12 found
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  1.  30
    Reframing Emotion in Education Through Lenses of Parrhesia and Care of the Self.Michalinos Zembylas & Lynn Fendler - 2007 - Studies in Philosophy and Education 26 (4):319-333.
  2.  2
    Educating Flexible Souls.Lynn Fendler - 2001 - In Kenneth Hultqvist & Gunilla Dahlberg (eds.), Governing the Child in the New Millennium. Routledge. pp. 119--142.
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  3.  38
    Whose Literacy? Discursive Constructions of Life and Objectivity.Lynn Fendler & Steven F. Tuckey - 2006 - Educational Philosophy and Theory 38 (5):589–606.
  4.  11
    New and Improved Educationalising: Faster, More Powerful and Longer Lasting.Lynn Fendler - 2008 - Ethics and Education 3 (1):15-26.
    This paper is a historical and critical analysis of changes in features of educationalisation focusing on how educationalisation has been characterised over time by a peculiar interweaving of knowledge and social reform. The history of the American Social Science Association provides a backdrop; drawing on the theories of Deleuze, this paper highlights historical differences between previous and current educationalisation features in research and schooling. Building on the Deleuzian analysis, the paper then examines characteristics of Problem-based Learning, as an example of (...)
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  5.  4
    Why Generalisability is Not Generalisable.Lynn Fendler - 2006 - Journal of Philosophy of Education 40 (4):437–449.
  6.  26
    Praxis and Agency in Foucault’s Historiography.Lynn Fendler - 2004 - Studies in Philosophy and Education 23 (5-6):445-466.
  7.  44
    Edwin & Phyllis.Lynn Fendler - 2011 - Studies in Philosophy and Education 30 (5):463-469.
    Edwin, a person contemplating a career in teaching, has a conversation with Phyllis, a teacher and amateur theorist, about reasons to become a teacher.
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  8.  31
    The History of the Bell Curve: Sorting and the Idea of Normal.Lynn Fendler & Irfan Muzaffar - 2008 - Educational Theory 58 (1):63-82.
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  9.  21
    The Magic of Psychology in Teacher Education.Lynn Fendler - 2012 - Journal of Philosophy of Education 46 (3):332-351.
    Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university-based teacher-certification pathways have recently come under attack from various socio-political sectors, and the curriculum for teacher preparation is among the most contested issues. This article examines the lure of psychology for teacher education.
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  10.  17
    Lurking, Distilling, Exceeding, Vibrating.Lynn Fendler - 2012 - Studies in Philosophy and Education 31 (3):315-326.
    This paper addresses two main questions: (1) What has theory been doing? and (2) What might theory be doing? The first question is addressed historically, and the second question is addressed imaginatively. In between those two topics, I have inserted a brief interval to raise some sticking points pertaining to the question, “What is properly educational about educational theory?”.
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  11.  8
    The Editor Wishes to Thank the Following Persons for Their Willingness to Serve as Manuscript Reviewer for the Journal Between July 2003 and June 2004. [REVIEW]Bernadette Baker, Eric Bredo, Randal Curren, Paul Farber, Lynn Fendler, James Garrison, Jim Giarelli, David Granger, David Hansen & Sophie Haroutunian-Gordon - 2004 - Studies in Philosophy and Education 3 (489).
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  12.  3
    Ethical Implications of Validity-Vs.-Reliability Trade-Offs in Educational Research.Lynn Fendler - 2016 - Ethics and Education 11 (2):214-229.
    In educational research that calls itself empirical, the relationship between validity and reliability is that of trade-off: the stronger the bases for validity, the weaker the bases for reliability. Validity and reliability are widely regarded as basic criteria for evaluating research; however, there are ethical implications of the trade-off between the two. The paper traces a brief history of the concepts, and then describes four ethical issues associated with the validity–reliability trade-off in educational research: bootstrapping, stereotyping, dehumanization, and determinism. The (...)
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