39 found
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  1.  8
    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. Page, Text and Screen in the University: Revisiting the Illich Hypothesis.Lavinia Marin, Jan Masschelein & Maarten Simons - 2018 - Educational Philosophy and Theory 50 (1):49-60.
    In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s idea that textual technologies played a crucial role in the inception of the university, we (...)
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  3.  34
    Education in Times of Fast Learning: The Future of the School.Jan Masschelein & Maarten Simons - 2015 - Ethics and Education 10 (1):84-95.
    Against the background of the many attacks on the school as being outdated, alienating, ineffective and reproducing inequalities we offer a morphological understanding of the school as distinguished from functionalist understandings and idealistic understandings. Our educational morphology approaches the school as a particular scholastic ‘form of gathering’ i.e. a particular time–space–matter arrangement that deals in a specific way with the new generation, allows for a particular relation to the world, and for a particular experience of potentiality and of commonality. We (...)
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  4.  27
    The Governmentalization of Learning and the Assemblage of a Learning Apparatus.Maarten Simons & Jan Masschelein - 2008 - Educational Theory 58 (4):391-415.
  5.  60
    E-Ducating the Gaze: The Idea of a Poor Pedagogy.Jan Masschelein - 2010 - Ethics and Education 5 (1):43-53.
    Educating the gaze is easily understood as becoming conscious about what is 'really' happening in the world and becoming aware of the way our gaze is itself bound to a perspective and particular position. However, the paper explores a different idea. It understands educating the gaze not in the sense of 'educare' (teaching) but of 'e-ducere' as leading out, reaching out. E-ducating the gaze is not about getting at a liberated or critical view, but about liberating or displacing our view. (...)
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  6.  45
    Do We (Still) Need the Concept of Bildung?Jan Masschelein & Norbert Ricken - 2003 - Educational Philosophy and Theory 35 (2):139–154.
  7.  25
    An Adequate Education in a Globalised World? A Note on Immunisation Against Being–Together.Jan Masschelein & Maarten Simons - 2002 - Journal of Philosophy of Education 36 (4):589–608.
  8.  15
    How to Conceive of Critical Educational Theory Today?Jan Masschelein - 2004 - Journal of Philosophy of Education 38 (3):351–367.
  9.  56
    Experimentum Scholae: The World Once More … But Not (Yet) Finished.Jan Masschelein - 2011 - Studies in Philosophy and Education 30 (5):529-535.
    Inspired by Hannah Arendt, this contribution offers an exercise of thought as an attempt to distil anew the original spirit of what education means. It tries to articulate the event or happening that the word names, the experiences in which this happening manifests itself and the (material) forms that constitute it or make it find/take (its) place. Starting from the meaning of scholè as ‘free time’ or ‘undestined and unfinished time’ it further explores scholè as the time of attention which (...)
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  10.  11
    The Discourse of the Learning Society and the Loss of Childhood.Jan Masschelein - 2001 - Journal of Philosophy of Education 35 (1):1–20.
  11.  4
    The Adventure of Study: Thinking with Artifices in a Palestinian Experimental University.Hans Schildermans, Maarten Simons & Jan Masschelein - 2019 - Ethics and Education 14 (2):184-197.
    ABSTRACTThe question concerning the relation between thinking and the university is the starting point of this paper. After a very brief outline of some reflections on this topic, the case of Campus in Camps, a Palestinian experimental university, is presented to shed light on this issue. Inspired by Isabelle Stengers’ ecology of practices, it is possible to discern four requirements on thinking in the work of Campus in Camps, namely storytelling, comparing, mapping, and using. It will be argued that the (...)
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  12.  4
    An Adequate Education in a Globalised World? A Note on Immunisation Against Being-Together.Jan Masschelein & Maarten Simons - 2002 - Journal of the Philosophy of Education 36 (4):589-608.
  13.  25
    From Schools to Learning Environments: The Dark Side of Being Exceptional.Maarten Simons & Jan Masschelein - 2008 - Journal of Philosophy of Education 42 (3-4):687-704.
    Schools and classrooms, as well as the work place and the Internet, are considered today as learning environments . People are regarded as learners and the main target of school education has become 'learning' pupils and students how to learn. The roles of teachers and lecturers are redefined as instructors, designers of (powerful) learning environments and facilitators or coaches of learning processes. The aim of this paper is to argue that the current self-understanding in terms of learning environments is not (...)
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  14.  45
    The Learning Society and Governmentality: An Introduction.Maarten Simons & Jan Masschelein - 2006 - Educational Philosophy and Theory 38 (4):417–430.
