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Claudia W. Ruitenberg [39]Claudia Ruitenberg [21]
  1.  44
    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.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  2.  9
    Educating Political Adversaries: Chantal Mouffe and Radical Democratic Citizenship Education.Claudia W. Ruitenberg - 2008 - Studies in Philosophy and Education 28 (3):269-281.
    Many scholars in the area of citizenship education take deliberative approaches to democracy, especially as put forward by John Rawls, as their point of departure. From there, they explore how students’ capacity for political and/or moral reasoning can be fostered. Recent work by political theorist Chantal Mouffe, however, questions some of the central tenets of deliberative conceptions of democracy. In the paper I first explain the central differences between Mouffe’s and Rawls’s conceptions of democracy and politics. To this end I (...)
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  3.  3
    The Cruel Optimism of Transformative Environmental Education.Claudia Ruitenberg - 2020 - Journal of Philosophy of Education 54 (4):832-837.
    Journal of Philosophy of Education, EarlyView.
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  4.  5
    Reconceptualizing study in educational discourse and practice.Claudia Ruitenberg (ed.) - 2017 - New York: Routledge, Taylor & Francis Group.
    Addressing studying as a distinct educational concept and phenomenon in its own right, the essays in this volume consider study and studying from a range of perspectives. Countering dominant educational discourses, which place a heavy emphasis on learning and instruction, the contributors explore questions such as: What does it mean to study something? How is studying something different from being taught about it, or learning something about it? What does the difficulty demanded by study mean for the one who studies (...)
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  5.  12
    The Subjectification Function of Education.Claudia Ruitenberg - 2020 - Philosophy of Education 76:130-146.
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  6.  8
    Hospitality and Embodied Encounters in Educational Spaces.Claudia W. Ruitenberg - 2018 - Studies in Philosophy and Education 37 (3):257-263.
    This short paper responds to the essays by Shilpi Sinha, Shaireen Rasheed, and Lyudmila Bryzzheva. It considers how racial inequality between teachers and students affects the possibilities of educational hospitality, both in cases of white teachers teaching racialized students and in cases of racialized teachers teaching white students. The response takes a phenomenological turn, considering the relative vulnerability of bodies that encounter each other in educational spaces which, themselves, are not neutral.
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  7.  5
    The Empty Chair: Education in an Ethic of Hospitality.Claudia W. Ruitenberg - 2011 - Philosophy of Education 67:28-36.
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  8.  6
    The overlapping spheres of medical professionalism and medical ethics: a conceptual inquiry.Claudia W. Ruitenberg - 2016 - Ethics and Education 11 (1):79-90.
    This essay examines the concepts of ‘professionalism’ and ‘ethics’ as they are used in health professions education and, in particular, medical education. It proposes that, in order to make sense of the construct of ‘professional ethics,’ it would be helpful to conceive of professionalism and ethics as overlapping but not identical spheres. By allowing for areas of professionalism that are not directly pertinent to ethics, and areas of ethics that are not directly pertinent to the professional sphere, ‘professional ethics’ as (...)
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  9.  2
    Learning to Articulate: From Ethical Motivation to Political Demands.Claudia W. Ruitenberg - 2010 - Philosophy of Education 66:372-380.
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  10.  12
    Distance and defamiliarisation: Translation as philosophical method.Claudia W. Ruitenberg - 2009 - Journal of Philosophy of Education 43 (3):421-435.
    In this article I posit translation as philosophical operation that disrupts commonsense meaning and understanding. By defamiliarising language, translation can arrest thinking about a text in a way that assumes the language is understood. In recent work I have grappled with the phrase 'ways of knowing', which, for linguistic and conceptual reasons, confuses discussions about epistemological diversity. I here expand this inquiry by considering languages in which more than one equivalent exists for the English verb 'to know'. French, for example, (...)
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  11.  3
    Giving Place to Unforeseeable Learning: The Inhospitality of Outcomes-Based Education.Claudia Ruitenberg - 2009 - Philosophy of Education 65:266-274.
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  12.  9
    The trouble with dispositions: a critical examination of personal beliefs, professional commitments and actual conduct in teacher education.Claudia W. Ruitenberg - 2011 - Ethics and Education 6 (1):41 - 52.
