國立虎尾科技大學 |

Past, Present, and Future Possibilities for Philosophy and History of Education = Finding Space and Time for Research /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Past, Present, and Future Possibilities for Philosophy and History of Education/ edited by Stefan Ramaekers, Naomi Hodgson.
Reminder of title:	Finding Space and Time for Research /
other author:	Ramaekers, Stefan.
Description:	XII, 149 p. 2 illus.online resource. :
Contained By:	Springer Nature eBook
Subject:	Education—Philosophy. -
Online resource:	https://doi.org/10.1007/978-3-319-94253-7
ISBN:	9783319942537

Past, Present, and Future Possibilities for Philosophy and History of Education = Finding Space and Time for Research /
Past, Present, and Future Possibilities for Philosophy and History of EducationFinding Space and Time for Research /[electronic resource] :edited by Stefan Ramaekers, Naomi Hodgson. - 1st ed. 2018. - XII, 149 p. 2 illus.online resource.

Preface: Paul Smeyers and the Dutch Connection -- 1. Introduction: Reminders Assembling a Picture of Paul Smeyers -- 2. At the Intersection of Anecdotal Stories and Great Narratives: Reflections on the Cooperation between Educational Historians and Educational Philosophers -- 3. Seeing the Points of Connection -- 4. The University as Pedagogical Form: Public Study, Responsibility, Mondialisation -- 5. Philosophies of Hospitality: Toward Perpetual Peace and Freedom -- 6. Why, Perhaps, Philosophers of Education (and Other Educational Researchers) ‘Leave Everything as it is’ -- 7. Truth ‘after Postmodernism’: Wittgenstein and Postfoundationalism in Philosophy of Education -- 8. ‘Plowden’ at 50 — R.S. Peters’ Response to Educational Progressivism -- 9. Upon the Academic Philosopher Caught in the Fly-bottle -- 10. Postscript: Humanistic Study, Collaboration, and Interdisciplinarity: A Dialogue on the Leuven Research Community -- Appendix: List of Selected Publications.

On the occasion of the retirement of Paul Smeyers, this book considers the state and status of the state of the philosophy and history of education today. Over the last 20 years, the conditions in which research takes place have changed considerably. They have done so in ways that are often less than favourable to disciplines such as history and philosophy of education, and the space and time for the practices that constitute these disciplines – of reading, of writing, of collegiality – is increasingly under pressure. During this time, the Research Community on the History and Philosophy of Educational Research has convened annually to bring its critical lenses to bear on these emergent conditions and to suggest ways that educational research might, or ought to, be done otherwise. As co-founder and co-convenor of the Research Community, this volume explores and recounts Paul Smeyers' development of Wittgensteinian scholarship and its legacy in education, his formative role in the development of philosophy of education as an international field, his many international collaborations, the “useless” educational-philosophical deepening of concepts, and the wider educational-philosophical import of this. This gives rise to consideration of the failure of these fields to halt the changes in the governance and status of the university that threatens them, and those practices that remain and that are emerging in academia that we wish to protect, to pass on to the next generation of researchers in these fields. .

ISBN: 9783319942537

Standard No.: 10.1007/978-3-319-94253-7doiSubjects--Topical Terms:

1254228
Education—Philosophy.

LC Class. No.: LC8-6691

Dewey Class. No.: 370.1

Past, Present, and Future Possibilities for Philosophy and History of Education = Finding Space and Time for Research /
LDR:03924nam a22003975i 4500 001 987264
003 DE-He213
005 20200701213233.0
007 cr nn 008mamaa
008 201225s2018 gw | s |||| 0|eng d
020 $a 9783319942537 $9 978-3-319-94253-7
024 7 $a 10.1007/978-3-319-94253-7 $2 doi
035 $a 978-3-319-94253-7
050 4 $a LC8-6691
072 7 $a JNA $2 bicssc
072 7 $a EDU040000 $2 bisacsh
072 7 $a JNA $2 thema
082 0 4 $a 370.1 $2 23
245 1 0 $a Past, Present, and Future Possibilities for Philosophy and History of Education $h [electronic resource] : $b Finding Space and Time for Research / $c edited by Stefan Ramaekers, Naomi Hodgson.
250 $a 1st ed. 2018.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2018.
300 $a XII, 149 p. 2 illus. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
505 0 $a Preface: Paul Smeyers and the Dutch Connection -- 1. Introduction: Reminders Assembling a Picture of Paul Smeyers -- 2. At the Intersection of Anecdotal Stories and Great Narratives: Reflections on the Cooperation between Educational Historians and Educational Philosophers -- 3. Seeing the Points of Connection -- 4. The University as Pedagogical Form: Public Study, Responsibility, Mondialisation -- 5. Philosophies of Hospitality: Toward Perpetual Peace and Freedom -- 6. Why, Perhaps, Philosophers of Education (and Other Educational Researchers) ‘Leave Everything as it is’ -- 7. Truth ‘after Postmodernism’: Wittgenstein and Postfoundationalism in Philosophy of Education -- 8. ‘Plowden’ at 50 — R.S. Peters’ Response to Educational Progressivism -- 9. Upon the Academic Philosopher Caught in the Fly-bottle -- 10. Postscript: Humanistic Study, Collaboration, and Interdisciplinarity: A Dialogue on the Leuven Research Community -- Appendix: List of Selected Publications.
520 $a On the occasion of the retirement of Paul Smeyers, this book considers the state and status of the state of the philosophy and history of education today. Over the last 20 years, the conditions in which research takes place have changed considerably. They have done so in ways that are often less than favourable to disciplines such as history and philosophy of education, and the space and time for the practices that constitute these disciplines – of reading, of writing, of collegiality – is increasingly under pressure. During this time, the Research Community on the History and Philosophy of Educational Research has convened annually to bring its critical lenses to bear on these emergent conditions and to suggest ways that educational research might, or ought to, be done otherwise. As co-founder and co-convenor of the Research Community, this volume explores and recounts Paul Smeyers' development of Wittgensteinian scholarship and its legacy in education, his formative role in the development of philosophy of education as an international field, his many international collaborations, the “useless” educational-philosophical deepening of concepts, and the wider educational-philosophical import of this. This gives rise to consideration of the failure of these fields to halt the changes in the governance and status of the university that threatens them, and those practices that remain and that are emerging in academia that we wish to protect, to pass on to the next generation of researchers in these fields. .
650 0 $a Education—Philosophy. $3 1254228
650 0 $a Philosophy and social sciences. $3 960232
650 0 $a Education—History. $3 1256122
650 0 $a Educational policy. $3 1200004
650 0 $a Education and state. $3 563302
650 1 4 $a Educational Philosophy. $3 677294
650 2 4 $a Philosophy of Education. $3 671596
650 2 4 $a History of Education. $3 1105872
650 2 4 $a Educational Policy and Politics. $3 683657
700 1 $a Ramaekers, Stefan. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 887849
700 1 $a Hodgson, Naomi. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1208451
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783319942520
776 0 8 $i Printed edition: $z 9783319942544
776 0 8 $i Printed edition: $z 9783030068202
856 4 0 $u https://doi.org/10.1007/978-3-319-94253-7
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)