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Paul Smeyers [79]Paulus Smeyers [13]
  1.  29
    Heidegger, Education, and Modernity.Michael A. Peters, Valerie Allen, Ares D. Axiotis, Michael Bonnett, David E. Cooper, Patrick Fitzsimons, Ilan Gur-Ze'ev, Padraig Hogan, F. Ruth Irwin, Bert Lambeir, Paul Smeyers, Paul Standish & Iain Thomson - 2002 - Rowman & Littlefield Publishers.
    Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.
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  2.  13
    The therapy of education: philosophy, happiness and personal growth.Paul Smeyers - 2007 - New York: Palgrave-Macmillan. Edited by Richard Smith & Paul Standish.
    In the modern day, it is understood that the role of the teacher comprises aspects of therapy directed towards the child. But to what extent should this relationship be developed, and what are its concomitant responsibilities? This book offers a challenging philosophical approach to the inherent problems and tensions involved with these issues.
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  3. Thinking Again: Education after Postmodernism.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 1999 - British Journal of Educational Studies 47 (4):407-408.
     
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  4.  78
    'What it makes sense to say': Education, philosophy and Peter Winch on social science.Paul Smeyers - 2006 - Journal of Philosophy of Education 40 (4):463–485.
    This paper sets out Peter Winch's central ideas about the nature of the social sciences, and reappraises their potential for educational research. It is argued that the dichotomy between ‘reasons’ and ‘causes’ has done much harm, and that the important matter of understanding ‘what is real for us’ has recently been neglected. Winch's philosophy suggests a more adequate framework for educational research: one that embraces a pluralistic interpretive position, accommodating various methods and various kinds of understanding of the social, and (...)
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  5.  56
    International Handbook of Philosophy of Education.Paul Smeyers (ed.) - 2018 - Springer.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
  6.  72
    How to Improve your Impact Factor: Questioning the Quantification of Academic Quality.Paul Smeyers & Nicholas C. Burbules - 2011 - Journal of Philosophy of Education 45 (1):1-17.
    A broad-scale quantification of the measure of quality for scholarship is under way. This trend has fundamental implications for the future of academic publishing and employment. In this essay we want to raise questions about these burgeoning practices, particularly how they affect philosophy of education and similar sub-disciplines. First, details are given of how an ‘impact factor’ is calculated. The various meanings that can be attached to it are scrutinised. Second, we examine how impact factors are used to make various (...)
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  7.  49
    The necessity for particularity in education and child-rearing: The moral issue.Paul Smeyers - 1992 - Journal of Philosophy of Education 26 (1):63–73.
    The justification debate has always been a major issue within philosophy of education. In this study Wittgensteinian interpretation of this matter is offered. It is argued that in using his framework justification itself has to be thought of differently, i.e. as making explicit the bedrock of the form of life the educator finds him or herself in. But Wittgenstein's insights highlight too the particularity of the ethical and therefore also of the educational situation. The paper argues that educators cannot but (...)
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  8.  38
    Nietzsche's Legacy for Education: Past and Present Values.Michael Peters, James Marshall & Paul Smeyers (eds.) - 2001 - Westport, Conn.: Praeger.
    This collection of essays provides an introduction to Nietzsche's thought and educational writings, and examines questions concerning the centrality of values for education in postmodernity.
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  9.  71
    Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors.Paul Smeyers, Doret J. de Ruyter, Yusef Waghid & Torill Strand - 2014 - Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper an (...)
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  10.  29
    Like a swallow, moving forward in circles: on the future dimension of environmental care and education.Dirk Willem Postma & Paul Smeyers - 2012 - Journal of Moral Education 41 (3):399-412.
    After the moral framework of sustainable development, the focus on climate change appears to take a lead in the practice and theory of environmental education. Inherent in this perspective is an apocalyptic message: if we do not rapidly change our use of energy resources, we will severely harm the life conditions of our children and grandchildren. In this article we argue that environmental educators should liberate us from this highly instrumental dictate by taking their cue from our daily care for (...)
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  11.  32
    Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors.Paulus Smeyers, Doret J. De Ruyter, Yusef Waghid & Torill Strand - 2014 - Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal (Stud Philos Educ 31:1–27, 2012), this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. (...)
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  12.  46
    Education and the educational project I: The atmosphere of post-modernism.Paul Smeyers - 1995 - Journal of Philosophy of Education 29 (1):109–119.