    In this article, I argue that the concept of disposition is often unclear in teacher education programs, sometimes referring to general personal values and beliefs, and sometimes referring to professional commitments and actions. As a result, it is unclear whether teacher education programs should focus on selecting the right kind of person, or on educating the student for a profession. I suggest that a clearer distinction should be made between predispositions (value commitments that a person may or may not act (...)
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  13.  9
    Queer Politics in Schools: A Rancièrean reading.Claudia W. Ruitenberg - 2010 - Educational Philosophy and Theory 42 (5-6):618-634.
    The perceptibility and intelligibility of queer students and teachers have been a central theme in queer politics in education. Can queer teachers be ‘out’ to their colleagues and students? Can queer relationships be seen at the school prom? Can queerness be seen and heard? At the same time, perceptibility and intelligibility are by no means uncontested political goals. This paper analyzes different school initiatives by and/or for queer students and asks how political these initiatives are from the perspective of Jacques (...)
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  14.  4
    Introduction: The question of method in philosophy of education.Claudia Ruitenberg - 2009 - Journal of Philosophy of Education 43 (3):315-323.
    It is possible to raise and solve philosophical problems with no very clear idea of what philosophy is, what it is trying to do, and how it can best do it; but no great progress can be made until these questions have been asked and some answer to them given ( Collingwood, 2005 , p. 1).
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  15.  2
    Don't fence me in: The liberation of undomesticated critique.Claudia Ruitenberg - 2004 - Journal of Philosophy of Education 38 (3):341–350.
    In response to Helmut Heid's critique of domesticated philosophical critique, I focus on the metaphor of domestication, which is central to his article. Drawing on the work of Jacques Derrida, I offer a deconstructive critique of the opposition between domesticated and undomesticated critique, arguing that a clear conceptual demarcation between the two is impossible, and that ‘domesticated’ and ‘undomesticated’ critique always carry each other's traces. I explore connections between the undomesticated and das Unheimliche (Freud's ‘Uncanny’), as well as differences between (...)
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  16.  8
    Art, Politics, and the Pedagogical Relation.Claudia W. Ruitenberg - 2010 - Studies in Philosophy and Education 30 (2):211-223.
    In recent years the French philosopher Jacques Rancière has addressed the predicament of artists and curators who, in their eagerness to convey a critical message or engage their viewers in an emancipatory process, end up predetermining the outcomes of the experience, hence blocking its critical or emancipatory potential. In this essay I consider Rancière’s writing on this topic and draw out the parallels with the predicament of teachers and curriculum designers who have critical and emancipatory objectives. The risk of education (...)
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  17.  4
    Is respecting children's rationality in their best interest in an authoritarian context?Parvaneh Ghazinejad & Claudia Ruitenberg - 2014 - Ethics and Education 9 (3):317-328.
    Based on the experiences of one of the authors teaching philosophy for children in Iran, the paper asks whether respecting children's rationality, in the form of cultivating their ability and disposition to think critically, is in their best interest in an authoritarian context such as Iran. It argues that, in authoritarian contexts, respect for children's capacity for rational thought must be balanced with responsibility for their safety in their community. In other words, children's ‘best interest’ must consider children both as (...)
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  18. Introduction : retrieving and recognizing study.Claudia W. Ruitenberg - 2017 - In Claudia Ruitenberg (ed.), Reconceptualizing study in educational discourse and practice. New York: Routledge, Taylor & Francis Group.
  19. Teaching through the performance of study : the maitre a etudier.Claudia W. Ruitenberg - 2017 - In Claudia Ruitenberg (ed.), Reconceptualizing study in educational discourse and practice. New York: Routledge, Taylor & Francis Group.
  20.  6
    B Is For Burqa, C Is For Censorship: The Miseducative Effects of Censoring Muslim Girls and Women's Sartorial Discourse.Claudia W. Ruitenberg - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (1):17-28.
    (2008). B Is For Burqa, C Is For Censorship: The Miseducative Effects of Censoring Muslim Girls and Women's Sartorial Discourse. Educational Studies: Vol. 43, No. 1, pp. 17-28.
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  21.  3
    Receiving Students and Patients: Professional Education and the Double Challenge of Hospitality.Claudia W. Ruitenberg - 2016 - Philosophy of Education 72:393-401.