    This paper presents an overview of the elements which characterize a research attitude and approach introduced by Michel Foucault and further developed as ?studies of governmentality? into a sub?discipline of the humanities during the past decade, including also applications in the field of education. The paper recalls Foucault's introduction of the notion of ?governmentality? and its relation to the ?mapping of the present? and sketches briefly the way in which the studies of governmentality have been elaborated in general and in (...)
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  15.  28
    Critical Theory and Critical Pedagogy.Nigel Blake & Jan Masschelein - 2003 - In The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 38--56.
  16.  15
    Experience and the Limits of Governmentality.Jan Masschelein - 2006 - Educational Philosophy and Theory 38 (4):561–576.
    Following Foucault, ‘critique’ could be regarded as being the art not to be governed in this way or as a project of desubjectivation. In this paper it is shown how such a project could be described as an e‐ducative practice. It explores this idea through an example which Foucault himself gave of such a critical practice: the writing of ‘experience books’. Thus it appears that such an e‐ducative practice is a ‘dangerous’, public and uncomfortable practice that is not in need (...)
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  17.  21
    The Learning Society From the Perspective of Governmentality.Jan Masschelein, Maarten Simons, Ulrich Bröckling & Ludwig Pongratz - 2006 - Educational Philosophy and Theory 38 (4):415–415.
    This collection of essays considers a variety of educational ideas and programs from the perspective of governmentality, integrating conceptual and theoretical insights and empirical investigation of policy documents, and government technologies. Considers different educational ideas of enlightenment, creativity, participation, inclusion, learning, and critique Offers an overview of French philosopher Michel Foucault’s theory on governmentality and how his ideas apply to current developments in society and education Investigates the intrinsic relationship between intellectual and practical educational technologies A study of how educational (...)
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  18.  6
    Turning a City Into a Milieu of Study: University Pedagogy as “Frontline”.Jan Masschelein - 2019 - Educational Theory 69 (2):185-203.
    In 2016 Bruno Latour delivered a lecture at Cornell University in which he responded to what he called the actual situation of disorientation and (literal) lack of common ground by offering some “hints for a neo‐Humboldtian university.” One hint he offered was that we should consider pedagogy as the frontline for staging an approach to societal challenges that links basic research and public engagement. Here, Jan Masschelein follows and extends upon this hint through exploring some ways to reclaim or reinvent (...)
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  19.  58
    Governmental, Political and Pedagogic Subjectivation: Foucault with Rancière.Jan Masschelein - 2010 - Educational Philosophy and Theory 42 (5-6):588-605.
    Starting from a Foucaultian perspective, the article draws attention to current developments that neutralise democracy through the 'governmentalisation of democracy' and processes of 'governmental subjectivation'. Here, ideas of Rancière are introduced in order to clarify how democracy takes place through the paradoxical process of 'political subjectivation', that is, a disengagement with governmental subjectivation through the verification of one's equality in demonstrating a wrong. We will argue that democracy takes place through the paradoxical process of political subjectivation, and that today's consensus (...)
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  20.  6
    How to Imagine Something Exterior to the System: Critical Education as Problematization.Jan Masschelein - 1998 - Educational Theory 48 (4):521-530.
  21.  14
    Participation for Better or for Worse?Jan Masschelein & Kerlijn Quaghebeur - 2005 - Journal of Philosophy of Education 39 (1):51–65.
  22.  20
    Can Education Still Be Critical?Jan Masschelein - 2000 - Journal of Philosophy of Education 34 (4):603–616.
  23.  17
    The Educational Meaning of Communal Laughter: On the Experience of Corporeal Democracy.Joris Vlieghe, Maarten Simons & Jan Masschelein - 2010 - Educational Theory 60 (6):719-734.
  24.  63
    Teaching and Knowledge: A Necessary Combination? An Elaboration of Forms of Teachers’ Reflexivity. [REVIEW]Ilse Geerinck, Jan Masschelein & Maarten Simons - 2010 - Studies in Philosophy and Education 29 (4):379-393.
  25.  6
    Education and Globalisation.Jan Masschelein - 2002 - Journal of Philosophy of Education 36 (4):565-584.
  26.  27
    Education as Invitation to Speak: On the Teacher Who Does Not Speak.Nancy Vansieleghem & Jan Masschelein - 2012 - Journal of Philosophy of Education 46 (1):85-99.
    As a response to Le Fils, a film directed by the Dardenne brothers (), we explore the idea of speaking as an invitation and juxtapose it against ideas of speaking as a transactional, calculative, calibrated, activity. Speaking tends to be understood as a relatively straightforward matter: as a means of communication structured by such values as the reciprocal balancing of rights and obligations, of clear communication of information, of the gaining of insight into what is happening. Speaking, then, is a (...)
