the Future Dimension of Environmental Care and Education. Journal of Moral Education 41 (3):399-412.
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  16. 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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  17. Paulus Smeyers & Nicholas Burbules (2011). How to Improve Your Impact Factor: Questioning the Quantification of Academic Quality. Journal of Philosophy of Education 787 (45):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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  18. Paul Smeyers (2010). Empathy, Paternalism and Practical Reason: Philosophy of Education and the Ethics of Care Revisited. Journal of Philosophy of Education 44 (1):171-180.
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  19. Paul Smeyers (2010). Child Rearing in the “Risk” Society: On the Discourse of Rights and the “Best Interests of a Child”. Educational Theory 60 (3):271-284.
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  20. Paul Smeyers (2010). Education, Educational Research, and the 'Grammar' of Understanding: A Response to David Bridges. Ethics and Education 4 (2):125-129.
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  21. Paul Smeyers (2010). State Intervention and the Technologization and Regulation of Parenting. Educational Theory 60 (3):265-270.
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  22. Paul Smeyers & Yusef Waghid (2010). Cosmopolitanism in Relation to the Self and the Other: From Michel Foucault to Stanley Cavell. Educational Theory 60 (4):449-467.
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  23. Yusef Waghid & Paul Smeyers (2010). On Doing Justice to Cosmopolitan Values and the Otherness of the Other: Living with Cosmopolitan Scepticism. Studies in Philosophy and Education 29 (2):197-211.
  24. David Bridges, Paul Smeyers & Richard Smith (2008). Educational Research and the Practical Judgement of Policy Makers. Journal of Philosophy of Education 42 (s1):5-14.
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  25. Marc Depaepe & Paul Smeyers (2008). Educationalization as an Ongoing Modernization Process. Educational Theory 58 (4):379-389.
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  26. Stefan Ramaekers & Paul Smeyers (2008). Child Rearing: Passivity and Being Able to Go On. Wittgenstein on Shared Practices and Seeing Aspects. Educational Philosophy and Theory 40 (5):638-651.
    It is not uncommon to hear parents say in discussions they have with their children 'Look at it this way'. And called upon for their advice, counsellors too say something to adults with the significance of 'Try to see it like this'. The change of someone's perspective in the context of child rearing is the focus of this paper. Our interest in this lies not so much in giving an answer to the practical problems that are at stake, but at (...)
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  27. Paul Smeyers (2008). Child-Rearing: On Government Intervention and the Discourse of Experts. Educational Philosophy and Theory 40 (6):719-738.
    For Kant, education was understood as the 'means' to become human—and that is to say, rational. For Rousseau by contrast, and the many child-centred educators that followed him, the adult world, far from representing reason, is essentially corrupt and given over to the superficialities of worldly vanity. On this view, the child, as a product of nature, is essentially good and will learn all she needs to know from experience. Both positions have their own problems, but beyond this 'internal debate', (...)
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  28. Paul Smeyers (2008). On the Epistemological Basis of Large-Scale Population Studies and Their Educational Use. Journal of Philosophy of Education 42 (s1):63-86.
    This paper attempts to take seriously the claim that we can look for causes in order to understand the reality we live (in), and focuses therefore primarily on 'the natural world'. It will be argued that even if we were to fully endorse the programme of looking for antecedents, a dominant driver for many educational researchers, this would still not solve the problems they commonly set out to address. It will illustrate the problem of contextualisation in using an example of (...)
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  29. Paulus Smeyers & Nicholas Burbules (2008). Introduction. Wittgenstein's Legacy for Education. Educational Philosophy and Theory 40:585-590.
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  30. Marc Depaepe & Paul Smeyers (2007). On Historicized Meanings and Being Conscious About One's Own Theoretical Premises—a Basis for a Renewed Dialogue Between History and Philosophy of Education? Educational Philosophy and Theory 39 (1):3–9.
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  31. Paul Smeyers (2007). A Review of Kenneth R. Howe, Closing Methodological Divides: Toward Democratic Educational Research. Kluwer Academic Publishers, Dordrecht, 2003, 168 Pp, $99.00, ISBN 1-4020-1226-8. [REVIEW] Studies in Philosophy and Education 26 (6):571-576.