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  22.  5
    Response to Doris Santoro’s review of Unlocking the World: Education in an Ethic of Hospitality.Claudia W. Ruitenberg - 2016 - Studies in Philosophy and Education 35 (5):533-536.
  23.  6
    Hospitable Gestures in the University Lecture: Analysing Derrida's Pedagogy.Claudia Ruitenberg - 2014 - Journal of Philosophy of Education 48 (1):149-164.
    Based on archival research, this article analyses the pedagogical gestures in Derrida's (largely unpublished) lectures on hospitality (1995/96), with particular attention to the enactment of hospitality in these gestures. The motivation for this analysis is twofold. First, since the large-group university lecture has been widely critiqued as a pedagogical model, the article seeks to retrieve what may be of worth in the form of the lecture. Second, it is relevant to analyse the pedagogy of lectures that address the topic of (...)
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  24.  9
    Education, Instrumentality, and the Lessons of Useless Art.Claudia Ruitenberg - 2022 - Educational Theory 72 (3):287-302.
    In this article, Claudia Ruitenberg argues that the debate for or against instrumentalism in education is less fruitful than (a) a debate about the ends worth striving for, regardless of whether education is the best means to that end; and (b) a debate about the educational practices that are currently valued in and of themselves, regardless of whether these will turn out to serve other ends in the future. Using examples from visual art and examining arguments for and against “art (...)
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  25.  6
    Discourse, Theatrical Performance, Agency: The Analytic Force of “Performativity” in Education.Claudia W. Ruitenberg - 2007 - Philosophy of Education 63:260-268.
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  26.  5
    Touch Points: Educative Experiences in Multispecies Contact Zones.Jessica Lussier & Claudia W. Ruitenberg - 2022 - Philosophy of Education 78 (2):37-51.
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  27.  6
    Ethics in professional education: introduction to the special issue.Christopher Martin & Claudia W. Ruitenberg - 2016 - Ethics and Education 11 (1):1-4.
  28.  9
    Absurd Conversations: On the educational value of interlocutionary misbehaviour.Claudia W. Ruitenberg - 2009 - Educational Philosophy and Theory 41 (5):527-538.
    This essay argues that there are educational situations in which interlocutionary misbehaviour in the form of withholding ‘good will’ can have educational value. It describes an exchange between a teacher and a student in which the teacher withheld good will, and analyzes this exchange through conceptual frameworks of performative contradiction and differend, provided by Derrida and Lyotard, respectively. It further analyzes how context, power, and ethical considerations affect the evaluation of instances of interlocutionary misbehaviour. The essay ends with the ironic (...)
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  29.  7
    B Is ForBurqa, C Is For Censorship: The Miseducative Effects of Censoring Muslim Girls and Women's Sartorial Discourse.Claudia W. Ruitenberg - 2008 - Educational Studies 43 (1):17-28.
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  30.  5
    Barefoot in the Kitchen.Claudia W. Ruitenberg - 2017 - Philosophy of Education 73:527-540.
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  31.  1
    Check Your Language! Political Correctness, Censorship, and Performativity in Education.Claudia Ruitenberg - 2004 - Philosophy of Education 60:37-45.
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  32.  2
    Distance and Defamiliarisation: Translation as Philosophical Method.Claudia Ruitenberg - 2010 - In What Do Philosophers of Education Do? Malden, MA: Wiley-Blackwell. pp. 103–117.
    This chapter contains sections titled: Interlinguistic Translation Distance and Defamiliarisation Translation and the Human Condition Interdiscursive Translation What Is a Good Translation? Application and Translation Translating ‘Relevance’ Notes References.
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  33.  10
    Equality and justice.Claudia Ruitenberg & Daniel Vokey - 2010 - In Richard Bailey (ed.), The SAGE handbook of philosophy of education. Thousand Oaks, CA: SAGE Publication. pp. 401.
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  34.  9
    Epistemic and Political Goals for Education in a Troubled World.Claudia W. Ruitenberg - 2021 - Philosophy of Education 77 (1):86-91.
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  35.  2
    From Designer Identities to Identity by Design: Educating for Identity De/construction.Claudia W. Ruitenberg - 2003 - Philosophy of Education 59:121-128.
