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Du choc des idées jaillit la lumière : thinking with Eric Broekaert’s integrated and holistic paradigm of education

Griet Roets (UGent) , Paulus Smeyers (UGent) , Michel Vandenbroeck (UGent) , Maria De Bie (UGent) , Ilse Derluyn (UGent) , Rudi Roose (UGent) , Bruno Vanobbergen (UGent) , Lieve Bradt (UGent) and Angelo Van Gorp (UGent)
(2017) THERAPEUTIC COMMUNITIES. 38(3). p.169-176
Author
Organization
Abstract
Purpose - The purpose of this paper is to reflect on how Eric Broekaert perceived "Ortho-pedagogy" as an academic discipline. Design/methodology/approach - The authors try to get a grasp on Broekaert's point of view while cross-reading three central articles in which he explains his integrated and holistic paradigm of education. Findings - One could argue that, while claiming that the different epistemological, ontological and methodological approaches underlying Eric Broekaert's paradigm of holistic education are not easily integrated, the potential paradoxes he produced in this claim also enabled a "choc des idees" and challenged and enlightened a wide diversity of researchers and practitioners in taking a partial, locatable, critical, reflexive and temporary stance in educational praxis (Lather, 1991). Originality/value - The authors discuss how Broekaert, as a companion in life, enabled them to cautiously embrace tensions, paradoxes and complexities in the development of an educational praxis.
Keywords
EARLY-CHILDHOOD EDUCATION, POLICY, SCIENCE, Holistic, Critical stance, Empirical-analytical, Existential-phenomenological, Paradigm of education, Postmodern

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MLA
Roets, Griet, et al. “Du Choc Des Idées Jaillit La Lumière : Thinking with Eric Broekaert’s Integrated and Holistic Paradigm of Education.” THERAPEUTIC COMMUNITIES, vol. 38, no. 3, 2017, pp. 169–76, doi:10.1108/tc-03-2017-0010.
APA
Roets, G., Smeyers, P., Vandenbroeck, M., De Bie, M., Derluyn, I., Roose, R., … Van Gorp, A. (2017). Du choc des idées jaillit la lumière : thinking with Eric Broekaert’s integrated and holistic paradigm of education. THERAPEUTIC COMMUNITIES, 38(3), 169–176. https://doi.org/10.1108/tc-03-2017-0010
Chicago author-date
Roets, Griet, Paulus Smeyers, Michel Vandenbroeck, Maria De Bie, Ilse Derluyn, Rudi Roose, Bruno Vanobbergen, Lieve Bradt, and Angelo Van Gorp. 2017. “Du Choc Des Idées Jaillit La Lumière : Thinking with Eric Broekaert’s Integrated and Holistic Paradigm of Education.” THERAPEUTIC COMMUNITIES 38 (3): 169–76. https://doi.org/10.1108/tc-03-2017-0010.
Chicago author-date (all authors)
Roets, Griet, Paulus Smeyers, Michel Vandenbroeck, Maria De Bie, Ilse Derluyn, Rudi Roose, Bruno Vanobbergen, Lieve Bradt, and Angelo Van Gorp. 2017. “Du Choc Des Idées Jaillit La Lumière : Thinking with Eric Broekaert’s Integrated and Holistic Paradigm of Education.” THERAPEUTIC COMMUNITIES 38 (3): 169–176. doi:10.1108/tc-03-2017-0010.
Vancouver
1.
Roets G, Smeyers P, Vandenbroeck M, De Bie M, Derluyn I, Roose R, et al. Du choc des idées jaillit la lumière : thinking with Eric Broekaert’s integrated and holistic paradigm of education. THERAPEUTIC COMMUNITIES. 2017;38(3):169–76.
IEEE
[1]
G. Roets et al., “Du choc des idées jaillit la lumière : thinking with Eric Broekaert’s integrated and holistic paradigm of education,” THERAPEUTIC COMMUNITIES, vol. 38, no. 3, pp. 169–176, 2017.
@article{8554389,
  abstract     = {{Purpose - The purpose of this paper is to reflect on how Eric Broekaert perceived "Ortho-pedagogy" as an academic discipline.

Design/methodology/approach - The authors try to get a grasp on Broekaert's point of view while cross-reading three central articles in which he explains his integrated and holistic paradigm of education.

Findings - One could argue that, while claiming that the different epistemological, ontological and methodological approaches underlying Eric Broekaert's paradigm of holistic education are not easily integrated, the potential paradoxes he produced in this claim also enabled a "choc des idees" and challenged and enlightened a wide diversity of researchers and practitioners in taking a partial, locatable, critical, reflexive and temporary stance in educational praxis (Lather, 1991).

Originality/value - The authors discuss how Broekaert, as a companion in life, enabled them to cautiously embrace tensions, paradoxes and complexities in the development of an educational praxis.}},
  author       = {{Roets, Griet and Smeyers, Paulus and Vandenbroeck, Michel and De Bie, Maria and Derluyn, Ilse and Roose, Rudi and Vanobbergen, Bruno and Bradt, Lieve and Van Gorp, Angelo}},
  issn         = {{0964-1866}},
  journal      = {{THERAPEUTIC COMMUNITIES}},
  keywords     = {{EARLY-CHILDHOOD EDUCATION,POLICY,SCIENCE,Holistic,Critical stance,Empirical-analytical,Existential-phenomenological,Paradigm of education,Postmodern}},
  language     = {{eng}},
  number       = {{3}},
  pages        = {{169--176}},
  title        = {{Du choc des idées jaillit la lumière : thinking with Eric Broekaert’s integrated and holistic paradigm of education}},
  url          = {{http://dx.doi.org/10.1108/tc-03-2017-0010}},
  volume       = {{38}},
  year         = {{2017}},
}

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