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  32. Paul Smeyers (2007). Present Still, the Integrity of the Educator. Philosophy of Education 62:462-464.
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  33. Paul Smeyers (2007). The Therapy of Education: Philosophy, Happiness and Personal Growth. Palgrave Macmillan.
    In the modern day, it is understood that the role of the teacher comprises aspects of therapy directed towards the child. But to what extent should this relationship be developed, and what are its concomitant responsibilities? This book offers a challenging philosophical approach to the inherent problems and tensions involved with these issues.
     
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  34. Paulus Smeyers (2007). On Dogmas and Bridge-Building in Educational Research. Studies in Philosophy and Education 26:571-576.
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  35. Paulus Smeyers & Marc Depaepe (2007). Refuge in Theory. Educational Philosophy and Theory 39.
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  36. Bruno Vanobbergen & Paul Smeyers (2007). On Cioran's Criticism of Utopian Thinking and the History of Education. Educational Philosophy and Theory 39 (1):44–55.
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  37. Paul Smeyers (2006). 'What It Makes Sense to Say': Education, Philosophy and Peter Winch on Social Science. Journal of Philosophy of Education 40 (4):463–485.
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  38. Paul Smeyers (2006). What Philosophy Can and Cannot Do for Education. Studies in Philosophy and Education 25 (1-2):1-18.
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  39. Paul Smeyers & Nicholas C. Burbules (2006). Education as Initiation Into Practices. Educational Theory 56 (4):439-449.
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  40. Paul Smeyers & Nicholas C. Burbules (2006). The Changing Practices and Social Relations of Education. Educational Theory 56 (4):363-369.
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  41. Michael A. Peters & Paul Smeyers (2005). Editorial: Festschrift: Essays in Honour of James D. Marshall. Educational Philosophy and Theory 37 (3):255–256.
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  42. Paul Smeyers (2005). Idle Research, Futile Theory, and the Risk for Education: Reminders of Irony and Commitment. Educational Theory 55 (2):165-183.
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  43. Paul Smeyers (2005). The Labouring Sleepwalker: Evocation and Expression as Modes of Qualitative Educational Research. Educational Philosophy and Theory 37 (3):407–423.
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  44. Paul Smeyers & Padraig Hogan (2005). The Inherent Risks of Human Learning. Educational Theory 55 (2):115-121.
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  45. Nicholas Burbules & Paul Smeyers (2003). The Later Wittgenstein and Ethics: Invigorating Questions Challenging the Outlook on Education. Philosophy of Education 58:248-257.
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  46. Bert Lambeir & Paul Smeyers (2003). Discussion. Studies in Philosophy and Education 22 (3/4):325-327.
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  47. Bert Lambeir & Paul Smeyers (2003). Nihilism: Beyond Optimism and Pessimism. Studies in Philosophy and Education 22 (3/4):183-194.
    Is the youth culture, or more precisely aparticular kind of it, to be characterized as nihilistic ? And is this a threat or ablessing for education? To deal with this nihilism is first characterized generally andfollowing particular attention is paid toNietzsche's own version and revaluation ofvalues. Then Foucault's concept of life as awork of art is brought to the forefront as aparticular manner to give shape to one's life.It is argued that some of the more popularforms of pleasure nowadays may (...)
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  48. Paulus Smeyers & B. Lambeir (2003). Dangerously One-Sided, Frightfully Wrong. On Education, Individuals and 21st Century Society. Studies in Philosophy and Education 22:325-328.
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  49. Paulus Smeyers & B. Lambeir (2003). Nihilism: Beyond Optimism and Pessimism. Threat or Blessing for Education at the Turn of the Century. Studies in Philosophy and Education 22:183-194.
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  50. Michael A. Peters, Valerie Allen, Ares D. Axiotis, Michael Bonnett, David E. Cooper, Patrick Fitzsimons, Ilan Gur-Ze'ev, Padraig Hogan, F. Ruth Irwin, Bert Lambeir, Paul Smeyers, Paul Standish & Iain Thomson (2002). Heidegger, Education, and Modernity. Rowman & Littlefield Publishers.
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