Overview

PAUL SMEYERS AND MARC DEPAEPE THE FRAMEWORK OF THE COLLABORATIVE PROJECT This is the third book that resulted from the close collaboration within the Research Community ‘Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research’, established by the Research Foun- 1 dation Flanders, Belgium (Fonds voor Wetenschappelijk Onderzoek – Vlaanderen). From the beginning, the aim of the network has been to combine research c- cerning the history and nature of the discipline with the science of education. Clarification, evaluation and justification of the different modes and paradigms of educational research are thus taken into account. The academics involved in this network share the belief that there is a place within the discipline of education for so-called foundationalist approaches. This is not, however, to answer a need for a (new) foundation, but to systematically study a particular area from a discipli- oriented stance. The essays, published in 2003 under the title Beyond Empiricism: On Criteria for Educational Research (Smeyers and Depaepe, 2003), bear witness to the belief that educational theory cannot help but go beyond empirical educational research to provide a real understanding of education as a human practice. Edu- tional research is discussed respectively as a social discourse, as a discursive practice, in relation to epistemological issues and in the light of questions of ethics.

Full Product Details

Author:   Paul Smeyers ,  Marc Depaepe
Publisher:   Springer
Imprint:   Springer
Edition:   Softcover reprint of hardcover 1st ed. 2007
Volume:   2
Dimensions:   Width: 15.50cm , Height: 1.20cm , Length: 23.50cm
Weight:   0.454kg
ISBN:  

9789048176816

ISBN 10:   9048176816
Pages:   228
Publication Date:   20 May 2011
Audience:   Professional and scholarly ,  Professional and scholarly ,  Professional & Vocational ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Out of print, replaced by POD  
We will order this item for you from a manufatured on demand supplier.

Table of Contents

1. Networks and Technologies: on the Continuity and Change of Educational Research and Practice.- 2. www.thedevelopmentofknowledge.net .- 3. Networks, Information Politics, and the New Paradigm of Social Production.- 4. Networks as Spaces and Places: Their Importance for Educational Research Collaboration.- 5. The Role of Electronic Reading and Writing in Networking and in Educational Research: What Difference Does it Make?.- 6. On the Position of the Educationalist Intellectual in the Information Age: Shouldn’t We Become Meta-modern Artists?.- 7. The Hidden Homogenization of Educational Research: On Opening up the Sphere of Responsiveness.- 8. Network, Critique, Conversation: Towards a Rethinking of Educational Research Methods Training.- 9. Research in Motion: Doctoral Programmes at the Network University.- 10. Public Space in a Network Society? A Note on the Call for Public Space (Philosophy) in Education Today.- 11. ‘Erasmus the Albatross’: The Transmission of Ideas as Information.- 12. Penelope’s work: Only Disconnect.- 13. Normalizing Parenthood Once Again: What it Means to be a Parent Today.- 14. True Love Waits: Abstinence Education in the U.S.A..- 15. Punishment as an Educational Technology - A Form of Pedagogical Inertia in Schools?.- 16. Notes on Contributors.- 17. Index.

Reviews

This groundbreaking book records the intellectual struggles of a diverse and distinguished group of scholars as they come to grips with the changes in knowledge production, and modes of research communication, engendered by contemporary information and communications technology. The book performs a major service in placing the phenomenon of networks - their potentialities and also their dangers - squarely on our intellectual agenda. D.C. Phillips, Professor Emeritus of Education and Philosophy, Stanford University In this book, a rich array of international scholars in the philosophy and history of education address a pressing concern in contemporary educational research and educational practice: the impact of information technology and networks. The authors are strikingly successful, both in explicating the effects of these changes on both domains and in subverting these effects by pointing out the ironies and continuities lodged beneath technology's veneer of utility and novelty. David F. Labaree, Professor of Education, Stanford University

This groundbreaking book records the intellectual struggles of a diverse and distinguished group of scholars as they come to grips with the changes in knowledge production, and modes of research communication, engendered by contemporary information and communications technology. The book performs a major service in placing the phenomenon of networks - their potentialities and also their dangers - squarely on our intellectual agenda. D.C. Phillips, Professor Emeritus of Education and Philosophy, Stanford University In this book, a rich array of international scholars in the philosophy and history of education address a pressing concern in contemporary educational research and educational practice: the impact of information technology and networks. The authors are strikingly successful, both in explicating the effects of these changes on both domains and in subverting these effects by pointing out the ironies and continuities lodged beneath technology's veneer of utility and novelty. David F. Labaree, Professor of Education, Stanford University

This groundbreaking book records the intellectual struggles of a diverse and distinguished group of scholars as they come to grips with the changes in knowledge production, and modes of research communication, engendered by contemporary information and communications technology. The book performs a major service in placing the phenomenon of networks - their potentialities and also their dangers - squarely on our intellectual agenda. D.C. Phillips, Professor Emeritus of Education and Philosophy, Stanford University In this book, a rich array of international scholars in the philosophy and history of education address a pressing concern in contemporary educational research and educational practice: the impact of information technology and networks. The authors are strikingly successful, both in explicating the effects of these changes on both domains and in subverting these effects by pointing out the ironies and continuities lodged beneath technology's veneer of utility and novelty. David F. Labaree, Professor of Education, Stanford University

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