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  27.  54
    Hatred of Democracy ... And of the Public Role of Education? Introduction to the Special Issue on Jacques Rancière.Maarten Simons & Jan Masschelein - 2010 - Educational Philosophy and Theory 42 (5-6):509-522.
    The article presents an introduction to the Special Issue on the French philosopher Jacques Rancière who raises a provocative voice in the current public debate on democracy, equality and education. Instead of merely criticizing current practices and discourses, the attractiveness of Rancière's work is that he does try to formulate in a positive way what democracy is about, how equality can be a pedagogic or educational (instead of policy) concern, and what the public and democratic role of education is. His (...)
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  28.  47
    Hatred of Democracy ... And of the Public Role of Education. Introduction to the Special Issue on Jacques Rancière.Jan Masschelein - 2010 - Educational Philosophy and Theory 42 (5-6):509-522.
    The article presents an introduction to the Special Issue on the French philosopher Jacques Rancière who raises a provocative voice in the current public debate on democracy, equality and education. Instead of merely criticizing current practices and discourses, the attractiveness of Rancière's work is that he does try to formulate in a positive way what democracy is about, how equality can be a pedagogic or educational (instead of policy) concern, and what the public and democratic role of education is. His (...)
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  29. Inclusive Education for Exclusive Pupils: A Critical Analysis of the Government of the Exceptional.Maarten Simons & Jan Masschelein - 2005 - In Shelley Tremain (ed.), Foucault and the Government of Disability. University of Michigan Press. pp. 208--28.
     
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  30.  37
    Reflectivity, Reflection, and Counter-Education.Ilan Gu-Ze'ev, Jan Masschelein & Nigel Blake - 2001 - Studies in Philosophy and Education 20 (2):93-106.
    This article sets forward a new concept of reflection, to be contrasted with more usual reading of the concept for which we use the term `reflectivity'. The contrast is related to a distinction between normalizing education and counter-education. We claim that within the framework of normalizing education there is no room for reflection, but only for reflectivity. In contrast to reflectivity, reflection manifests a struggle of the subject against the effects of power which govern the constitution of her conceptual apparatus, (...)
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  31.  13
    Individualization, Singularization and E-Ducation.Jan Masschelein - 1996 - Studies in Philosophy and Education 15 (1-2):97-105.
  32.  5
    ‚Je Viens de Voir, Je Viens d'Entendre '. Erfahrungen Im Niemandsland.Jan Masschelein - 2004 - In Norbert Ricken & Markus Rieger-Ladich (eds.), Michel Foucault: Pädagogische Lektüren. Vs Verlag für Sozialwissenschaften. pp. 95--115.
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  33.  2
    The Agencement of Taskification: On New Forms of Reading and Writing in BYOD Schools.Samira Alirezabeigi, Jan Masschelein & Mathias Decuypere - 2020 - Educational Philosophy and Theory 52 (14):1514-1525.
    The proliferation of digital devices in educational settings has contributed to the decentralization of knowledge from teachers and established textbooks to fluid online personalized resources, and...
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  34.  7
    For Education.Jan Masschelein - 1997 - Journal of Philosophy of Education 31 (3):505–514.
  35.  25
    The Strategy of the Inclusive Education Apparatus.Jan Masschelein & Maarten Simons - 2005 - Studies in Philosophy and Education 24 (2):117-138.
  36.  5
    Experiências de Escola: Uma Tentativa de Encontrar Uma Voz Pedagógica.Maarten Simons & Jan Masschelein - 2017 - Childhood and Philosophy 13 (28).
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  37.  4
    In de ban van het leren. Over biopolitiek en beleid van levenslang leren.Maarten Simons & Jan Masschelein - 2009 - Krisis 3:23-38.
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  38.  41
    Rancière, Public Education and the Taming of Democracy.Maarten Simons & Jan Masschelein (eds.) - 2011 - Wiley-Blackwell.
  39. Rancire, Public Education and the Taming of Democracy.Maarten Simons & Jan Masschelein (eds.) - 2011 - Wiley-Blackwell.
    _Rancière, Public Education and the Taming of Democracy_ introduces the political and educational ideas of Jacques Rancière, a leading philosopher increasingly important in educational theory. In light of his ideas, the volume explores the current concern for democracy and equality in relation to education. The book introduces and discusses the works of Jacques Rancière, a leading philosopher increasingly important in the field of educational theory and philosophy The volume will have a broad appeal to those in the field of education (...)
     
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