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Paul Smeyers [93]Paulus Smeyers [13]
  1. 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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  2. The Therapy of Education: Philosophy, Happiness and Personal Growth.Paul Smeyers - 2007 - Palgrave-Macmillan.
    In the modern day, it is understood that the role of the teacher comprises aspects of therapy directed towards the child. But to what extent should this relationship be developed, and what are its concomitant responsibilities? This book offers a challenging philosophical approach to the inherent problems and tensions involved with these issues.
     
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  3.  45
    'What It Makes Sense to Say': Education, Philosophy and Peter Winch on Social Science.Paul Smeyers - 2006 - Journal of Philosophy of Education 40 (4):463–485.
  4.  23
    Education as Initiation Into Practices.Paul Smeyers & Nicholas C. Burbules - 2006 - Educational Theory 56 (4):439-449.
  5.  38
    How to Improve Your Impact Factor: Questioning the Quantification of Academic Quality.Paul Smeyers & Nicholas C. Burbules - 2011 - Journal of Philosophy of Education 45 (1):1-17.
    A broad-scale quantification of the measure of quality for scholarship is under way. This trend has fundamental implications for the future of academic publishing and employment. In this essay we want to raise questions about these burgeoning practices, particularly how they affect philosophy of education and similar sub-disciplines. First, details are given of how an ‘impact factor’ is calculated. The various meanings that can be attached to it are scrutinised. Second, we examine how impact factors are used to make various (...)
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  6.  25
    Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors.Paul Smeyers, Doret J. De Ruyter, Yusef Waghid & Torill Strand - 2014 - Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper an (...)
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  7.  36
    Child Rearing in the “Risk” Society: On the Discourse of Rights and the “Best Interests of a Child”.Paul Smeyers - 2010 - Educational Theory 60 (3):271-284.
    Due to a number of radical changes in society, the role of parents in the upbringing of their children has been redefined. In this essay, Paul Smeyers argues that “risk” thinking, and the technologization that goes with it in the context of child rearing, naturally leads to the rights discourse, but that thinking about the relation between parents and children in terms of rights confronts one with a number of insurmountable problems. The concept of the “best interests of a child” (...)
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  8.  19
    On Doing Justice to Cosmopolitan Values and the Otherness of the Other: Living with Cosmopolitan Scepticism.Yusef Waghid & Paul Smeyers - 2010 - Studies in Philosophy and Education 29 (2):197-211.
  9.  14
    Chains of Dependency: On the Disenchantment and the Illusion of Being Free at Last (Part 1).Paul Smeyers - 2012 - Journal of Philosophy of Education 46 (2):177-191.
    Time, space, causality, communicating and acting together set limits on our freedom. Starting from the position of Wittgenstein, who advocates neither a position of pure subjectivity nor of pure objectivity, and taking into account what is implied by initiation into the symbolic order of language and culture, it is argued that the limitations on our freedom are not to be deplored. The problems of conservatism, relativism and scepticism—which confront us often in the context of education and child rearing—are inadequately dealt (...)
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  10. Qualitative Versus Quantitative Research Design: A Plea for Paradigmatic Tolerance in Educational Research.Paul Smeyers - 2001 - Journal of Philosophy of Education 35 (3):477–495.
  11.  33
    Empathy, Paternalism and Practical Reason: Philosophy of Education and the Ethics of Care Revisited.Paul Smeyers - 2010 - Journal of Philosophy of Education 44 (1):171-180.
  12.  13
    The Necessity for Particularity in Education and Child-Rearing: The Moral Issue.Paul Smeyers - 1992 - Journal of Philosophy of Education 26 (1):63–73.
  13.  16
    Cosmopolitanism in Relation to the Self and the Other: From Michel Foucault to Stanley Cavell.Paul Smeyers & Yusef Waghid - 2010 - Educational Theory 60 (4):449-467.
