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  1.  1
    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 - 2018 - Springer Verlag.
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  2. Heidegger, Education, and Modernity.Michael A. Peters, Valerie Allen, Ares D. Axiotis, Michael Bonnett, David E. Cooper, Patrick Fitzsimons, Ilan Gur-Ze'ev, Padraig Hogan, F. Ruth Irwin, Bert Lambeir, Paul Smeyers, Paul Standish & Iain Thomson - 2002 - Rowman & Littlefield Publishers.
    Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.
     
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  3. The New Significance of Learning: Imagination's Heartwork.Pádraig Hogan - 2010 - Routledge.
  4. The Custody and Courtship of Experience: Western Education in Philosophical Perspective.Padraig Hogan - 2000 - International Scholars Publications.
    Throughout most of the history of Western civilization, Christianity and Classical ideals played a dominant part in education. In most western countries, however, this is no longer the case. In modern pluralist Democracies, church influence struggles with pervasive influences from elsewhere for the hearts and minds of the public. Educational policy remains, however, an instrument to be used by major power groups, and in many countries has become, to a greater or lesser extent, an active or unwitting accomplice in furthering (...)
     
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  5.  12
    The Activity of Philosophy and the Practice of Education.Pádraig Hogan & Richard Smith - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 165--180.
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  6.  84
    Teaching and Learning as a Way of Life.Pádraig Hogan - 2003 - Journal of Philosophy of Education 37 (2):207–223.
  7.  19
    Preface to an Ethics of Education as a Practice in its Own Right.Pádraig Hogan - 2010 - Ethics and Education 5 (2):85-98.
    Education as a practice in its own right (or sui generis practice) invokes quite a different set of ethical considerations than does education understood as a subordinate activity ? i.e. prescribed and controlled in its essentials by the current powers-that-be in a society. But the idea of education as a vehicle for the ?values? of a particular group or party is so commonplace, from history's legacy as well as from ongoing waves of educational reforms, as to appear a quite natural (...)
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  8.  47
    The Ethical Orientations of Education as a Practice in its Own Right.Pádraig Hogan - 2011 - Ethics and Education 6 (1):27 - 40.
    This article is the second of a two-part investigation, the first part of which was published in Ethics and Education, vol. 5, issue 2, 2010, under the title ?Preface to an ethics of education as a practice in its own right?. Although it builds on the arguments of that ?preface?, this second part of the investigation can be read as a stand-alone essay. It begins with a brief review of a new subordination of educational practice achieved by a neo-liberal tenor (...)
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  9.  60
    The Reciprocal Character of Self‐Education: Introductory Comments on Hans‐Georg Gadamer’s Address ‘Education is Self‐Education’.John Cleary & Pádraig Hogan - 2001 - Journal of Philosophy of Education 35 (4):519–527.
  10.  8
    Teaching and Learning as a Way of Life.Pádraig Hogan - 2003 - Philosophy of Education 37 (2):207-223.
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  11.  29
    The Inherent Risks of Human Learning.Paul Smeyers & Padraig Hogan - 2005 - Educational Theory 55 (2):115-121.
  12.  97
    The Integrity of Learning and the Search for Truth.Padraig Hogan - 2005 - Educational Theory 55 (2):185-200.
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  13.  11
    The Reciprocal Character of Self-Education: Introductory Comments on Hans-Georg Gadamer's Address 'Education is Self-Education'.John Cleary & Padraig Hogan - 2001 - Journal of the Philosophy of Education 35 (4):519-527.
  14.  3
    The Reciprocal Character of Self-Education: Introductory Comments on Hans-Georg Gadamer’s Address ‘Education is Self-Education’.John Cleary & Pádraig Hogan - 2001 - Philosophy of Education 35 (4):519-527.
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  15.  21
    Introduction.Joseph Dunne & Padraig Hogan - 2003 - Journal of Philosophy of Education 37 (2):203-205.
  16.  33
    Difference and Deference in the Tenor of Learning.Pádraig Hogan - 2003 - Studies in Philosophy and Education 22 (3/4):281-293.
    The critical resources furnished bydeconstruction have more than occasionally beenturned with negative effect on traditional andmore recent conceptions of liberal learning,including the reaffirmation of the humanitiesassociated with philosophical hermeneutics. Thefirst two sections of the paper review thecontrasting and mutually opposed stancestowards learning represented by earlyformulations of deconstruction and ofhermeneutics. An exploration is thenundertaken in the later sections ofdevelopments that have taken place in bothdeconstruction and hermeneutics since theDerrida-Gadamer encounter in Paris in 1981.While not in any sense assimilatinghermeneutics to deconstruction or (...)
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  17.  8
    Educational Goals and the PISA Assessments: Introduction to Symposium.Pádraig Hogan - 2015 - Ethics and Education 10 (3):343-347.
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  18. Education and Practice: Upholding the Integrity of Teaching and Learning.Joseph Dunne & Pádraig Hogan (eds.) - 2004 - Blackwell.
  19.  6
    The Practice of Education and the Courtship of Youthful Sensibility.PÁdraig Hogan - 1993 - Philosophy of Education 27 (1):5-17.
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  20.  15
    Europe and the World of Learning: Orthodoxy and Aspiration in the Wake of Modernity.Pádraig Hogan - 1998 - Journal of Philosophy of Education 32 (3):361–376.
  21.  21
    Introduction.Pádraig Hogan - 2008 - Studies in Philosophy and Education 27 (2-3):77-78.
  22.  12
    The Practice of Education and the Courtship of Youthful Sensibility.Pádraig Hogan - 1993 - Journal of Philosophy of Education 27 (1):5–17.
  23.  16
    What Makes Practice Educational?Padraig Hogan - 1990 - Journal of Philosophy of Education 24 (1):15–27.
  24.  15
