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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 matter of simply living together, on both a global and a local
scale, is complicated by the cultural, economic, religious,
technological, and ecological challenges that we face in today's
world. An educational-philosophical take on these complexities
translates into reflections on, and attempts to answer, the
questions that these challenges raise. How is the older generation
to introduce a new generation into today's world and to 'prepare'
it for the world to come? What sense can be given to such
introduction and 'preparation'? Or in the more general terms of
Friedrich Schleiermacher, 'What indeed does the older generation
intend to do with the younger generation? The contributions in this
book - originally presented during the 14th conference of the
International Network of Philosophers of Education - address a
broad range of philosophical issues related to the question of the
educational relationship between generations today. The
philosophical analysis offered by the authors in this volume
creates openings, not only for other philosophers of education, but
also for policy makers and practitioners. They serve as
invitations, not only for further thinking but also for
reconsidering educational practices; and most importantly, they
generate new questions, for both today's and tomorrow's
generations. This book was originally published as a special issue
of Ethics and Education.
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.
Many sociological, historical and cultural stories can be and have
already been told about why it is that parents in post-industrial,
western societies face an often overwhelming array of advice on how
to bring up their children. At the same time, there have been
several philosophical treatments of the legal, moral and political
issues surrounding issues of procreation, the rights of children
and the duties of parents, as well as some philosophical accounts
of the shifts in our underlying conceptualization of childhood and
adult-child relationships. While this book partly builds on the
insights of this literature, it is significantly different in that
it offers a philosophically-informed discussion of the actual
practical experience of being a parent, with its deliberations,
judgements and dilemmas. In probing the ethical and conceptual
questions suggested by the parent-child relationship, this unique
volume demonstrates the irreducible philosophical richness of this
relationship and thus provides an important counter-balance to the
overly empirical and largely psychological focus of a great deal of
"parenting" literature. Unlike other analytic work on the
parent-child relationship and the educational role of parents, this
work draws on first-person accounts of the day-to-day experience of
being a parent in order to explore the ethical and epistemological
aspects of this experience. In so doing it exposes the limitations
of some of the languages within which contemporary "parenting" is
conceptualized and discussed, and opens up a space for thinking
about childrearing and the parent-child relationship beyond and
other than in terms of the languages which dominate the ways in
which we generally think about it today.
Many sociological, historical and cultural stories can be and have
already been told about why it is that parents in post-industrial,
western societies face an often overwhelming array of advice on how
to bring up their children. At the same time, there have been
several philosophical treatments of the legal, moral and political
issues surrounding issues of procreation, the rights of children
and the duties of parents, as well as some philosophical accounts
of the shifts in our underlying conceptualization of childhood and
adult-child relationships. While this book partly builds on the
insights of this literature, it is significantly different in that
it offers a philosophically-informed discussion of the actual
practical experience of being a parent, with its deliberations,
judgements and dilemmas. In probing the ethical and conceptual
questions suggested by the parent-child relationship, this unique
volume demonstrates the irreducible philosophical richness of this
relationship and thus provides an important counter-balance to the
overly empirical and largely psychological focus of a great deal of
"parenting" literature. Unlike other analytic work on the
parent-child relationship and the educational role of parents, this
work draws on first-person accounts of the day-to-day experience of
being a parent in order to explore the ethical and epistemological
aspects of this experience. In so doing it exposes the limitations
of some of the languages within which contemporary "parenting" is
conceptualized and discussed, and opens up a space for thinking
about childrearing and the parent-child relationship beyond and
other than in terms of the languages which dominate the ways in
which we generally think about it today.
The matter of simply living together, on both a global and a local
scale, is complicated by the cultural, economic, religious,
technological, and ecological challenges that we face in today's
world. An educational-philosophical take on these complexities
translates into reflections on, and attempts to answer, the
questions that these challenges raise. How is the older generation
to introduce a new generation into today's world and to 'prepare'
it for the world to come? What sense can be given to such
introduction and 'preparation'? Or in the more general terms of
Friedrich Schleiermacher, 'What indeed does the older generation
intend to do with the younger generation? The contributions in this
book - originally presented during the 14th conference of the
International Network of Philosophers of Education - address a
broad range of philosophical issues related to the question of the
educational relationship between generations today. The
philosophical analysis offered by the authors in this volume
creates openings, not only for other philosophers of education, but
also for policy makers and practitioners. They serve as
invitations, not only for further thinking but also for
reconsidering educational practices; and most importantly, they
generate new questions, for both today's and tomorrow's
generations. This book was originally published as a special issue
of Ethics and Education.
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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