Paul Smeyers – författare

In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education.Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars.Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field.Provides a solid foundation for further study.

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 need to create a new set of values based on a critical assessment of contemporary practice in the light of a number of philosophical texts that address the question of nihilism, including the work of Nietzsche.

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 need to create a new set of values based on a critical assessment of contemporary practice in the light of a number of philosophical texts that address the question of nihilism, including the work of Nietzsche.

Many books have been written about Wittgenstein's philosophy, but this collection of articles on Wittgenstein and education is the first study in book form in this area. There have been several articles in scholarly education journals, but the special cachet of this collection is that the contributors come from six countries. The collection has been edited by Paul Smeyers and Jim Marshall, philosophers of education who live in Belgium and New Zealand, respectively. Each of the chapters represents an original study of Wittgenstein, commissioned by the editors from colleagues they know to have written well on Wittgenstein and the implications of his ideas for education. Audience: Teachers, students and academics in the field of philosophy and education. Especially interesting to advanced students in these areas.

The 'postmodern condition,' in which instrumentalism usurps all other considerations, has produced a kind of intellectual paralysis in the world of education. It is difficult to take issue with such shibboleths of our time as 'standards', 'effectiveness' or 'quality', or the transmission of a nation's 'heritage', yet many people sense that important values are being lost as the education systems of the developed world increasingly devote themselves to managerialism and 'performativity', the quest for efficiency and effectiveness that can be quantified.This book shows how a sustained and telling critique of current educational policy and practice can be developed from the writings of such postmodern thinkers as Lyotard, Derrida, Foucault, and Lacan. These thinkers show us new directions, making what has become over-familiar in education seem strange, and they shake us out of established ways of thinking and writing. The book reveals how very different certain aspects of education—for instance, literacy, moral education (in the home as well as the school), curriculum policy and planning—look in the light of these ideas. The book makes many of the central ideas of postmodern theory accessible by demonstrating their relevance to familiar aspects of the practice of education.

The 'postmodern condition,' in which instrumentalism usurps all other considerations, has produced a kind of intellectual paralysis in the world of education. It is difficult to take issue with such shibboleths of our time as 'standards', 'effectiveness' or 'quality', or the transmission of a nation's 'heritage', yet many people sense that important values are being lost as the education systems of the developed world increasingly devote themselves to managerialism and 'performativity', the quest for efficiency and effectiveness that can be quantified.This book shows how a sustained and telling critique of current educational policy and practice can be developed from the writings of such postmodern thinkers as Lyotard, Derrida, Foucault, and Lacan. These thinkers show us new directions, making what has become over-familiar in education seem strange, and they shake us out of established ways of thinking and writing. The book reveals how very different certain aspects of education—for instance, literacy, moral education (in the home as well as the school), curriculum policy and planning—look in the light of these ideas. The book makes many of the central ideas of postmodern theory accessible by demonstrating their relevance to familiar aspects of the practice of education.

Despite being one of the greatest educators of the 19th century (perhaps of the modern period) and one of the greatest moral philosophers of all time, Nietzsche's educational thought and works, with some notable exceptions, have been ignored, or remain hidden and obscured. This was true of his philosophy as a whole and its recent reception, first by French poststructuralist thinkers during the 1960s and 1970s, and later by English-speaking philosophers in the 1980s. The controversy surrounding Nietzsche involves not only his style (his way of doing philosophy) and the radical nature of his inquiries, but also the history of Nietzscheanism, the politicization of the Nietzsche archive, and his appropriation by the Nazis.This international collection is unique in that it draws upon these recent developments in the interpretation of thought and the question of defining value in the era of postmodernity. The essays address a range of topics, including the history of the reception of Nietzsche's work, Nietzsche's early educational writings, genealogy as method, ethics and difference, democracy, Nietzsche's notion of self and its importance for education, the arts, the limits of academic life, Nietzsche's critique of liberal education, Irigaray's Nietzsche, and Nietzsche's critique of modernity and the question of nihilism.

Educational research is widely believed to be essentially empirical, consisting mainly of collecting and analysing data, with randomised control trials as the 'gold standard'. This book argues that good educational research is often philosophical in nature. Offering a critical overview of the current state of educational research, the authors argue that there are two factors in particular that distort it. One is that throughout the world it is expected to serve the interests of the state in securing educational improvements, as measured by standardised examination results, and to demonstrate 'scientific' credentials sufficient to guarantee absence of ideological bias and carry conviction. The other is that learning to do educational research is generally seen as a matter of being trained in empirical 'research methods'. The authors demonstrate, by contrast, that good educational research needs the rigorous thinking characteristic of philosophy, and that philosophical treatments themselves sometimes constitute such research.

