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  1.  32
    The Lure of Psychology for Education and Educational Research.Paul Smeyers & Marc Depaepe - 2012 - Journal of Philosophy of Education 46 (3):315-331.
    Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for education (...)
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  2.  30
    Philosophy and History of Education: Time to bridge the gap?Marc Depaepe - 2007 - Educational Philosophy and Theory 39 (1):28-43.
    In this article, the relationship between philosophy and history of education is delved into. First, it is noted that both disciplines have diverged from each other over the last few decades to become relatively autonomous subsectors within the pedagogical sciences, each with its own discourses, its own expositional characteristics, its own channels of communication, and its own networks. From the perspective of the history of education, it seems as though more affiliation has been sought with the science of history. The (...)
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  3.  13
    The lure of psychology for education and educational research.Paulus Smeyers & Marc Depaepe - 2012 - Journal of Philosophy of Education 46 (3):315-331.
    Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for education (...)
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  4.  22
    Refuge in theory.Paulus Smeyers & Marc Depaepe - 2007 - Educational Philosophy and Theory 39.
  5.  35
    How should the history of education be written? Some reflections about the nature of the discipline from the perspective of thereception of our work.Marc Depaepe - 2004 - Studies in Philosophy and Education 23 (5):333-345.
    How should history of education be written? To put the question is far more easier than to provide a concrete answer. In contemporary research, there continue to be pedagogistic complaints about finding answers to present-day educational problems via history. In our view, such an ahistorical utilitarianism as well as the legitimizing and/or mythologizing belief in a particular pedagogical system, in which the history of this field is so rich since the institutionalization of the discipline at the end of the nineteenth (...)
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  6.  11
    Collective obituary for James D. Marshall (1937–2021).Michael Peters, Colin Lankshear, Lynda Stone, Paul Smeyers, Linda Tuhiwai Smith, Roger Dale, Graham Hingangaroa Smith, Nesta Devine, Robert Shaw, Bruce Haynes, Denis Philips, Kevin Harris, Marc Depaepe, David Aspin, Richard Smith, Hugh Lauder, Mark Olssen, Nicholas C. Burbules, Peter Roberts, Susan L. Robertson, Ruth Irwin, Susanne Brighouse & Tina Besley - 2021 - Educational Philosophy and Theory 54 (4):331-349.
    Michael A. PetersBeijing Normal UniversityMy deepest condolences to Pepe, Dom and Marcus and to Jim’s grandchildren. Tina and I spent a lot of time at the Marshall family home, often attending dinn...
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  7.  26
    On historicized meanings and being conscious about one's own theoretical premises—a basis for a renewed dialogue between history and philosophy of education?Marc Depaepe & Paul Smeyers - 2007 - Educational Philosophy and Theory 39 (1):3–9.
    In this article, the relationship between philosophy and history of education is delved into. First, it is noted that both disciplines have diverged from each other over the last few decades to become relatively autonomous subsectors within the pedagogical sciences, each with its own discourses, its own expositional characteristics, its own channels of communication, and its own networks. From the perspective of the history of education, it seems as though more affiliation has been sought with the science of history. The (...)
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  8. Writing histories of Congolese colonial education: an historiographical view from Belgium.Marc Depaepe - 2014 - In Barnita Bagchi (ed.), Connecting histories of education: transnational and cross-cultural exchanges in (post-)colonial education. Berghahn Books.
     
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  9.  19
    Introduction: Educational Research: Discourses of Change and Changes of Discourse.Paul Smeyers & Marc Depaepe - 2016 - Journal of Philosophy of Education 50 (1):6-7.
    Ulrich Herrmann, 1993, claimed concerning the Enlightenment that there is a close relationship between educational theory and politics. On the one hand, in itse.
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  10.  10
    The Research Community Philosophy and History of the Discipline of Education : A Retrospect of Collaborative Research over Two Decades.Paul Smeyers & Marc Depaepe - 2020 - Journal of Philosophy of Education 54 (3):645-654.
    Journal of Philosophy of Education, EarlyView.
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  11.  6
    The Research Community Philosophy and History of the Discipline of Education : A Retrospect of Collaborative Research over Two Decades. Continued—Part Two.Paul Smeyers & Marc Depaepe - 2020 - Journal of Philosophy of Education 54 (5):1395-1397.