    Educators, not to mention philosophers of education, find themselves in a difficult position nowadays. They are confronted with problems such as which kind of values one would want citizens to embrace, or to what extent social practices of a particular group may differ from what is generally held. In this essay, Paul Smeyers and Yusef Waghid focus on postmodern critiques, in particular on the position of Michel Foucault as it is relevant for the debate on cosmopolitanism. The authors argue that (...)
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  14.  6
    Assembling Reminders for Educational Research: Wittgenstein on Philosophy.Paul Smeyers - 1998 - Educational Theory 48 (3):287-308.
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  15.  16
    The Inherent Risks of Human Learning.Paul Smeyers & Padraig Hogan - 2005 - Educational Theory 55 (2):115-121.
  16.  21
    Education, Educational Research, and the 'Grammar' of Understanding: A Response to David Bridges.Paul Smeyers - 2009 - Ethics and Education 4 (2):125-129.
  17.  4
    Idle Research, Futile Theory, and the Risk for Education: Reminders of Irony and Commitment.Paul Smeyers - 2005 - Educational Theory 55 (2):165-183.
  18.  9
    Education and the Educational Project I: The Atmosphere of Post-Modernism.Paul Smeyers - 1995 - Journal of Philosophy of Education 29 (1):109–119.
  19.  30
    Reconsidering Ubuntu: On the Educational Potential of a Particular Ethic of Care.Yusef Waghid & Paul Smeyers - 2012 - Educational Philosophy and Theory 44 (s2):6-20.
    In this article we argue that ubuntu (human interdependence) is not some form of essentialist notion that unfolds in exactly the same way as some critics of ubuntu might want to suggest. Rather, we offer a philosophical position that (re)considers the situation of the self in relation to others. The article starts from the general issues at stake in the debate concerning particularity and universalist ethics. We then reconsider the general position of the ethics of care, and particularly how it (...)
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  20.  5
    On the Epistemological Basis of Large-Scale Population Studies and Their Educational Use.Paul Smeyers - 2008 - Journal of Philosophy of Education 42 (s1):63-86.
    This paper attempts to take seriously the claim that we can look for causes in order to understand the reality we live (in), and focuses therefore primarily on 'the natural world'. It will be argued that even if we were to fully endorse the programme of looking for antecedents, a dominant driver for many educational researchers, this would still not solve the problems they commonly set out to address. It will illustrate the problem of contextualisation in using an example of (...)
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  21.  12
    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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  22.  32
    Nihilism: Beyond Optimism and Pessimism.Bert Lambeir & Paul Smeyers - 2003 - Studies in Philosophy and Education 22 (3/4):183-194.
    Is the youth culture, or more precisely aparticular kind of it, to be characterized as nihilistic ? And is this a threat or ablessing for education? To deal with this nihilism is first characterized generally andfollowing particular attention is paid toNietzsche's own version and revaluation ofvalues. Then Foucault's concept of life as awork of art is brought to the forefront as aparticular manner to give shape to one's life.It is argued that some of the more popularforms of pleasure nowadays may (...)
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  23.  4
    Like a Swallow, Moving Forward in Circles: On the Future Dimension of Environmental Care and Education.Dirk Willem Postma & Paul Smeyers - 2012 - Journal of Moral Education 41 (3):399-412.
    After the moral framework of sustainable development, the focus on climate change appears to take a lead in the practice and theory of environmental education. Inherent in this perspective is an apocalyptic message: if we do not rapidly change our use of energy resources, we will severely harm the life conditions of our children and grandchildren. In this article we argue that environmental educators should liberate us from this highly instrumental dictate by taking their cue from our daily care for (...)
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  24.  3
    Chains of Dependency: On the Disenchantment and the Illusion of Being Free at Last (Part 1).Paulus Smeyers - 2012 - Journal of Philosophy of Education 46 (2):177-191.
