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How to improve your impact factor: questioning the quantification of academic quality
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Philosophy of ... philosophy and ... taking the conditions we find ourselves in seriously
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Transdisciplinarity? On discipline, method and the danger of a new homogenization of educational research
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On what education is for
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Empathy, Paternalism and Practical Reason: Philosophy of Education and the Ethics of Care Revisited
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Compulsory schooling: Shifting the focus on particular issues
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On the willingness to revise our concepts and the quality of arguments
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Psychoanalysis and education
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Statistics and the inference to the best explanation: living without complexity?
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Cosmopolitanism in relation to the self and the other: from Michel Foucault to Stanley Cavell
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Child-rearing in the 'risk' society: on the discourse of rights and the 'best interests of a child'
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State intervention and technologization and regulation of parenting
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Monitoring the educational system?
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Representation or hard evidence? The use of statistics in education and educational research
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Educational research: the ethics and aesthetics of statistics
(2010) 5. -
On Doing Justice to Cosmopolitan Values and the Otherness of the Other: Living with Cosmopolitan Scepticism
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REVISITING PHILOSOPHY OF EDUCATION
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The narrative of a happy childhood: on the presumption of parents' power and the demand for integrity
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- Journal Article
- A2
- open access
More than a logical point: From consciousness to responsiveness
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- Journal Article
- A2
- open access
Education, educational research, and the ‘grammar’ of understanding. A response to Bridges
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Initiating the debate. Educational research: On tensions, expectations, and policy
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Assessing the quality of educational research in the Netherlands
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Philosophy of ... Philosophy and ... On the transformation of educational systems: Taking the conditions we find ourselves in seriously
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Statistics and the inference to the best explanation. Living without complexity
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Revisiting Achilles’ sadness that no method can be found
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Nietzschean ethics and authenticity. Beyond the consensual and the subjective
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Rhetoric and argument in the language of education and educational research
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Transgressing the dichotomies of Bildung and socialization: is initiation into practices an alternative?
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Revisiting Achilles’ sadness that no method can be found. Educational research: To whom should we talk, for what purposes and in what way?
(2008) p.103-115 -
Risk, control, output, and rights and the desirability of interventions in child-rearing
(2008) -
Qualitative and quantitative research methods: old wine in new bottles?: on understanding and interpreting educational phenomena
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A method has been found?: on educational research and its methodological preoccupations
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On the epistemological basis of large-scale population studies and their educational use
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Showing and doing: Wittgenstein as a pedagogical philosopher
(2008) -
Child rearing : passivity and being able to go on : Wittgenstein on shared practices and seeing aspects
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Introduction. Wittgenstein’s legacy for education
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Child-rearing: On government intervention and the discourse of experts
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Educationalization as an ongoing modernization process
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Educational research and the practical judgement of policy makers
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Pushing social responsibilities: the educationalization of social problems
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Afterword
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Initiatie
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On dogmas and bridge-building in educational research
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On Cioran’s criticism of utopian thinking and the history of education
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On historicized meanings and being conscious about one’s own theoretical premises : a basis for a renewed dialogue between history and philosophy of education
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Research in and on higher education: Are scholars and scholarship utterly dispensable?
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The therapy of education: philosophy, happiness and personal growth
(2007) -
Reasons and causes in educational research: Overcoming dichotomies and other conceptual confusions
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On the limits of empirical educational research, beyond the fantasy: A rejoinder to D.C. Phillips
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The invisible homogenization of educational research. On opening up the sphere of responsiveness
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Networks and technologies: On the continuity and change of educational research and practice
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Present still, the integrity of the educator
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Zonde van de tijd: zeven opstellen over opvoeding
(2006) -
What philosophy can and cannot do for education
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The changing practices and social relations of education
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Introduction
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The labouring sleepwalker: Evocation and expression as modes of qualitative educational research
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On the rhetoric of ‘What works’. Contextualizing educational research and the picture of performativity
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The relevance of irrelevant research; the irrelevance of relevant research
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The changing practices and social relations of education
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Voices of philosophy of education
(2006) -
Education as initiation into practices
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'What it makes sense to say': Education, philosophy and Peter Winch on social science
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Idle research, futile theory, and the risks for education: Reminders of irony and commitment
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The labouring sleepwalker: Evocation and expression as modes of qualitative educational research
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Oneigenlijk maar onvermijdbaar: Over discipline en appel in de opvoeding
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Philosophy and history of the discipline of educaton: evaluation and evolution of the criteria for educational research
(2005) -
'Practice': a central educational concept
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The inherent risks of human learning
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Simply the best?
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The later Wittgenstein and ethics. Invigorating questions challenging the outlook on education
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Nihilism: Beyond optimism and pessimism. Threat or blessing for education at the turn of the century
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Dangerously one-sided, frightfully wrong. On education, individuals and 21st century society
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Two dogmas of measurement
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European Social Science Citation Index - a chance for promoting European research
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Introduction
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Adults and children
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Introduction
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Causality and (in-)determinism in educational research
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Hoezo pedagogisch?
(2003) -
Philosophy and history of the discipline of educaton: evaluation and evolution of the criteria for educational research
(2003) -
Wittgenstein, the practice of ethics, and moral education
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Overheid en onderwijskunde: Over het geloof van Thomas en het “nieuwe vertrouwen” in de mens
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The origin of ... Education, philosophy and a work of art
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Philosophy and history of the discipline of educaton: evaluation and evolution of the criteria for educational research
(2002) -
Narrative analysis and philosophical research: On the nature and the frame-work for the criteria of qualitative educational research
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Unnecessary supplement
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Traces of Nietzsche: Interpretation, translation and the canon
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Nietzsche and education. Learning to make sense for oneself or standing for one’s ideas
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Taalfilosofie. Op weg naar een wijsgerige pedagogiek als een filosofie van de praxis
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Over het verband tussen wetenschap en opvoeding. Bij wijze van inleiding
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Pedagogiek en postmodernisme
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Oude verlichte idealen en noodzakelijke oriëntaties. Bij wijze van afsluiting
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Educational philosophy. Contemporary views
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Philosophy and history of the discipline of educaton: evaluation and evolution of the criteria for educational research
(2001) -
Nietzschean doubts, Wittgensteinian musings
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Carpe diem: Tales of desire and the unexpected
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Qualitative versus quantitative research design: A plea for paradigmatic tolerance in educational research
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Education in an age of nihilism
(2000) -
Precarious work