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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.  8
    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.  16
    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 (eds.) - 2018 - Springer Verlag.
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  4.  41
    Education as Initiation Into Practices.Paul Smeyers & Nicholas C. Burbules - 2006 - Educational Theory 56 (4):439-449.
  5.  62
    '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.
  6.  53
    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.  52
    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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  8.  30
    The Necessity for Particularity in Education and Child-Rearing: The Moral Issue.Paul Smeyers - 1992 - Journal of Philosophy of Education 26 (1):63–73.
  9.  93
    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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  10.  28
    Neurophilia: Guiding Educational Research and the Educational Field?Paul Smeyers - 2016 - Journal of Philosophy of Education 50 (1):62-75.
    For a decade or so there has been a new ‘hype’ in educational research: it is called educational neuroscience or even neuroeducation —there are numerous publications, special journals, and an abundance of research projects together with the advertisement of many positions at renowned research centres worldwide. After a brief introduction of what is going on in the ‘emerging sub-discipline’, a number of characterisations are offered of what is envisaged by authors working in this field. In the discussion that follows various (...)
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  11.  30
    Idle Research, Futile Theory, and the Risk for Education: Reminders of Irony and Commitment.Paul Smeyers - 2005 - Educational Theory 55 (2):165-183.
  12.  14
    Assembling Reminders for Educational Research: Wittgenstein on Philosophy.Paul Smeyers - 1998 - Educational Theory 48 (3):287-308.
  13.  30
    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.
    Educators, not to mention philosophers of education, find themselves in a difficult position nowadays. With the disappearance of the so-called metanarratives, it seems that the secular society has made it difficult, not to say almost impossible, to justify a particular idea of the good life that can be shared by all or at least many. The paper draws attention to some of the postmodernist critiques and thus identifies how we have ended up at this point; it then argues for a (...)
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  14.  23
    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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  15.  29
    The Inherent Risks of Human Learning.Paul Smeyers & Padraig Hogan - 2005 - Educational Theory 55 (2):115-121.
  16.  11
    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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  17.  9
    Initiation and Newness in Education and Child-Rearing.Paul Smeyers - 1995 - Studies in Philosophy and Education 14 (2-3):229-249.
  18.  26
    Education and the Educational Project I: The Atmosphere of Post-Modernism.Paul Smeyers - 1995 - Journal of Philosophy of Education 29 (1):109–119.
  19.  56
    Educationalization as an Ongoing Modernization Process.Marc Depaepe & Paul Smeyers - 2008 - Educational Theory 58 (4):379-389.
  20.  52
    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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  21.  15
    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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  22.  27
    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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  23.  16
    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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  24.  52
    Education, Educational Research, and the 'Grammar' of Understanding: A Response to David Bridges.Paul Smeyers - 2009 - Ethics and Education 4 (2):125-129.
  25.  39
    Educational Research and the Practical Judgement of Policy Makers.David Bridges, Paul Smeyers & Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):5-14.
  26.  14
    State Intervention and the Technologization and Regulation of Parenting.Paul Smeyers - 2010 - Educational Theory 60 (3):265-270.
  27. 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.
  28.  10
    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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  29.  18
    Refuge in Theory.Paulus Smeyers & Marc Depaepe - 2007 - Educational Philosophy and Theory 39.
  30.  50
    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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  31.  15
    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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  32.  8
    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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  33.  11
    Epilogue.Paul Smeyers & James D. Marshall - 1995 - Studies in Philosophy and Education 14 (2-3):345-348.
  34.  52
    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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  35.  5
    Chains of Dependency: On the Disenchantment and the Illusion of Being Free at Last (Part 2).Paulus Smeyers - 2012 - Journal of Philosophy of Education 46 (3):461-471.
    This paper is the sequel to Part 1, which appeared in this Journal, Vol. 46 No. 2, 2012. Following Cavell and his insistence that we should not try to escape from the existential conditions we find ourselves in and look for false certainties, the relevance of embracing a particular stance is elaborated. A commitment to giving substance to an ideal of the good life is neither an injustice towards the other nor an ignorance of her freedom. On the contrary, here (...)
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  36.  50
    What Philosophy Can and Cannot Do for Education.Paul Smeyers - 2006 - Studies in Philosophy and Education 25 (1-2):1-18.
  37.  7
    Preface.James D. Marshall & Paul Smeyers - 1995 - Studies in Philosophy and Education 14 (2-3):125-125.
  38.  41
    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.
    The starting point of our research is the recent discussion within history of education about the aim and scope of historical educational research. More specifically, it deals with the relationship between the past and the future and is characterized by two clashing paradigms. The recent discussion within history of education is from the perspective of philosophy of education extremely interesting. Particularly intriguing is the way in which history of education defines its role of giving shape to a future. Given the (...)
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  39.  29
    Carpe Diem: Tales of Desire and the Unexpected.Paul Smeyers & Bert Lambeir - 2001 - Journal of Philosophy of Education 35 (2):281–297.
  40.  16
    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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  41.  19
    Education and the Educational Project II: Do We Still Care About It?Paul Smeyers - 1995 - Journal of Philosophy of Education 29 (3):401–413.
  42.  11
    Discussion with Harry Franfurt.Paul Smeyers - 1998 - Ethical Perspectives 5 (1):22-30.
  43.  4
    ‘Care’ and Wider Ethical Issues.Paul Smeyers - 1999 - Journal of Philosophy of Education 33 (2):233–251.
  44.  44
    Chains of Dependency: On the Disenchantment and the Illusion of Being Free at Last.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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  45.  57
    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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  46. Education in an Age of Nihilism: Education and Moral Standards.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 2001 - Routledge.
    This book addresses concerns about educational and moral standards in a world increasingly characterised by nihilism. On the one hand there is widespread anxiety that standards are falling; on the other, new machinery of accountability and inspection to show that they are not. The authors in this book state that we cannot avoid nihilism if we are simply _laissez-faire_ about values, neither can we reduce them to standards of performance, nor must we return to traditional values. They state that we (...)
     
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  47.  14
    Precarious Work.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 2000 - Educational Philosophy and Theory 32 (3):339–349.
  48. Thinking Again: Education After Postmodernism.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 1999 - British Journal of Educational Studies 47 (4):407-408.
     
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  49. 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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  50. 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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