14 found
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  1.  2
    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.  44
    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.
    In this article, we critique two theoretical positions that analyze the place of emotions in education: the psychological strand and the cultural feminist strand. First of all, it is shown how a social control of emotions in education is reflected in the combination of psychological and cultural feminist discourses that function to govern one’s self effectively and efficiently. These discourses perpetuate an assumed divide between the rational and the emotional, and reinforce the existing power hierarchies and the status quo of (...)
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  3.  3
    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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  4.  42
    Whose Literacy? Discursive Constructions of Life and Objectivity.Lynn Fendler & Steven F. Tuckey - 2006 - Educational Philosophy and Theory 38 (5):589–606.
    Drawing from literature in the social studies of science, this paper historicizes two pivotal concepts in science literacy: the definition of life and the assumption of objectivity. In this paper we suggest that an understanding of the historical, discursive production of scientific knowledge affects the meaning of scientific literacy in at least three ways. First, a discursive study of scientific knowledge has the epistemological consequence of avoiding the selective perception that occurs when facts are abstracted from the historical conditions of (...)
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  5.  8
    Why Generalisability is Not Generalisable.Lynn Fendler - 2006 - Journal of Philosophy of Education 40 (4):437–449.
  6.  36
    The History of the Bell Curve: Sorting and the Idea of Normal.Lynn Fendler & Irfan Muzaffar - 2008 - Educational Theory 58 (1):63-82.
  7.  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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  8.  66
    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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  9.  31
    Praxis and Agency in Foucault’s Historiography.Lynn Fendler - 2004 - Studies in Philosophy and Education 23 (5-6):445-466.
    This paper examines the consequences for agency that Foucault’s historiographical approach constructs. The analysis begins by explaining the difference between ‘legislative history’ and ‘exemplary history,’ drawing parallels to similar theoretical distinctions offered in the works of Max Weber, J.L. Austin, and Zygmunt Bauman. The analysis continues by reading Habermas’s critique of Foucault through the tropological lenses suggested by White [Metahistory. Baltimore, MD: Johns Hopkins University Press, 1973]; it argues that Habermas’s critique misrecognizes the tropes of Foucaultian genealogy. The paper draws (...)
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  10.  19
    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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  11.  28
    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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  12.  26
    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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  13. 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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  14. An Information Reformation? Research Expertise in a Populist Context.Lynn Fendler - forthcoming - Journal of Philosophy of Education.
    Journal of Philosophy of Education, EarlyView.
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