25 found
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  1. 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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  2.  18
    The Governmentalization of Learning and the Assemblage of a Learning Apparatus.Maarten Simons & Jan Masschelein - 2008 - Educational Theory 58 (4):391-415.
  3.  23
    Learning as Investment: Notes on Governmentality and Biopolitics.Maarten Simons - 2006 - Educational Philosophy and Theory 38 (4):523–540.
    The ‘European Space of Higher Education’ could be mapped as an infrastructure for entrepreneurship and a place where the distinction between the social and the economic becomes obsolete. Using Foucault's understanding of biopolitics and discussing the analyses of Agamben and Negri/Hardt it is argued that the actual governmental configuration, i.e. the economisation of the social, also has a biopolitical dimension. Focusing on the intersection between a politicisation and economisation of human life allows us to discuss a kind of ‘bio‐economisation’ , (...)
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  4.  30
    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    Against the background of the many attacks on the school as being outdated, alienating, ineffective and reproducing inequalities we offer a morphological understanding of the school as distinguished from functionalist understandings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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  5.  24
    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.
  6.  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.
  7.  21
    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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  8.  42
    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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  9.  16
    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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  10.  64
    The Hatred of Public Schooling: The School as the Mark of Democracy.Maarten Simons - 2010 - Educational Philosophy and Theory 42 (5-6):666-682.
    This article takes up a text that Rancière published shortly after The Ignorant School Master appeared in French, 'École, production, égalité'[School, Production, Equality] (1988), in which he sketched the school as being preeminently the place of equality. In this vein, and opposed to the story of the school as the place where inequality is reproduced and therefore in need of reform, the article wants to recount the story of the school as the invention of a site of equality and as (...)
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  11.  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.
  12.  7
    'Education Through Research' at European Universities: Notes on the Orientation of Academic Research.Maarten Simons - 2006 - Journal of Philosophy of Education 40 (1):31–50.
  13.  55
    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.
  14. 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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  15.  44
    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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  16.  21
    The ‘Renaissance of the University’ in the European Knowledge Society: An Exploration of Principled and Governmental Approaches.Maarten Simons - 2007 - Studies in Philosophy and Education 26 (5):433-447.
  17. The Learning Society From the Perspective of Governmentality.Maarten Simons, Ulrich Bröckling & Ludwig Pongratz - 2007 - Wiley.
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  18.  17
    Introduction: The University Revisited.Maarten Simons, Barbara Haverhals & Gert Biesta - 2007 - Studies in Philosophy and Education 26 (5):395-404.
  19.  3
    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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  20.  24
    The Strategy of the Inclusive Education Apparatus.Jan Masschelein & Maarten Simons - 2005 - Studies in Philosophy and Education 24 (2):117-138.
  21.  4
    Experiências de Escola: Uma Tentativa de Encontrar Uma Voz Pedagógica.Maarten Simons & Jan Masschelein - 2017 - Childhood and Philosophy 13 (28).
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  22.  5
    Lernen, Leben und Investieren: Anmerkungen zur Biopolitik.Maarten Simons - 2004 - In Norbert Ricken & Markus Rieger-Ladich (eds.), Michel Foucault: Pädagogische Lektüren. Vs Verlag für Sozialwissenschaften. pp. 165--185.
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  23.  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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  24.  40
    Rancière, Public Education and the Taming of Democracy.Maarten Simons & Jan Masschelein (eds.) - 2011 - Wiley-Blackwell.
  25. 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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