    The paper deals with the way postmodernism has been discussed within philosophy of education and argued for by some authors within this context, and with what this kind of postmodernism can offer to education and to philosophy of education. Particular attention is paid to one of the basic presuppositions, namely the requirement to break with the cultural heritage and look for radical alternatives. A second paper will develop a different view of human action, following the later Wittgenstein, and draw on (...)
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  13.  19
    Initiation and newness in education and child-rearing.Paul Smeyers - 1995 - Studies in Philosophy and Education 14 (2-3):229-249.
  14.  46
    On Doing Justice to Cosmopolitan Values and the Otherness of the Other: Living with Cosmopolitan Scepticism.Yusef Waghid & Paul Smeyers - 2009 - Studies in Philosophy and Education 29 (2):197-211.
    Educators, not to mention philosophers of education, find themselves in a difficult position nowadays. With the disappearance of the so-called metanarratives, it seems that the secular society has made it difficult, not to say almost impossible, to justify a particular idea of the good life that can be shared by all or at least many. The paper draws attention to some of the postmodernist critiques and thus identifies how we have ended up at this point; it then argues for a (...)
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  15.  6
    Understanding education and educational research.Paul Smeyers - 2014 - Cambridge, UK: Cambridge University Press. Edited by Richard Smith.
    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 (...)
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  16. Reconsidering Ubuntu: On the educational potential of a particular ethic of care.Yusef Waghid & Paul Smeyers - 2012 - Educational Philosophy and Theory 44 (s2):6-20.
    In this article we argue that ubuntu (human interdependence) is not some form of essentialist notion that unfolds in exactly the same way as some critics of ubuntu might want to suggest. Rather, we offer a philosophical position that (re)considers the situation of the self in relation to others. The article starts from the general issues at stake in the debate concerning particularity and universalist ethics. We then reconsider the general position of the ethics of care, and particularly how it (...)
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  17.  51
    Neurophilia: Guiding Educational Research and the Educational Field?Paul Smeyers - 2016 - Journal of Philosophy of Education 50 (1):62-75.
    For a decade or so there has been a new ‘hype’ in educational research: it is called educational neuroscience or even neuroeducation —there are numerous publications, special journals, and an abundance of research projects together with the advertisement of many positions at renowned research centres worldwide. After a brief introduction of what is going on in the ‘emerging sub-discipline’, a number of characterisations are offered of what is envisaged by authors working in this field. In the discussion that follows various (...)
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  18.  27
    On the epistemological basis of large-scale population studies and their educational use.Paul Smeyers - 2008 - Journal of Philosophy of Education 42 (s1):63-86.
    This paper attempts to take seriously the claim that we can look for causes in order to understand the reality we live (in), and focuses therefore primarily on 'the natural world'. It will be argued that even if we were to fully endorse the programme of looking for antecedents, a dominant driver for many educational researchers, this would still not solve the problems they commonly set out to address. It will illustrate the problem of contextualisation in using an example of (...)
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  19.  30
    The Wittgensteinian frame of reference and philosophy of education at the end of the twentieth century.Paul Smeyers & James D. Marshall - 1995 - Studies in Philosophy and Education 14 (2-3):127-159.
    -discusses 3 methods of PoE instruction: PoE as foundational, Great Educators, and isms approach (p19).
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  20.  63
    Educational research and the practical judgement of policy makers.David Bridges, Paul Smeyers & Richard Smith - 2008 - Journal of Philosophy of Education 42 (s1):5-14.
    This publication arises in a context in which policy makers and educational researchers are increasingly vocal in their demands that educational policy and prac.
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  21.  17
    Introduction. Wittgenstein's legacy for education.Paulus Smeyers & Nicholas Burbules - 2008 - Educational Philosophy and Theory 40 (5):585-590.
  22.  19
    Chains of dependency: on the disenchantment and the Illusion of being free at last (part 1).Paulus Smeyers - 2012 - Journal of Philosophy of Education 46 (2):177-191.
    Time, space, causality, communicating and acting together set limits on our freedom. Starting from the position of Wittgenstein, who advocates neither a position of pure subjectivity nor of pure objectivity, and taking into account what is implied by initiation into the symbolic order of language and culture, it is argued that the limitations on our freedom are not to be deplored. The problems of conservatism, relativism and scepticismwhich confront us often in the context of education and child rearingare inadequately dealt (...)
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  23.  15
    Chains of dependency: on the disenchantment and the Illusion of being free at last (part 2).Paulus Smeyers - 2012 - Journal of Philosophy of Education 46 (3):461-471.