    What Makes Practice Educational?Padraig Hogan - 1990 - Philosophy of Education 24 (1):15-27.
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  25.  14
    Virtue, Vice and Vacancy in Educational Policy and Practice.Pádraig Hogan - 2000 - British Journal of Educational Studies 48 (4):371 - 390.
    The incessancy of the educational reforms of recent decades in Western countries, and their prominent association with conceptions of quality drawn from industry and commerce, tend to becloud the lack of educational substance at the heart of many of the more influential of the reform patterns. This lack betokens something of a sophisticated renaissance of the late nineteenth-century mentality of payment-by-results. Exploration of the reforms also reveals a preoccupation with performance which bypasses the central concerns of education itself. Quality, in (...)
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  26.  17
    Europe and the World of Learning: Orthodoxy and Aspiration in the Wake of Modernity.Pádraig Hogan - 1998 - Philosophy of Education 32 (3):361-376.
  27.  16
    The Sovereignty of Learning, the Fortunes of Schooling and the New Educational Virtuousness.Pádraig Hogan - 1992 - British Journal of Educational Studies 40 (2):134-148.
  28.  36
    Cultivating Human Capabilities in Venturesome Learning Environments.Pádraig Hogan - 2013 - Educational Theory 63 (3):237-252.
    The notion of competencies has been a familiar feature of educational reform policies for decades. In this essay, Pádraig Hogan begins by highlighting the contrasting notion of capabilities, pioneered by the research of Amartya Sen and Martha Nussbaum. An educational variant of the notion of capabilities then becomes the basis for exploring venturesome environments of learning: environments that are hospitable to the cultivation of such capabilities among students and their teachers. In this exploration Hogan emphasizes disclosing the kinds of relations (...)
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  29.  36
    Response to Mark Fettes’ Review of The New Significance of Learning: Imagination’s Heartwork.Pádraig Hogan - 2011 - Studies in Philosophy and Education 30 (3):323-325.
  30.  15
    Responses to an Invitation to Comment on the Book: Wain, K. The Learning Society in a Postmodern World.Pádraig Hogan - 2008 - Educational Philosophy and Theory 40 (4):565-568.
  31.  20
    Recovering the Lost Métier of Philosophy of Education? Reflections on Educational Thought, Policy and Practice in the UK and Farther Afield.Pádraig Hogan - 2015 - Journal of Philosophy of Education 49 (3):366-381.
    A Special Issue of the Journal of Philosophy of Education in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy-making. This article begins by focusing on what the contributions to the Special Issue—particularly two of them—have to say about the relationship between philosophy of education and educational policymaking. (...)
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  32.  37
    The Politics of Identity and the Experience of Learning: Insights for Pluralism From Western Educational History.Pádraig Hogan - 1998 - Studies in Philosophy and Education 17 (4):251-259.
    The eight short explorations in the first part of this paper attempt to identify some crucial developments in the history of Western learning which eclipsed pluralist educational practices in their (Socratic) infancy and thereafter, and which contributed to the widespread employment of education as a force for cultural uniformity, or assumed superiority. Drawing together the lessons of the first part with contemporary insights from hermeneutic philosophy, the second part sets forth briefly the promising educational possibilities for human self-understanding and co-existence (...)
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  33.  17
    Symposium on The New Significance of Learning: Imagination’s Heartwork.Morwenna Griffiths, Kenneth Wain, Bob Davis & Pádraig Hogan - 2013 - Educational Philosophy and Theory 45 (3):334-348.
  34.  15
    The Sovereignty of Learning, the Fortunes of Schooling and the New Educational Virtuousness.Pádraig Hogan - 1992 - British Journal of Educational Studies 40 (2):134 - 148.
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  35.  15
    Communicative Action, the Lifeworlds of Learning and the Dialogue That We Aren't1.Pádraig Hogan - 1996 - International Journal of Philosophical Studies 4 (2):252-272.
    Abstract The first section of the paper reviews the kind of action which unfolds in Plato's Republic, and argues that, from Book II onwards, its character shifts from a genuine dialogue (communicative action) to a more manipulative kind of intercourse (strategic action). While the former kind of action was characteristic of the educational activities of the historical Socrates, the case is made that this kind of action became largely eclipsed in Western education and superseded by the strategic concerns to which (...)
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  36.  14
    Beyond the Habitual Paths of Reasoning.Pádraig Hogan - 2000 - Educational Philosophy and Theory 32 (3):327–330.
  37.  1
    Beyond the Habitual Paths of Reasoning.Pádraig Hogan - 2000 - Educational Philosophy and Theory 32 (3):327-330.
  38. Partnership and the Benefits of Learning a Symposium on Philosophical Issues in Educational Policy.Pádraig Hogan & Educational Studies Association of Ireland - 1995
     
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  39. Paideia, Prejudice and the Promise of the Practical.Padraig Hogan - 1998 - The Paideia Archive: Twentieth World Congress of Philosophy 29:150-158.
    In an age of radical pluralism it is increasingly difficult to affirm and sustain the educational aspirations of Greek paideia. The most challenging attacks on these aspirations come from standpoints which share a postmodern attitude of opposition towards inherited cultural ideals, especially those which claim universality. This paper first examines optimistic and pessimistic prospects for the educational heritage of humanitas, concluding that, in the face of cultural disparateness which is increasingly evident in post-Enlightenment cultures, the pessimistic case seems to be (...)
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  40. The Promise of Untimely Meditations.Pádraig Hogan - 2006 - Maynooth Philosophical Papers 3:139-150.
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