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  1. 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.
    Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.
     
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  2. 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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  3.  40
    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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  4.  10
    Paul Smeyers, Doret J. De Ruyter, Yusef Waghid & Torill Strand (2014). Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors. Studies in Philosophy and Education 33 (6):647-666.
    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 , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper an (...)
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  5.  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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  6.  16
    Paul Smeyers & Nicholas C. Burbules (2006). Education as Initiation Into Practices. Educational Theory 56 (4):439-449.
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  7.  24
    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.
    Due to a number of radical changes in society, the role of parents in the upbringing of their children has been redefined. In this essay, Paul Smeyers argues that “risk” thinking, and the technologization that goes with it in the context of child rearing, naturally leads to the rights discourse, but that thinking about the relation between parents and children in terms of rights confronts one with a number of insurmountable problems. The concept of the “best interests of a child” (...)
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  8.  7
    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.
  9.  12
    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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  10. Paul Smeyers (2001). Qualitative Versus Quantitative Research Design: A Plea for Paradigmatic Tolerance in Educational Research. Journal of Philosophy of Education 35 (3):477–495.
  11.  25
    Paulus Smeyers (1996). Back to the Individual. On the Educational Importance of Commitment. Journal of Philosophy of Education 30 (3):471-478.
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  12.  28
    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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  13.  18
    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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  14.  11
    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.
    Educators, not to mention philosophers of education, find themselves in a difficult position nowadays. They are confronted with problems such as which kind of values one would want citizens to embrace, or to what extent social practices of a particular group may differ from what is generally held. In this essay, Paul Smeyers and Yusef Waghid focus on postmodern critiques, in particular on the position of Michel Foucault as it is relevant for the debate on cosmopolitanism. The authors argue that (...)
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  15.  5
    Paul Smeyers (2016). Neurophilia: Guiding Educational Research and the Educational Field? Journal of Philosophy of Education 50 (1):62-75.
    For a decade or so there has been a new ‘hype’ in educational research: it is called educational neuroscience or even neuroeducation —there are numerous publications, special journals, and an abundance of research projects together with the advertisement of many positions at renowned research centres worldwide. After a brief introduction of what is going on in the ‘emerging sub-discipline’, a number of characterisations are offered of what is envisaged by authors working in this field. In the discussion that follows various (...)
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  16.  23
    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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  17.  11
    Paul Smeyers (1992). The Necessity for Particularity in Education and Child-Rearing: The Moral Issue. Journal of Philosophy of Education 26 (1):63–73.
  18.  3
    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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  19.  7
    Paul Smeyers & Padraig Hogan (2005). The Inherent Risks of Human Learning. Educational Theory 55 (2):115-121.
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  20.  4
    Paul Smeyers (1998). Assembling Reminders for Educational Research: Wittgenstein on Philosophy. Educational Theory 48 (3):287-308.
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  21.  8
    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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  22.  4
    Paul Smeyers & Marc Depaepe (2016). Introduction: Educational Research: Discourses of Change and Changes of Discourse. Journal of Philosophy of Education 50 (1):6-7.
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  23.  9
    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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  24.  2
    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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  25.  2
    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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  26.  3
    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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  27.  8
    Paul Smeyers (1995). Education and the Educational Project I: The Atmosphere of Post-Modernism. Journal of Philosophy of Education 29 (1):109–119.
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  28.  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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  29.  15
    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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  30.  2
    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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  31.  19
    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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  32.  2
    Paul Smeyers (2010). State Intervention and the Technologization and Regulation of Parenting. Educational Theory 60 (3):265-270.
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  33. Paul Smeyers & Michael A. Peters (eds.) (2006). Postfoundationalist Themes in the Philosophy of Education: Festschrift for James D. Marshall. Wiley-Blackwell.
    This collection of essays focuses on the work of James D. Marshall, who has been active in the philosophy of education for three decades. Deals with Marshall’s long-standing criticism of the public education system in New Zealand Discusses his work considering the relevance of Wittgenstein and Foucault for philosophy of education. Features tributes to Marshall in the form of interviews and testimonials. Contains remarks from Marshall himself in response to the commentaries of his colleagues.
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  34.  10
    Paul Smeyers & Bas Levering (2000). Educational Research: Language and Content. Lessons in Publication Policies From the Low Countries. British Journal of Educational Studies 48 (1):70 - 81.
    Owing to the growing internationalisation of research, educational researchers in the Netherlands are increasingly expected to publish through the medium of the English language. Though this undoubtedly benefits the communication between scholars, there are also side-effects. This paper discusses problematic issues from three perspectives: (i) the use of a non-native language for communication between scholars in the area of education; (ii) the use either exclusively, or not, of a publication record of such publications for purposes of recruitment and promotion of (...)
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  35.  2
    Paulus Smeyers & Marc Depaepe (2007). Refuge in Theory. Educational Philosophy and Theory 39.
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  36.  31
    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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  37.  19
    Paul Smeyers & Bert Lambeir (2001). Carpe Diem: Tales of Desire and the Unexpected. Journal of Philosophy of Education 35 (2):281–297.
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  38.  26
    Paul Smeyers & Nicholas C. Burbules (2006). The Changing Practices and Social Relations of Education. Educational Theory 56 (4):363-369.
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  39.  25
    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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  40.  1
    Paul Smeyers (1995). Initiation and Newness in Education and Child-Rearing. Studies in Philosophy and Education 14 (2-3):229-249.
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  41.  2
    Paul Smeyers (2005). The Labouring Sleepwalker: Evocation and Expression as Modes of Qualitative Educational Research. Educational Philosophy and Theory 37 (3):407–423.
    This paper deals with the highly personal way an individual makes sense of the world in a way that avoids the pitfalls of the so‐called private language. For Wittgenstein following a rule can never mean just following another rule, though we do follow rules blindly. His idea of the ‘form of life’ elicits that ‘what we do’ refers to what we have learnt, to the way in which we have learnt it and to how we have grown to find it (...)
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  42.  18
    Marc Depaepe & Paul Smeyers (2008). Educationalization as an Ongoing Modernization Process. Educational Theory 58 (4):379-389.
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  43.  8
    Paul Smeyers (1996). The Ethics of Authenticity-Taylor, C. Journal of Philosophy of Education 30 (3):471-478.
  44.  3
    Paul Smeyers & James D. Marshall (1995). The Wittgensteinian Frame of Reference and Philosophy of Education at the End of the Twentieth Century. Studies in Philosophy and Education 14 (2-3):127-159.
    -discusses 3 methods of PoE instruction: PoE as foundational, Great Educators, and isms approach (p19).
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  45. Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) (2002). The Blackwell Guide to the Philosophy of Education. John Wiley & Sons.
    In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field. Provides a solid (...)
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  46.  21
    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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  47.  4
    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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  48.  16
    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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  49.  7
    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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  50.  3
    Paulus Smeyers & Nicholas Burbules (2008). Introduction. Wittgenstein's Legacy for Education. Educational Philosophy and Theory 40:585-590.
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