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Paul Smeyers 《Studies in Philosophy and Education》1995,14(1):9-21
I am indebted to Graham Haydon for his help with the correct English wording of my thoughts. 相似文献
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Paul Smeyers Doret J. de Ruyter Yusef Waghid Torill Strand 《Studies in Philosophy and Education》2014,33(6):647-666
In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal (Stud Philos Educ 31:1–27, 2012), this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper an alternative for comparing research output is offered by invoking comparisons with colleagues at the international level from within the same sub-discipline. It is argued that if one would do so a different picture would emerge, even if one were to limit oneself to particular kinds of publications. The case is then made that if comparisons are regarded as a necessary part of the evaluation of an individual scholar (for appointment, promotion, tenure, and/or funding application purposes), it would be more fair to use a proxy system which is sub-discipline specific, or minimally contains some kind of correction factor in relation to the over-all quality assessment device. Debates about the relevance or irrelevance of philosophy of education in the context of educational sciences are now obscured, even poisoned by focusing almost exclusively on a particular kind of publication output. As the ‘reward’ system that is developed accordingly is possibly the most important driver of educational research, it puts the sub-discipline unduly under pressure to the extent that it possibly cannot survive. 相似文献
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Studies in Philosophy and Education - Is the youth culture, or more precisely aparticular kind of it, to be characterized as “nihilistic”? And is this a threat or ablessing for... 相似文献
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Educators, not to mention philosophers of education, find themselves in a difficult position nowadays. With the disappearance
of the so-called metanarratives, it seems that the secular society has made it difficult, not to say almost impossible, to
justify a particular idea of the good life that can be shared by all or at least many. The paper draws attention to some of
the postmodernist critiques and thus identifies how we have ended up at this point; it then argues for a different balance
between the self and the other. What is offered can be seen as an extension of Benhabib’s cosmopolitan view that the self
and others should iteratively and hospitably engage in deliberation. Although we agree with her that iterations (as arguing
over and over again and talking back) are worthwhile in themselves, as well as with Smith’s view that spaces should be created
for adaptable practical judgements in considering the other and its relation with the self, we find Cavell’s idea of ‘living
with scepticism’—particularly, acknowledging humanity in the Other and oneself as apposite to extend the theoretical premises
of cosmopolitanism. Such a cosmopolitanism of scepticism is different from the universalist notions of cosmopolitanism developed
so far. 相似文献
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Paul Smeyers 《Studies in Philosophy and Education》1996,15(1-2):147-157
In this paper, it is argued that the criticism of the Enlightenment project in education and the disappearance in the philosophy of education discourse of particular educational problems which confront practitioners has resulted in a philosophy of education which — as a kind of Spielerei — begs the question. To revitalize itself, philosophy of education must take up anew its perennial mission, one near to specific educational problems. In explaining how the I of the educator can be conceived after postmodernism, this study elaborates the concepts of integrity and particularity as relevant for education. Education itself is conceived as a personal relation with a real person that aids in developing individuality. It is concluded that this answer is an authoritative and authentic response from one individual to another within a particular situation. 相似文献
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