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  36.  3
    How Ravitch restricts what readers learn about censorship.Claudia Ruitenberg - 2004 - Journal of Philosophy of Education 38 (4):663–668.
  37.  4
    Introduction: The Question of Method in Philosophy of Education.Claudia Ruitenberg - 2010 - In What Do Philosophers of Education Do? Malden, MA: Wiley-Blackwell. pp. 1–9.
    This chapter contains sections titled: What is to be Gained? What is to be Lost? This Volume Acknowledgements Notes References.
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  38.  2
    Learning to Live with Art.Claudia Ruitenberg - 2002 - Philosophy of Education 58:452-460.
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  39.  3
    May I Have Your Divided Attention: On the Emancipatory Potential of Educational Heterotopia and Heterochrony.Claudia W. Ruitenberg - 2014 - Philosophy of Education 70:83-91.
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  40.  5
    On Consumerism, Collective Action, and Whether Art Teaches Anything.Claudia W. Ruitenberg - 2014 - Educational Theory 64 (2):179-194.
    In this review essay, Claudia Ruitenberg discusses Trevor Norris's Consuming Schools, René Arcilla's Mediumism, and Martha Nussbaum's Not for Profit. While the primary focus of each book is different — with Norris concentrating on the pressures of consumerism and commercialism on K–12 schooling, Arcilla analyzing modernist art and existentialist education, and Nussbaum emphasizing the role of the humanities in educating for democratic citizenship — each of the books in some way addresses the question of how people can be educated to (...)
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  41.  3
    Philosophy and Lived Experience: A Phenomenological Revival?Claudia W. Ruitenberg - 2012 - Philosophy of Education 68:xi-xiv.
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  42.  7
    Political Education in Context: The Promise of More Radical Agonism in 2019.Claudia W. Ruitenberg - 2019 - Philosophy of Education 75:559-564.
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  43.  3
    Physicians in Philosophy of Education: From Cameo Appearance to Leading Role.Claudia W. Ruitenberg - 2013 - Philosophy of Education 69:146-154.
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  44.  2
    Queer Politics in Schools: A Rancièrean Reading 1.Claudia W. Ruitenberg - 2011 - In Maarten Simons & Jan Masschelein (eds.), Rancière, public education and the taming of democracy. Malden, MA: Wiley-Blackwell. pp. 105–120.
    This chapter contains sections titled: Introduction Visibility's Vicissitudes The Distribution of the Sensible Identification and Subjectification How Political is ‘Coming Out’? Queer as the New Proletarian? Allies and Alliances Conclusion Notes References.
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  45.  3
    The Excess of Teaching: On the Decency of the Supplement and the Indecency of the Event.Claudia W. Ruitenberg - 2012 - Philosophy of Education 68:35-38.
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  46.  1
    The Hors d’oeuvre in a Teacher Education Course.Claudia Ruitenberg - 2008 - Philosophy of Education 64:314-317.
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  47.  3
    What do philosophers of education do?: and how do they do it?Claudia Ruitenberg (ed.) - 2010 - Malden, MA: Wiley-Blackwell.
    This collection of essays examines a range of philosophical methods in educational research, demonstrating how philosophy of education can be understood ...
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  48.  2
    What Do Philosophers of Education Do?Claudia Ruitenberg (ed.) - 2010 - Malden, MA: Wiley-Blackwell.
    This volume of essays demonstrates and comments on philosophical methods in educational research. Offers a clear picture of what philosophers do when they study education Brings together a series of essays from an international cast of contributors from Canada, UK, Finland, and Cyprus Examines a range of new and established philosophical methods which can be used in educational research Demonstrates how philosophy of education can be understood methodologically Draws from both Continental and Analytical traditions Fills a gap in the research (...)
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  49.  1
    You Are Not the Writer I Imagined.Claudia Ruitenberg - 2015 - Philosophy of Education 71:258-260.
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  50.  7
    Review of Sharon Todd’s The Touch of the Present: Educational Encounters, Aesthetics, and the Politics of the Senses (SUNY Press, 2023). [REVIEW]Claudia W. Ruitenberg - forthcoming - Journal of Philosophy of Education.
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