    This paper is the sequel to Part 1, which appeared in this Journal, Vol. 46 No. 2, 2012. Following Cavell and his insistence that we should not try to escape from the existential conditions we find ourselves in and look for false certainties, the relevance of embracing a particular stance is elaborated. A commitment to giving substance to an ideal of the good life is neither an injustice towards the other nor an ignorance of her freedom. On the contrary, here (...)
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  24.  19
    The lure of psychology for education and educational research.Paulus Smeyers & Marc Depaepe - 2012 - Journal of Philosophy of Education 46 (3):315-331.
    Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for education (...)
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  25.  9
    Introduction.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 2002 - In Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 1–17.
    This chapter contains sections titled: I II III.
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  26.  87
    Nihilism: Beyond Optimism and Pessimism.Bert Lambeir & Paul Smeyers - 2003 - Studies in Philosophy and Education 22 (3/4):183-194.
    Is the youth culture, or more precisely aparticular kind of it, to be characterized as nihilistic ? And is this a threat or ablessing for education? To deal with this nihilism is first characterized generally andfollowing particular attention is paid toNietzsche's own version and revaluation ofvalues. Then Foucault's concept of life as awork of art is brought to the forefront as aparticular manner to give shape to one's life.It is argued that some of the more popularforms of pleasure nowadays may (...)
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  27.  20
    Nihilism: Beyond optimism and pessimism. Threat or blessing for education at the turn of the century.Paulus Smeyers & B. Lambeir - 2003 - Studies in Philosophy and Education 22:183-194.
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  28.  77
    Education, educational research, and the 'grammar' of understanding: a response to David Bridges.Paul Smeyers - 2009 - Ethics and Education 4 (2):125-129.
  29.  29
    Refuge in theory.Paulus Smeyers & Marc Depaepe - 2007 - Educational Philosophy and Theory 39.
  30. Qualitative versus quantitative research design: A plea for paradigmatic tolerance in educational research.Paul Smeyers - 2001 - Journal of Philosophy of Education 35 (3):477–495.
    The tension between the generality of approach in causally-driven quantitative educational research and the individuality of particular cases is exemplified in the types of reasoning employed. Unlike the scientific search for antecedents, still popular in some forms of educational research, investigating particular persons and policies necessarily requires a form of practical reasoning. In order to ease this tension between qualitative and quantitative research, this essay asks questions as to what is to be described and how this is to be done. (...)
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  31.  36
    The labouring sleepwalker: Evocation and expression as modes of qualitative educational research.Paul Smeyers - 2005 - Educational Philosophy and Theory 37 (3):407–423.
    This paper deals with the highly personal way an individual makes sense of the world in a way that avoids the pitfalls of the so‐called private language. For Wittgenstein following a rule can never mean just following another rule, though we do follow rules blindly. His idea of the ‘form of life’ elicits that ‘what we do’ refers to what we have learnt, to the way in which we have learnt it and to how we have grown to find it (...)
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  32.  17
    Preface.James D. Marshall & Paul Smeyers - 1995 - Studies in Philosophy and Education 14 (2-3):125-125.
  33.  43
    Carpe diem: Tales of desire and the unexpected.Paul Smeyers & Bert Lambeir - 2001 - Journal of Philosophy of Education 35 (2):281–297.
    Education generally and philosophy of education in particular cannot turn a blind eye to the world of young people. Thus there are interesting questions about artists such as Marilyn Manson: is his popularity due to the performance or the music? Is his act an expression of frustration at the lack of an answer to the question of the meaning of life? And is the quest for the sensual the modern version of carpe diem? After noting the creative and destructive tendencies (...)
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  34.  26
    Epilogue.Paul Smeyers & James D. Marshall - 1995 - Studies in Philosophy and Education 14 (2-3):345-348.
  35.  37
    Education in/for non-violence: messages for believers and non-believers? A response to Hanan Alexander and Yusef Waghid.Paul Smeyers - 2014 - Ethics and Education 9 (1):79-83.
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  36.  29
    Re‐envisioning the Future: Democratic Citizenship Education and Islamic Education.Yusef Waghid & Paul Smeyers - 2014 - Journal of Philosophy of Education 48 (4):539-558.
    In this article we address the issue of why democratic citizenship education should be incorporated more meaningfully into Islamic education discourses in formal institutions in the Arab and Muslim world. In the Arab and Muslim world civic and national education seem to be the dominant discourses. We argue that the latter discourses are inadequate to address some of the dystopias in the Arab and Muslim world such as the perpetuation of patriarchy, uncritical obedience to the state , and blind patriotism. (...)