Educational research is widely believed to be essentially empirical, consisting mainly of collecting and analysing data, with randomised control trials as the 'gold standard'. This book argues that good educational research is often philosophical in nature. Offering a critical overview of the current state of educational research, the authors argue that there are two factors in particular that distort it. One is that throughout the world it is expected to serve the interests of the state in securing educational improvements, as measured by standardised examination results, and to demonstrate 'scientific' credentials sufficient to guarantee absence of ideological bias and carry conviction. The other is that learning to do educational research is generally seen as a matter of being trained in empirical 'research methods'. The authors demonstrate, by contrast, that good educational research needs the rigorous thinking characteristic of philosophy, and that philosophical treatments themselves sometimes constitute such research.

Focuses on the problematical nature of the search for 'what works' in educational contexts, in practice as well as in theory. This book seeks to go beyond simplistic notions of cause and effect and the rhetoric of performativity that grips educational thinking.

Does IT poison the minds of the young? And must educational institutions change to serve the needs of the twenty-first century? This book addresses these questions and more. It records the intellectual struggles of a group of scholars coming to grips with changes in knowledge production and research communication.

This provocative book brings together social problems, philosophy and history of education in a unique way. The editors use 'Educationalization' to identify the trend toward thinking about education as the focal point for addressing larger human problems.

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.

Higher education plays a vital role in the sharing of the identity and culture of Europe and therefore receives considerable attention from scholars and policy makers. This volume is different in that it brings a philosophical perspective to the debate on higher education in Europe. As a work of applied philosophy, it reflects on changes in European identity with the development of the European Union after the fall of the Berlin Wall and considers the reciprocal relationship between these changes and higher education. By uncovering the unavoidable philosophical problems embedded in policies, the book sets out both to provide a clearer understanding of the current situation of higher education in Europe and to contribute to its development. It attempts to redefine the democratic basis of higher education in the light of social and political change in the evolving European society.

Three prominent Wittgenstein scholars introduce the broad educational significance of Ludwig Wittgenstein's work to a wider audience of educational researchers and practitioners through provocative, innovative, and playful readings of his work. They vividly demonstrate the influence of his thinking and its centrality to understanding our contemporary condition. Wittgenstein fundamentally shaped contemporary theories of language, representation, cognition, and learning. The book also traces the "pedagogical turn" of his thinking during the period from 1920 to 1926. What is most radical about Wittgenstein's later work is that it suggests learning and initiation into practices are fundamental to understanding his philosophy. The book not only provides a new and fresh interpretation of Wittgenstein's thought but also explores a new way of thinking about education as a way of revealing the educational dimension of philosophical problems.

Three prominent Wittgenstein scholars introduce the broad educational significance of Ludwig Wittgenstein's work to a wider audience of educational researchers and practitioners through provocative, innovative, and playful readings of his work. They vividly demonstrate the influence of his thinking and its centrality to understanding our contemporary condition. Wittgenstein fundamentally shaped contemporary theories of language, representation, cognition, and learning. The book also traces the "pedagogical turn" of his thinking during the period from 1920 to 1926. What is most radical about Wittgenstein's later work is that it suggests learning and initiation into practices are fundamental to understanding his philosophy. The book not only provides a new and fresh interpretation of Wittgenstein's thought but also explores a new way of thinking about education as a way of revealing the educational dimension of philosophical problems.

The book discusses if funding is a factor in the shift of efforts of researchers from pure or basic research to more applied research, and if it encourages the development of large research teams, to the detriment of individual scholars.

Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline.

This collection discusses and illustrates how educational research is affected by the economic, institutional and physical contingencies of its time, and in our time even increasingly is driven by them.

This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research.

This collection discusses and illustrates how educational research is affected by the economic, institutional and physical contingencies of its time, and in our time even increasingly is driven by them.

Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline.

The book discusses if funding is a factor in the shift of efforts of researchers from pure or basic research to more applied research, and if it encourages the development of large research teams, to the detriment of individual scholars.

This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research.

This monograph attempts to provide a systematic and consistent survey of the fundamentals of the theory of free, linear, isentropic oscillations in spherically symmetric, gaseous equilibrium stars, whose structure is affected neither by axial rotation, nor by the tidal action of a companion, nor by a magnetic eld. Three parts can be distinguished. The rst part, consisting of Chaps.1-8, covers the basic concepts and equations, the distinction between spheroidal and toroidal normal modes, the solution of Poisson's differential equation for the perturbation of the gravitational potential, and Hamilton's variational principle. The second part, consisting of Chaps.9-13,is devotedto the possible existenceof waves propagating in the radial direction, the origin and classi cation of normal modes, the comple- ness of the normal modes, and the relation between the local stability with respect to convection and the global stability of a star. In the third part, Chaps.14-18 c- tain asymptoticrepresentationsof normalmodes. Chapter 19 deals with slow period changes in rapidly evolving pulsating stars.The theory is developed within the framework of the Newtonian theory of gr- itation and the hydrodynamics of compressible uids. It is described in its present status, with inclusion of open questions. We give preference to the use of the adjective "isentropic" above that of the adjective "adiabatic", since, from a thermodynamic point of view, these stellar - cillations are described as reversible adiabatic processes and thus as processes that take place at constant entropy.

