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On the occasion of the retirement of Paul Smeyers, this book
considers the state and status 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.
The existential crises involved in translation are part of our
political life, especially in times when the closing of borders
symbolized by Brexit and the triumph of Donald Trump, present new
challenges to those living lives of immigrancy and those waiting at
the borders. How to resist the emotive tide of populism and, in
particular, the language that legitimates exclusion? How to
confront the anxieties of inclusion? These challenges are
increasingly pressing. The 2016 Conference of the International
Network of Philosophers of Education sought to address such
concerns through the theme 'Philosophy as translation and the
understanding of other cultures'. The chapters included here
represent the breadth and richness of that conference, addressing
questions of ethics, desire, religious understanding, intercultural
philosophy, and practices of higher education and teacher
education. The processes of translation they discuss are not
limited to linguistic translation as conventionally understood.
Instead translation is taken to be a window through which to
understand how we, as linguistic beings, are constantly in a
process of transformation, and how our personal and cultural
identities are, hence, also already involved in processes of
translation. This book was originally published as a special issue
of Ethics & Education.
This book addresses essential educational dimensions of the
university that are often overlooked, not only by prevailing
discourses and practices but also by standard critical approaches
to higher education. Each chapter takes a different approach to the
articulation of a 'post-critical' view of the university, and
focuses on a specific dimension, including lectures, academic
freedom, and the student experience. The 'post-critical' attitude
offers an affirmative approach to the constitutive educational
practices of the university. It is 'post-' because it is a movement
in thought that comes after the critical, which, in its modern and
postmodern forms is considered, in Latour's terms, to have 'run out
of steam'. It is an attempt to articulate new conceptual and
methodological tools that help us grasp our current conditions. It
is not anti-critique; but rather than seeking to debunk current
practices, this affirmative approach offers perspectives that shed
new light on what we do as educators, on the essence of our
educational practices, and on their immanent value. The focus on
the educational, then, applies not only to practices that happen to
take place in the educational space of the university, but also to
those practices whose value we can understand in educational terms.
This book addresses essential educational dimensions of the
university that are often overlooked, not only by prevailing
discourses and practices but also by standard critical approaches
to higher education. Each chapter takes a different approach to the
articulation of a 'post-critical' view of the university, and
focuses on a specific dimension, including lectures, academic
freedom, and the student experience. The 'post-critical' attitude
offers an affirmative approach to the constitutive educational
practices of the university. It is 'post-' because it is a movement
in thought that comes after the critical, which, in its modern and
postmodern forms is considered, in Latour's terms, to have 'run out
of steam'. It is an attempt to articulate new conceptual and
methodological tools that help us grasp our current conditions. It
is not anti-critique; but rather than seeking to debunk current
practices, this affirmative approach offers perspectives that shed
new light on what we do as educators, on the essence of our
educational practices, and on their immanent value. The focus on
the educational, then, applies not only to practices that happen to
take place in the educational space of the university, but also to
those practices whose value we can understand in educational terms.
On the occasion of the retirement of Paul Smeyers, this book
considers the state and status 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.
Philosophy and Theory in Educational Research: Writing in the
margin explores the practices of reading and writing in educational
philosophy and theory. Showing that there is no 'right way' to
approach research in educational philosophy, but illustrating its
possibilities, this text invites an engagement with philosophy as a
possibility - and opening possibilities - for educational research.
Drawing on their own research and theoretical and philosophical
sources, the authors investigate the important issue of what it
means to read and write when there is no prescribed structure.
Innovative in its contribution to the literature, this edited
volume enlightens readers in three ways. The volume focuses on the
practices of reading and writing that are central to research in
educational philosophy, suggesting that these practices constitute
the research, rather than simply reporting it. It is not a
prescriptive guide and should not be read procedurally. Rather, it
is intended to illustrate the possibilities for this kind of
research, and to suggest starting points for those pursuing
research projects. Finally, attention is given to the ways in which
conducting educational philosophy can be educative in itself, both
to the researcher in writing it, and to its audience in reading it.
With contributions from international scholars in the field of
educational philosophy, this book is a valuable guide for
practitioner-researchers, taught postgraduate and doctoral
students, and early career researchers in university education
departments. Academic staff teaching research methods and seeking
to introduce their students to philosophy-as-research without
wishing to offer a prescriptive 'how to' guide will also find this
book of particular interest.
The existential crises involved in translation are part of our
political life, especially in times when the closing of borders
symbolized by Brexit and the triumph of Donald Trump, present new
challenges to those living lives of immigrancy and those waiting at
the borders. How to resist the emotive tide of populism and, in
particular, the language that legitimates exclusion? How to
confront the anxieties of inclusion? These challenges are
increasingly pressing. The 2016 Conference of the International
Network of Philosophers of Education sought to address such
concerns through the theme 'Philosophy as translation and the
understanding of other cultures'. The chapters included here
represent the breadth and richness of that conference, addressing
questions of ethics, desire, religious understanding, intercultural
philosophy, and practices of higher education and teacher
education. The processes of translation they discuss are not
limited to linguistic translation as conventionally understood.
Instead translation is taken to be a window through which to
understand how we, as linguistic beings, are constantly in a
process of transformation, and how our personal and cultural
identities are, hence, also already involved in processes of
translation. This book was originally published as a special issue
of Ethics & Education.
Philosophy and Theory in Educational Research: Writing in the
margin explores the practices of reading and writing in educational
philosophy and theory. Showing that there is no 'right way' to
approach research in educational philosophy, but illustrating its
possibilities, this text invites an engagement with philosophy as a
possibility - and opening possibilities - for educational research.
Drawing on their own research and theoretical and philosophical
sources, the authors investigate the important issue of what it
means to read and write when there is no prescribed structure.
Innovative in its contribution to the literature, this edited
volume enlightens readers in three ways. The volume focuses on the
practices of reading and writing that are central to research in
educational philosophy, suggesting that these practices constitute
the research, rather than simply reporting it. It is not a
prescriptive guide and should not be read procedurally. Rather, it
is intended to illustrate the possibilities for this kind of
research, and to suggest starting points for those pursuing
research projects. Finally, attention is given to the ways in which
conducting educational philosophy can be educative in itself, both
to the researcher in writing it, and to its audience in reading it.
With contributions from international scholars in the field of
educational philosophy, this book is a valuable guide for
practitioner-researchers, taught postgraduate and doctoral
students, and early career researchers in university education
departments. Academic staff teaching research methods and seeking
to introduce their students to philosophy-as-research without
wishing to offer a prescriptive 'how to' guide will also find this
book of particular interest.
This book uses contemporary film to articulate a philosophical
account of raising children. It forms part of a revaluation of the
parent as a pedagogical figure, which stands in contrast to the
instrumental accounts dominant in contemporary 'parenting' culture.
Hodgson and Ramaekers use film in order to offer an affirmative
account of the experience of raising children, as a presentation of
those inevitable aspects and experiences that upbringing is: the
initiation into language and the world; the representative nature
of the parent; and the maintaining of mundane practices that
constitute our shared culture and community. The films which are
discussed are taken as grammatical investigations and enable the
authors to develop an account of the use of film in education and
as educational philosophy, and to respond to each film's invitation
to articulate the existential dimensions of raising children.
Philosophical Presentations of Raising Children will be of interest
to students and scholars across a range of disciplines, including
education, sociology, philosophy, critical parenting studies and
film studies.
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