7 found
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  1. Context and Interaction. How to Assess Dewey’s Influence on Educational Reform in Europe?Gert J. J. Biesta & Siebren Miedema - 2000 - Studies in Philosophy and Education 19 (1):21-37.
    This article addresses somemethodological questions that are at stake inassessing the influence of the ideas of John Dewey onthe renewal of European education in the twentiethcentury, using examples from the history of Dutcheducation. It is argued that in this kind of researchthe focus should not be on the process of influence assuch, but rather on the activity of reception. This,in turn, requires a contextual reconstruction of theinteraction between Deweyan ideas and practices andexisting ones. The case studies presented in thisarticle exemplify (...)
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  2.  14
    Context and Interaction. How to Assess Dewey’s Influence on Educational Reform in Europe?Gert J. J. Biesta & Siebren Miedema - 2000 - Studies in Philosophy and Education 19 (1-2):21-37.
    This article addresses some methodological questions that are at stake in assessing the influence of the ideas of John Dewey on the renewal of European education in the twentieth century, using examples from the history of Dutch education. It is argued that in this kind of research the focus should not be on the process of influence as such, but rather on the activity of reception. This, in turn, requires a contextual reconstruction of the interaction between Deweyan ideas and practices (...)
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  3.  60
    Public, Social, and Individual Perspectives on Religious Education. Voices From the Past and the Present.Siebren Miedema - 2006 - Studies in Philosophy and Education 25 (1-2):111-127.
    Inspired by Charles Taylor’s recent quest for the meaning of religion today, this article concentrates on the question of the meaning of religious education today. The focus is not so much on the ‘what’ but instead more on the ‘where’ and the ‘how’ of RE. The view on what is held to be a pedagogically tenable position regarding RE is build up by methodologically using a differentiated practical–theological three-course model that distinguishes between the public, the social and the private domain. (...)
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  4.  49
    Schools, Identity and the Conception of the Good. The Denominational Tradition as an Example.Doret De Ruyter & Siebren Miedema - 1996 - Studies in Philosophy and Education 15 (1-2):27-33.
  5.  3
    Learning to Live with Religious Plurality in Personhood Formation.Siebren Miedema - 2014 - Philosophy Study 4 (1).
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    The Beyond in the Midst. The Relevance of Dewey's Philosophy of Religion for Education.Siebren Miedema - 1995 - Studies in Philosophy and Education 13 (3-4):229-241.
  7.  19
    The Influence of Moral Education on the Personal Worldview of Students.Jacomijn C. van der Kooij, Doret J. de Ruyter & Siebren Miedema - 2015 - Journal of Moral Education 44 (3):346-363.
    This article researches whether approaches to moral education aim to influence the development of the personal worldview of students. An example of a Dutch moral education programme is presented and the findings are used to analyse various approaches to moral education. Our analysis demonstrates that every approach aims to influence the personal worldview of students because of underlying ontological beliefs. This is the inevitable and minimal influence a moral education approach has on personal worldview. Our analysis also demonstrates that two (...)
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