6 found
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  1.  41
    Context and interaction. how to assess Dewey’s influence on educational reform in Europe?Gert J. J. Biesta & Siebren Miedema - 2000 - Studies in Philosophy and Education 19 (1):21-37.
    This article addresses some methodological questions that are at stake in assessing the influence of the ideas of John Dewey on the renewal of European education in the twentieth century, using examples from the history of Dutch education. It is argued that in this kind of research the focus should not be on the process of influence as such, but rather on the activity of reception. This, in turn, requires a contextual reconstruction of the interaction between Deweyan ideas and practices (...)
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  2.  10
    A Transformative Pedagogy for Classrooms with Pluralistic Worldviews.Siebren Miedema - 2012 - Philosophy of Education 68:303-305.
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  3.  22
    Learning to Live with Religious Plurality in Personhood Formation.Siebren Miedema - 2014 - Philosophy Study 4 (1).
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  4.  87
    Public, Social, and Individual Perspectives on Religious Education. Voices from the Past and the Present.Siebren Miedema - 2006 - Studies in Philosophy and Education 25 (1):111-127.
    Inspired by Charles Taylor’s recent quest for the meaning of religion today, this article concentrates on the question of the meaning of religious education today. The focus is not so much on the ‘what’ but instead more on the ‘where’ and the ‘how’ of RE. The view on what is held to be a pedagogically tenable position regarding RE is build up by methodologically using a differentiated practical–theological three-course model that distinguishes between the public, the social and the private domain. (...)
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  5.  35
    The beyond in the midst. The relevance of Dewey's philosophy of religion for education.Siebren Miedema - 1995 - Studies in Philosophy and Education 13 (3):229-241.
  6.  55
    Schools, identity and the conception of the good. The denominational tradition as an example.Doret De Ruyter & Siebren Miedema - 1996 - Studies in Philosophy and Education 15 (1):27-33.
    The Dutch education system relies upon a large number of publicly-subsidized, denominational schools. The authors defend the importance of schools that educate children within a specific — including denominational — conception of the good by arguing for the importance of such a conception for the development of the child's identity. An essential component of this developmental process is critical reflection, conceived as crucial to the formation of moral autonomy.
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