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  37.  31
    Collective obituary for James D. Marshall (1937–2021).Michael Peters, Colin Lankshear, Lynda Stone, Paul Smeyers, Linda Tuhiwai Smith, Roger Dale, Graham Hingangaroa Smith, Nesta Devine, Robert Shaw, Bruce Haynes, Denis Philips, Kevin Harris, Marc Depaepe, David Aspin, Richard Smith, Hugh Lauder, Mark Olssen, Nicholas C. Burbules, Peter Roberts, Susan L. Robertson, Ruth Irwin, Susanne Brighouse & Tina Besley - 2021 - Educational Philosophy and Theory 54 (4):331-349.
    Michael A. PetersBeijing Normal UniversityMy deepest condolences to Pepe, Dom and Marcus and to Jim’s grandchildren. Tina and I spent a lot of time at the Marshall family home, often attending dinn...
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  38.  31
    Precarious work.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 2000 - Educational Philosophy and Theory 32 (3):339–349.
  39.  37
    Unnecessary Supplement.Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish - 2001 - Studies in Philosophy and Education 20 (5):433-441.
  40.  20
    Wittgenstein, the Practice of Ethics, and Moral Education.Nicholas C. Burbules & Paul Smeyers - 2002 - Philosophy of Education 58:248-257.
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  41.  40
    (1 other version)On historicized meanings and being conscious about one's own theoretical premises—a basis for a renewed dialogue between history and philosophy of education?Marc Depaepe & Paul Smeyers - 2007 - Educational Philosophy and Theory 39 (1):3–9.
    In this article, the relationship between philosophy and history of education is delved into. First, it is noted that both disciplines have diverged from each other over the last few decades to become relatively autonomous subsectors within the pedagogical sciences, each with its own discourses, its own expositional characteristics, its own channels of communication, and its own networks. From the perspective of the history of education, it seems as though more affiliation has been sought with the science of history. The (...)
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  42.  28
    Discussion.Bert Lambeir & Paul Smeyers - 2003 - Studies in Philosophy and Education 22 (3/4):325-327.
  43.  23
    Identity, culture and education.Luise Prior McCarty, Paulus Smeyers, P. Farber & Sabri Büyükdüvenci - 1996 - Studies in Philosophy and Education 15.
  44.  67
    (1 other version)Child rearing: Passivity and being able to go on. Wittgenstein on shared practices and seeing aspects.Stefan Ramaekers & Paul Smeyers - 2008 - Educational Philosophy and Theory 40 (5):638-651.
    It is not uncommon to hear parents say in discussions they have with their children 'Look at it this way'. And called upon for their advice, counsellors too say something to adults with the significance of 'Try to see it like this'. The change of someone's perspective in the context of child rearing is the focus of this paper. Our interest in this lies not so much in giving an answer to the practical problems that are at stake, but at (...)
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  45.  7
    Adults and Children.Paul Smeyers & Colin Wringe - 2002 - In Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 309–325.
    This chapter contains sections titled: The “Traditional” Picture The “Progressive” Picture The General Change of Society Childhood and Modern Marriage Childrens's Rights Parents' Rights and the Nature of Child‐rearing Educational Practice Nowadays: A Tentative Interpretation Lyotard and the “Inhumanity” of the Child: Taking a Radical Inspiration for Philosophy of Education.
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  46.  4
    Beyond the Sublime, Back to Responsiveness.Paul Smeyers - 2017 - Philosophy of Education 73:502-506.
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  47.  32
    Back to the individual: On the educational importance of commitment.Paul Smeyers - 1996 - Journal of Philosophy of Education 30 (3):471–478.
    Paul Smeyers; Back to the Individual: on the educational importance of commitment, Journal of Philosophy of Education, Volume 30, Issue 3, 30 May 2006, Pages 47.
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  48.  41
    Back to the individual. On the educational importance of commitment.Paulus Smeyers - 1996 - Journal of Philosophy of Education 30 (3):471-478.
  49.  38
    Child‐Rearing: On government intervention and the discourse of experts.Paul Smeyers - 2008 - Educational Philosophy and Theory 40 (6):719-738.
    For Kant, education was understood as the ‘means’ to become human—and that is to say, rational. For Rousseau by contrast, and the many child‐centred educators that followed him, the adult world, far from representing reason, is essentially corrupt and given over to the superficialities of worldly vanity. On this view, the child, as a product of nature, is essentially good and will learn all she needs to know from experience. Both positions have their own problems, but beyond this ‘internal debate’, (...)
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  50.  6
    Compulsory Schooling: Shifting the Focus on Particular Issues.Paul Smeyers - 2009 - Philosophy of Education 65:163-165.
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