    Time, space, causality, communicating and acting together set limits on our freedom. Starting from the position of Wittgenstein, who advocates neither a position of pure subjectivity nor of pure objectivity, and taking into account what is implied by initiation into the symbolic order of language and culture, it is argued that the limitations on our freedom are not to be deplored. The problems of conservatism, relativism and scepticismwhich confront us often in the context of education and child rearingare inadequately dealt (...)
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  25.  6
    Nihilism: Beyond Optimism and Pessimism. Threat or Blessing for Education at the Turn of the Century.Paulus Smeyers & B. Lambeir - 2003 - Studies in Philosophy and Education 22:183-194.
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  26.  35
    Child-Rearing: On Government Intervention and the Discourse of Experts.Paul Smeyers - 2008 - Educational Philosophy and Theory 40 (6):719-738.
    For Kant, education was understood as the 'means' to become human—and that is to say, rational. For Rousseau by contrast, and the many child-centred educators that followed him, the adult world, far from representing reason, is essentially corrupt and given over to the superficialities of worldly vanity. On this view, the child, as a product of nature, is essentially good and will learn all she needs to know from experience. Both positions have their own problems, but beyond this 'internal debate', (...)
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  27.  24
    Educationalization as an Ongoing Modernization Process.Marc Depaepe & Paul Smeyers - 2008 - Educational Theory 58 (4):379-389.
  28. Postfoundationalist Themes in the Philosophy of Education: Festschrift for James D. Marshall.Paul Smeyers & Michael A. Peters (eds.) - 2006 - Wiley-Blackwell.
    This collection of essays focuses on the work of James D. Marshall, who has been active in the philosophy of education for three decades. Deals with Marshall’s long-standing criticism of the public education system in New Zealand Discusses his work considering the relevance of Wittgenstein and Foucault for philosophy of education. Features tributes to Marshall in the form of interviews and testimonials. Contains remarks from Marshall himself in response to the commentaries of his colleagues.
     
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  29.  24
    On Cioran's Criticism of Utopian Thinking and the History of Education.Bruno Vanobbergen & Paul Smeyers - 2007 - Educational Philosophy and Theory 39 (1):44–55.
  30.  3
    State Intervention and the Technologization and Regulation of Parenting.Paul Smeyers - 2010 - Educational Theory 60 (3):265-270.
  31.  29
    Back to the Individual. On the Educational Importance of Commitment.Paulus Smeyers - 1996 - Journal of Philosophy of Education 30 (3):471-478.
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  32.  6
    Initiation and Newness in Education and Child-Rearing.Paul Smeyers - 1995 - Studies in Philosophy and Education 14 (2-3):229-249.
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  33.  4
    Refuge in Theory.Paulus Smeyers & Marc Depaepe - 2007 - Educational Philosophy and Theory 39.
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  34. The Blackwell Guide to the Philosophy of Education.Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.) - 2002 - Wiley-Blackwell.
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  35.  13
    Educational Research: Language and Content. Lessons in Publication Policies From the Low Countries.Paul Smeyers & Bas Levering - 2000 - British Journal of Educational Studies 48 (1):70 - 81.
    Owing to the growing internationalisation of research, educational researchers in the Netherlands are increasingly expected to publish through the medium of the English language. Though this undoubtedly benefits the communication between scholars, there are also side-effects. This paper discusses problematic issues from three perspectives: (i) the use of a non-native language for communication between scholars in the area of education; (ii) the use either exclusively, or not, of a publication record of such publications for purposes of recruitment and promotion of (...)
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  36.  11
    The Labouring Sleepwalker: Evocation and Expression as Modes of Qualitative Educational Research.Paul Smeyers - 2005 - Educational Philosophy and Theory 37 (3):407–423.
    This paper deals with the highly personal way an individual makes sense of the world in a way that avoids the pitfalls of the so‐called private language. For Wittgenstein following a rule can never mean just following another rule, though we do follow rules blindly. His idea of the ‘form of life’ elicits that ‘what we do’ refers to what we have learnt, to the way in which we have learnt it and to how we have grown to find it (...)
