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  1.  12
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
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  2.  27
    The Non-Transparency of the Self and the Ethical Value of Bildung.Christiane Thompson - 2005 - Journal of Philosophy of Education 39 (3):519–533.
  3.  57
    The Philosophy of Education as the Economy and Ecology of Pedagogical Knowledge.Christiane Thompson - 2015 - Studies in Philosophy and Education 34 (6):651-664.
    What does reflection on educational theory and education today actually aim at, if theory and practice can no longer be formulated as a unity? This article describes the German discourse of educational philosophy and outlines its critical view discussing the “limits of understanding subjectivity”. In the following parts it is argued that the philosophy of education of the future will encompass an “economy” as well as an “ecology” of pedagogical or educational knowledge. Here, analyses of contemporary educational practices are brought (...)
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  4.  28
    The Authority of Bildung: Educational Practices in Early Childhood Education.Christiane Thompson - 2015 - Ethics and Education 10 (1):3-16.
    This paper is concerned with the transformation of the field of early education in Germany. It poses the question whether these changes can be generally related to the German concept of Bildung – as denoting the children's autonomous activity of engaging themselves and the world. Investigating film material on practices of documentation in early education the paper seeks to clarify the impacts that Bildung has for the constitution of children's subjectivity. Does Bildung bring about a regime of individualization that obfuscates (...)
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  5.  27
    Evaluations and the Forgetfulness of Pedagogical Relations: Remarks on Educational Authority.Christiane Thompson - 2013 - Educational Theory 63 (3):283-298.
    In this essay, Christiane Thompson addresses the question of evaluative practices, particularly student evaluation of teaching (SET), and their effects with respect to pedagogical relations in the university setting. In the first part of the essay, Thompson draws on Michel Foucault's analysis of power to show how university teaching has come to be defined according to notions of obligation, accountability, and assurance. The forgetfulness of pedagogical relations that results from the increasing use of SET prompts Thompson to rethink the significance (...)
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  6.  32
    Exercising Theory: A Perspective on its Practice.Christiane Thompson - 2011 - Studies in Philosophy and Education 30 (5):449-454.
    What is the task of educational theory or philosophy if it is not merely conceived as specification of philosophical doctrines in the realm of education? In my view it is the particular task of educational-philosophical theory to work critically on the historically developed cultural constructs that shape our (educational) experience. Thus, the activity that educational theorists are to perform is the critical reflection of the “limits of our world” by drawing on philosophical references and theories. In this text I describe (...)
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  7.  16
    What Are the Bounds of Critical Rationality in Education?Christiane Thompson - 2004 - Journal of Philosophy of Education 38 (3):485–492.
  8. Autorität.Alfred Schäfer & Christiane Thompson (eds.) - 2009 - Schöningh.
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  9.  18
    A Matter of Exposition: Examination and Education.Sabrina Schröder & Christiane Thompson - 2015 - Ethics and Education 10 (2):152-162.
    While current literature on examination and testing mostly engages with the objectivity of exams and their procedural logic, this article is concerned with the ‘ethical dimension’ of examination: Examinations provoke a particular relation to oneself, possibly self-transformation. The praxis of examination entails self-confrontation in the light of the uncertainty regarding that which is expected of the self. Referring to an example taken from the field of early education, four ‘figures' – positional difference, exposition, identification, and representation – are used in (...)
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  10. Bildung Und Die Grenzen der Erfahrung: Randgänge der Bildungsphilosophie.Christiane Thompson - 2009 - F. Schöningh.
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  11.  2
    Debating Academic Freedom. Educational-Philosophical Premises and Problems.Christiane Thompson - forthcoming - Educational Philosophy and Theory:1-11.
    In the past years, there has been an intensive discussion on the topic of academic freedom in the university. More precisely, it has been criticized that the university is confronted with a growing...
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  12.  6
    Diesseits von Authentizität und Emanzipation. Verschiebungen kritischer Erziehungswissenschaft zu einer ‚kritischen Ontologie der Gegenwart '.Christiane Thompson - 2004 - In Norbert Ricken & Markus Rieger-Ladich (eds.), Michel Foucault: Pädagogische Lektüren. Vs Verlag für Sozialwissenschaften. pp. 39--56.
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  13.  40
    Theorizing Education and Educational Research.Christiane Thompson - 2012 - Studies in Philosophy and Education 31 (3):239-250.
    In this paper, I address the question of how a philosophically enriched view of method might inform both educational theory and educational research. The first part of the paper elaborates recent discussions on “philosophical method” in the educational–philosophical discourse. These discussions point toward the importance of analyzing the conceptual or categorical frameworks of educational processes. The second part of the paper discusses Martin Heidegger’s work Being and Time to capture fully the challenges that a philosophical method faces in investigations of (...)
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