This monograph attempts to provide a systematic and consistent survey of the fundamentals of the theory of free, linear, isentropic oscillations in spherically symmetric, gaseous equilibrium stars, whose structure is affected neither by axial rotation, nor by the tidal action of a companion, nor by a magnetic eld. Three parts can be distinguished. The rst part, consisting of Chaps.1-8, covers the basic concepts and equations, the distinction between spheroidal and toroidal normal modes, the solution of Poisson's differential equation for the perturbation of the gravitational potential, and Hamilton's variational principle. The second part, consisting of Chaps.9-13,is devotedto the possible existenceof waves propagating in the radial direction, the origin and classi cation of normal modes, the comple- ness of the normal modes, and the relation between the local stability with respect to convection and the global stability of a star. In the third part, Chaps.14-18 c- tain asymptoticrepresentationsof normalmodes. Chapter 19 deals with slow period changes in rapidly evolving pulsating stars.The theory is developed within the framework of the Newtonian theory of gr- itation and the hydrodynamics of compressible uids. It is described in its present status, with inclusion of open questions. We give preference to the use of the adjective "isentropic" above that of the adjective "adiabatic", since, from a thermodynamic point of view, these stellar - cillations are described as reversible adiabatic processes and thus as processes that take place at constant entropy.

This book focuses on the language of educational research as well as on the language of education. It conceives both as social practices and investigates how rhetoric plays a part in the complex process of historically situated argumentation. The book aims to answer such questions as: ‘What is the nature of the arguments and the kinds of sources one relies on?’ and ‘What kind of reasoning is offered to convince practitioners?’ Taking postmodern criticism seriously, the contributors argue that the scholar or researcher cannot indulge in relativism or be satisfied with a description of particular cases. Instead, theoreticians as well as practitioners have to engage in sound thinking and dialogue. The chapters in this volume highlight relevant characteristics of the language of educational research. In addition, attention is paid to the language of particular debates which figure prominently in the wider educational context, such as the language of goals, of parenting, citizenship and capability.

Many books have been written about Wittgenstein's philosophy, but this collection of articles on Wittgenstein and education is the first study in book form in this area.

Education and educational research, according to the current fashion, are supposed to be concerned with ‘what works’, to the exclusion of all other considerations. All over the world, and particularly in the English-speaking countries, governments look for means of improving ‘student achievement’ as measured by standardized test scores. Although such improvements are often to be welcomed, they do not answer all significant questions about what constitutes good education. Also the research on which they are based is not the only legitimate way to do educational research. Social research, and therefore educational research, cannot ignore the distinctive nature of what it studies: a social activity where questions of meaning and value cannot be eliminated, and where interpretation and judgment play a crucial role.In this book distinguished philosophers and historians of education from 6 countries focus on the problematical nature of the search for ‘what works’ in educational contexts, in practice as well as in theory. Beginning with specific problems, they move on to more general and theoretical considerations, seeking to go beyond over-simple ideas about cause and effect and the rhetoric of performativity that currently has educational thinking in its grip. ‘Freedom of inquiry in educational research can no longer be taken for granted. Narrow definitions of what constitutes ‘scientific’ research, funding criteria that enforce particular research methods, and policy decision processes that ignore any research that is not narrowly utilitarian, create a context in many countries that discourages scholarship of a more speculative, exploratory, or critical sort. This book brings together an exceptional combination of international and cross-disciplinary scholars who bring the perspectives of history and philosophy of science to ask, ‘How did we arrive at this place? and ‘Where is educational research heading? Thebook illuminates the anti-intellectual consequences of a ‘what works’ mentality in education, and shows that the ostensibly ‘scientific’ revolution in educational research in fact reflects an ahistorical and conceptually muddled understanding of what actually constitutes ‘science.’ This book could not be more timely and important.’Nicholas C. Burbules, Grayce Wicall Gauthier Professor, University of Illinois‘With research increasingly tied to State policies with the instrumental purpose of guiding school reforms, the volume provides an important historical and philosophical questioning of the possibilities, limitations and challenges of education research. Internationally leading scholars engage in a significant conversation that is sophisticated and nuanced for understanding contemporary debates.’ Thomas S. Popkewitz, the University of Wisconsin-Madison, USAThis publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education. Evaluation and Evolution of the Criteria for Educational Reseach.