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Educational Research: Networks and Technologies de Paul Smeyers

Educational Research: Networks and Technologies: Educational Research

Editat de Paul Smeyers, Marc Depaepe
en Limba Engleză Hardback – 8 oct 2007
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.
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Specificații

ISBN-13: 9781402066122
ISBN-10: 1402066120
Pagini: 228
Ilustrații: VI, 228 p.
Dimensiuni: 164 x 244 x 24 mm
Greutate: 0.49 kg
Ediția:2007 edition
Editura: Springer
Seria Educational Research

Locul publicării:Dordrecht, Netherlands

Public țintă

Research

Cuprins

Networks and Technologies: On the Continuity and Change of Educational Research and Practice.- www.thedevelopmentofknowledge.net.- Networks, Information Politics and the New Paradigm of Social Production.- Networks as Spaces and Places: Their Importance for Educational Research Collaboration1.- The Role of Electronic Reading and Writing in Networking and in Educational Research: What Difference Does It Make?.- On the Position of the Educationalist Intellectual in the Information Age: Shouldn't We Become Meta-modern Artists?.- The Hidden Homogenization of Educational Research: On Opening up the Sphere of Responsiveness.- Network, Critique, Conversation: Towards a Rethinking of Educational Research Methods Training.- Research in Motion: Doctoral Programmes at the Network University.- Public Space in a Network Society? A Note on the Call for Public Space (Philosophy) in Education Today.- ‘Erasmus the Albatross’: The Transmission of Ideas as Information.- Penelope's Work: Only Disconnect.- Normalizing Parenthood Once Again: What it Means to be a Parent Today.- True Love Waits: Abstinence Education in the USA.- Punishment as an Educational Technology: A Form of Pedagogical Inertia in Schools?.

Recenzii

"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

Textul de pe ultima copertă

There have always been networks in the context of educational research as well as particular technologies. Yet recent developments in ICT have put their mark on contemporary education and on educational research and more in general on knowledge and understanding. Does the ‘network society’ and its supporting technologies constitute a thoroughly radical innovation in social practice? Does information technology poison the minds of the younger generation? Do educational institutions have to be transformed in order to effectively serve the needs of the twenty-first century? And what are the implications of these changes for educational research and for researchers themselves?
In this book distinguished philosophers and historians of education focus on the way ‘networks’ and ‘technologies’ characterize education and educational research nowadays. Attention is paid for instance to online networks as ‘spaces’ and ‘places’ that are changing research practices and relations, to the involvement of the researcher in the moral debate, but also to particular educational technologies such as the use of experts’ advice concerning Internet use, the American True Love Waits movement and the practice of punishment in schools.
"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 educationalpractice: 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 publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Also realized by the Research Community is Educational Research: Why "What Works" Doesn’t Work, which appeared in 2006.

Caracteristici

Provocative and original in how it brings ICT, philosophy and history of education together in a unique way Demonstrates how philosophical and historical approaches are relevant for the practice and theory of education Combines the efforts of leading scholars in philosophy and history of education Uses particular cases all focused on the common interest in this book, i.e. ‘networks’ and ‘technologies’ in the context of education and educational research

Notă biografică

Paul Smeyers is Professor at Ghent University and at KU Leuven, both in Belgium, and Honorary Professor at Stellenbosch University (South Africa). He teaches philosophy of education and methodology of the Geisteswissenschaften (Qualitative/Interpretative Research Methods). He is the author of numerous articles focusing on Wittgenstein’s relevance for philosophy of education, on postmodernism, and on issues of the methodology of educational research. He is President of the International Network of Philosophers of Education and link-convenor for Network 13, Philosophy of Education, European Educational Research Association. He is the Editor of Ethics and Education (Taylor and Francis). Together with Nigel Blake, Richard Smith, and Paul Standish he co-authored three books, Thinking Again, Education in an Age of Nihilism, The Therapy of Education, and with Michael Peters and Nick Burbules Showing and Doing. With Marc Depaepe he co-edited the series Educational Research (Springer, thus far 10 books). Recent publications include a co-authored book with Richard Smith (Making Sense of Education and EducationalRresearch, Cambridge University Press, Cambridge, 2014), a collection co-edited with David Bridges, Morwenna Griffiths, and Nick Burbules (International handbook of interpretation in educational research methods, 2 vols., Springer, 2015) and a collection he edited for Springer, International Handbook of Philosophy of Education (2 volumes, to be published in 2018). His latest work focuses anew on Wittgenstein’s legacy for philosophy of education. Some of that is included in the collection edited by Michael Peters and Jeff Stickney (A Companion to Wittgenstein on Education. Springer, 2017). Attention to Smeyers’ contributions in this area are discussed in the Foreword (David Bakhurst), the introductory chapter (Editors), and in a separate chapter by Paul Standish of this collection.

Marc Depaepe is Professor of History of Education and History of Psychology at the KU Leuven, campus Kulak (Flanders, Belgium). Deputy Vice-Chancellor at the KU Leuven, responsible for the campuses at Kortrijk (Kulak), Bruges and Ostend between (2013-2017). Co-editor-in-chief of Paedagogica Historica, since 2005. Former Secretary (1989-1991) and Chairman (1991-1994) of the "International Standing Conference for the History of Education" (ISCHE). Former President of the “Belgian Dutch Society for the History of Education” (BNVGOO) (1998-2002) and Vice-president of the “Internationale Gesellschaft für Historische und Systematische Schulbuchforschung” (IGHSSF) in Germany (1997-2008). Member of the Board of directors of the International Academy of Education (IAE), since 2012. Published and co-published abundantly on the history of education. His selected readings, Between Educationalization and Appropriation, were published in 2012. In 2015 he was awarded a honorary doctorate at the University of Latvia in Riga.