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  37.  47
    The Changing Practices and Social Relations of Education.Paul Smeyers & Nicholas C. Burbules - 2006 - Educational Theory 56 (4):363-369.
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  38.  20
    Carpe Diem: Tales of Desire and the Unexpected.Paul Smeyers & Bert Lambeir - 2001 - Journal of Philosophy of Education 35 (2):281–297.
  39.  44
    Review of Yusef Waghid, Conceptions of Islamic Education: Pedagogical Framings. [REVIEW]Paul Smeyers - 2012 - Studies in Philosophy and Education 31 (1):91-98.
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  40.  20
    On the Unavoidability of Power in Child-Rearing: Is the Language of Rights Educationally Appropriate?Paul Smeyers - 1995 - Studies in Philosophy and Education 14 (1):9-21.
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  41.  40
    Taking Into Account African Philosophy: An Impetus to Amend the Agenda of Philosophy of Education.Yusef Waghid & Paul Smeyers - 2012 - Educational Philosophy and Theory 44 (s2):1-5.
    Sceptics of an Africanisation of education have often lambasted its proponents for re-inventing something that has very little, if any, role to play in contemporary African society. The contributors to this issue hold a different view and, through the papers included in this issue, arguments are proffered in defence of an Africanisation of education on the African continent, particularly through the notion of ubuntu.Since the 1960s, Africana philosophy as an instance of Africanisation has emerged as a ‘gathering’ notion for philosophical (...)
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  42.  34
    What Philosophy Can and Cannot Do for Education.Paul Smeyers - 2006 - Studies in Philosophy and Education 25 (1-2):1-18.
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  43.  10
    The Wittgensteinian Frame of Reference and Philosophy of Education at the End of the Twentieth Century.Paul Smeyers & James D. Marshall - 1995 - Studies in Philosophy and Education 14 (2-3):127-159.
    -discusses 3 methods of PoE instruction: PoE as foundational, Great Educators, and isms approach (p19).
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  44.  19
    A Review of Kenneth R. Howe, Closing Methodological Divides: Toward Democratic Educational Research. Kluwer Academic Publishers, Dordrecht, 2003, 168 Pp, $99.00, ISBN 1-4020-1226-8. [REVIEW]Paul Smeyers - 2007 - Studies in Philosophy and Education 26 (6):571-576.
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  45.  13
    Educating Ethically: Culture, Commitment and Integrity.Paul Smeyers - 1996 - Studies in Philosophy and Education 15 (1-2):147-157.
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  46.  3
    Discussion with Harry Franfurt.Paul Smeyers - 1998 - Ethical Perspectives 5 (1):22-30.
  47.  12
    The Ethics of Authenticity-Taylor, C.Paul Smeyers - 1996 - Journal of Philosophy of Education 30 (3):471-478.
  48.  9
    Education in/for Non-Violence: Messages for Believers and Non-Believers? A Response to Hanan Alexander and Yusef Waghid.Paul Smeyers - 2014 - Ethics and Education 9 (1):79-83.
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  49.  23
    Child Rearing: Passivity and Being Able to Go On. Wittgenstein on Shared Practices and Seeing Aspects.Stefan Ramaekers & Paul Smeyers - 2008 - Educational Philosophy and Theory 40 (5):638-651.
    It is not uncommon to hear parents say in discussions they have with their children 'Look at it this way'. And called upon for their advice, counsellors too say something to adults with the significance of 'Try to see it like this'. The change of someone's perspective in the context of child rearing is the focus of this paper. Our interest in this lies not so much in giving an answer to the practical problems that are at stake, but at (...)
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  50.  6
    Introduction: Educational Research: Discourses of Change and Changes of Discourse.Paul Smeyers & Marc Depaepe - 2016 - Journal of Philosophy of Education 50 (1):6-7.
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