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  1. Heidegger, Education, and Modernity.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 - 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.  43
    The Terror of Explicitness: Philosophical Remarks on the Idea of a Parenting Contract.Stefan Ramaekers & Bert Lambeir - 2007 - Ethics and Education 2 (2):95-107.
    The new idea of a 'parenting contract', explicitly taking as its point of reference the United Nations Convention on the Rights of the Child, is meant primarily to protect children's rights, and specifically the right to a proper upbringing. The nature of the parent-child relationship is thus drawn into the discourse of rights and duties. Although there is much to be said for parents explicitly attending to their children's upbringing, something of the uniqueness of the parent-child relationship seems to be (...)
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  3.  25
    Education as Liberation: The Politics and Techniques of Lifelong Learning.Bert Lambeir - 2005 - Educational Philosophy and Theory 37 (3):349–355.
    It is taken for granted that the complexity of the information society requires a reorientation of our being in the world. Not surprisingly, the call for lifelong learning and permanent education becomes louder and more intense every day. And while there are various worthwhile initiatives, like alphabetisation courses, the article argues that the discourse of lifelong learning contains at least two difficulties. Firstly, the shift from a knowledge‐based to an information society has revealed a concept of learning with an emphasis (...)
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  4.  32
    Nihilism: Beyond Optimism and Pessimism.Bert Lambeir & Paul Smeyers - 2003 - 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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    Humanizing Education and the Educationalization of Health.Bert Lambeir & Stefan Ramaekers - 2008 - Educational Theory 58 (4):435-446.
  6.  20
    Carpe Diem: Tales of Desire and the Unexpected.Paul Smeyers & Bert Lambeir - 2001 - Journal of Philosophy of Education 35 (2):281–297.
  7.  17
    Regret for What Not Has Been. Education, and From Now You're on Your Own.Bert Lambeir - 2004 - Studies in Philosophy and Education 23 (2/3):177-188.
    When children gradually leave theirparental home and the educational task of theirparents is nearly finished, the relationshipbetween them changes. The nature of the closerelationship comes under pressure, and thequestion is whether what is awaited for willnot be hollow. To think about the character andorigin of this emptiness, leads to a reflectionof the essence of the educational relationshipitself. This article discusses the way in which``leaving home'' puts the relationship betweenand the identities of parent and child atstake. It furthermore describes the kind (...)
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    Discussion.Bert Lambeir & Paul Smeyers - 2003 - Studies in Philosophy and Education 22 (3/4):325-327.
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    Carpe Diem: Tales of Desire and the Unexpected.Paul Smeyers & Bert Lambeir - 2001 - Journal of the Philosophy of Education 35 (2):281-297.
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