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Paul Smeyers and a perspective on educational research : in dialogue with Maurizio Toscano
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Du choc des idées jaillit la lumière : thinking with Eric Broekaert’s integrated and holistic paradigm of education
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- Miscellaneous
- open access
The rise of data in education systems: collection, visualization and use
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- Journal Article
- A1
- open access
Neurophilia : guiding educational research and the educational field
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- Journal Article
- A2
- open access
Understanding Roma ‘practices’ : prompting educational research to surpass ‘what is the case’ to ‘what needs to be done’ = Sobre la comprensión de las ‘prácticas’ Gitanas. Estimular la investigación educativa para pasar de 'lo que es el caso' a ‘lo que hay que hacer’ = Sur la compréhension des ‘pratiques' Roms. La recherche éducationnelle incitée à passer de 'ce qui est le cas’ à ‘ce qu’il faut faire’
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- Book Chapter
- open access
The attraction and rhetoric of neuroscience for education and educational research
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- Book Chapter
- open access
Neuromyths for educational research and the educational field
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- Book Chapter
- open access
Mutual dependencies : ‘change’ and ‘discourse’
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Woord Vooraf
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Over de relevantie van de neurowetenschap voor de pedagogiek
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Over feiten, concepten, theorieën, verklaringen, en duidingen in de pedagogiek : bij wijze van inleiding
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Taalfilosofie : op weg naar een wijsgerige pedagogiek als een filosofie van de praxis
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Revisiting the Wittgensteinian legacy: perspectives on representational and non-representational language-games for educational history and theory
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Focusing on presentation instead of representation: perspectives on representational and non-representational language-games for educational history and theory
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Material culture and educational research: an introduction
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The research community 'Philosophy and history of the discipline of education': a retrospective: introductory contributions
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Preface: How the handbook came into being
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General introduction
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Varieties of interpretation in educational research: how we frame the project
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Afterword
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Making sense of layers of interpretation in quantitative research
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Introduction
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Educational research: material culture and the representation of educational research
(2014) -
The tractarian template in the representation of educational research: can we ever depart from the picture of logical empiricism?
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On the tangible material culture of child-rearing, education, and educational research
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Re-envisioning the future: democratic citizenship education and Islamic education
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The design(s) of educational research: description and interpretation
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A kind of spiral thinking: philosophy of education through the eyes of a fellow traveller
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Understanding education and educational research
(2014) -
Publish Yet Perish: on the pitfalls of philosophy of education in an age of impact factors
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Education in/for non-violence: messages for believers and non-believers: a response to Hanan Alexander and Yusef Waghid
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Educational research: the importance and effects of Institutional spaces
(2013) 7. -
Making sense of the attraction of psychology : on the strengths and weaknesses for education and educational research
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Making sense of the legacy of epistemology in education and educational research
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Exploring the multitude of spaces in education and educational research
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Review of Yusef Waghid, conceptions of Islamic education: pedagogical framings
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Chains of dependency: on the disenchantment and the Illusion of being free at last (part 1)
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Chains of dependency: on the disenchantment and the Illusion of being free at last (part 2)
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The lure of psychology for education and educational research
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Like a swallow, moving forward in circles: on the future dimension of environmental care and education
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Reconsidering ubuntu: on the educational potential of a particular ethic of care
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Taking into account African philosophy: an impetus to amend the agenda of philosophy of education
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Moral perception and judgement and a truly radical change of social practices: a reply to Paul Standish's 'Registers of the religious'
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Beyond democratic citizenship education: making an argument for religious freedom through an extended ethic of care
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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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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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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. -
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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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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Showing and doing: Wittgenstein as a pedagogical philosopher
(2008) -
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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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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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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The therapy of education: philosophy, happiness and personal growth
(2007) -
Present still, the integrity of the educator
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Education as initiation into practices
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What philosophy can and cannot do for education
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The changing practices and social relations of education
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Zonde van de tijd: zeven opstellen over opvoeding
(2006) -
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) -
'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
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'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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Wittgenstein, the practice of ethics, and moral 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) -
The later Wittgenstein and ethics. Invigorating questions challenging the outlook on 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
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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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Precarious work
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Multicultural Europe and the university: Moral and educational challenge?
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The implications of European policies on Higher Education
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Higher Education in a European context: Some recommendations and conclusions
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“L’Enfance”, education and the politics of meaning
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Philosophy and history of the discipline of educaton: evaluation and evolution of the criteria for educational research
(2000) -
Education in an age of nihilism
(2000) -
Educational research: Language and content. Lessons in publication policies from the low countries
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Postmoderne tendensen in de pedagogiek: de pedagogiek en de representatiecrisis
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Over de noodzaak van interpretatief onderzoek voor de pedagogische wetenschappen
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'Care' and wider ethical issues
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Some questions about the activity-passivity dimension in Frankfurt’s position
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Child-rearing and parental ‘intentions’ in postmodernity
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Assembling reminders for educational research. Wittgenstein on philosophy
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Wittgensteins ‘seeing as’ als werk aan zichzelf
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Thinking again: Education after postmodernism
(1998) -
Taylors hermeneutiek van de menswetenschappen
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Educating ethically: Culture, commitment and integrity.
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Noddings “ethiek van de zorg”. Een “inhoudelijk” ethische visie met pedagogische implicaties
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- Miscellaneous
- open access
Back to the individual. On the educational importance of commitment
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On the unavoidability of power in child-rearing. Is the language of rights educationally appropriate?
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The Wittgensteinian frame of reference and philosophy of education at the end of the twentieth century
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Initiation and newness in education and child-rearing
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Epilogue
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Initiation and newness in education and child-rearing
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Introduction to “Philosophy and Education: Accepting Wittgenstein’s challenge”
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Epilogue
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EDUCATION AND THE EDUCATIONAL PROJECT .2. DO WE STILL CARE ABOUT IT
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EDUCATION AND THE EDUCATIONAL PROJECT-I - THE ATMOSPHERE OF POSTMODERNISM
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Authentic selves and education
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Some radical consequences for educational research from a Wittgensteinian point of view, or does almost anything go
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Introduction to “The school: Its crisis. Eduquer après la République”
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Reconstruction or destruction. A re-appraisal of the possibility of an educational project
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Inleiding tot “Heeft de school nog een vormingsproject?”
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Vorming of misvorming: het verlies van het individu voorbij
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Philosophy of education: Western European perspectives
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On what we really care about in child-centeredness
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Naar een herwaardering van het lerarenambt
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The necessity for particularity in education and child-rearing. The moral issue
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Eenzaam of toch niet helemaal : over de bijdrage van de leerkracht aan waardenopvoeding
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De betekenis van Wittgensteins wetenschapsfilosofie voor de sociale wetenschappen
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On Broudy's 'The uses of schooling'
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De vrees voor het andere en de angst voor het eigene
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Fundamentele en Comparatieve Pedagogiek en Methodologie
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“Als het geven van redenen ten einde is, rest wat aanspreekt en oproept”
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Studiebegeleiding op een inhoudelijke leest geschoeid. Een kritische reflectie omtrent het denken over studeervaardigheden voor het hoger onderwijs
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Der phänomenologische Blick und Wittgenstein