6 found
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  1.  46
    Do We (Still) Need the Concept of Bildung?Jan Masschelein & Norbert Ricken - 2003 - Educational Philosophy and Theory 35 (2):139–154.
  2.  7
    Michel Foucault: Pädagogische Lektüren.Norbert Ricken & Markus Rieger-Ladich (eds.) - 2004 - Vs Verlag für Sozialwissenschaften.
    Michel Foucault entwickelt sich gegenwartig zweifellos zu einer der neuen Bezugsgrossen des padagogischen Diskurses: Nach einer langen Phase grosser Widerstande innerhalb der deutschsprachigen Erziehungswissenschaft werden jetzt die ...
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  3.  25
    Michel Foucault: Pädagogische Lektüren. Eine Einleitung.Norbert Ricken & Markus Rieger-Ladich - 2004 - In Norbert Ricken & Markus Rieger-Ladich (eds.), Michel Foucault: Pädagogische Lektüren. Vs Verlag für Sozialwissenschaften. pp. 7--13.
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  4.  54
    The Power of Power—Questions to Michel Foucault.Norbert Ricken - 2006 - Educational Philosophy and Theory 38 (4):541–560.
    To question power means also to ask what makes us governable and enables us to govern. This paper addresses this issue by rephrasing the question ‘what is power?’ into the question: ‘to what problem can power be seen as a response?’. This transformation allows us to keep the ‘power of power’ in sight. It then elucidates the ‘how’ of power through some conceptual explorations and theoretical clarifications as well as through an explicitly anthropological problematisation of power, as the way in (...)
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  5.  10
    Die Macht der Macht—Rückfragen an Michel Foucault.Norbert Ricken - 2004 - In Norbert Ricken & Markus Rieger-Ladich (eds.), Michel Foucault: Pädagogische Lektüren. Vs Verlag für Sozialwissenschaften. pp. 119--143.
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  6. The Deliberate University: Remarks on the ‘Idea of the University’ From a Perspective of Knowledge.Norbert Ricken - 2007 - Studies in Philosophy and Education 26 (5):481-498.
    The current discussion on the role of the universities often starts off with a perspective on the university as a scientific and/or pedagogical institution and consequently runs into a conflict between both logics in which each element is somehow devalued from the other perspective. Therefore, it may be productive to analyse the university from a standpoint in between, a perspective of knowledge as such. In order to conceptualise such a third perspective of knowledge, the history of the European university is (...)
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