| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Acknowledging Despair, Qualifying Happiness: Hopeful Education
|
Roberts, Peter
|
|
|
|
5 |
p. 573-575
|
artikel
|
| 2 |
Adam Smith and the Educative Critique: A response to my commentators
|
Weinstein, Jack Russell
|
|
2015
|
|
5 |
p. 541-550
|
artikel
|
| 3 |
Agonies of Self Criticism in Critical Education
|
Wexler, Philip
|
|
2008
|
|
5 |
p. 393-398
|
artikel
|
| 4 |
“American Higher Education, the De-Worlding of World, and the Lessons of Situated Finitude”
|
Koukal, D. R.
|
|
|
|
5 |
p. 567-578
|
artikel
|
| 5 |
An Adventure in Publishing Revisited: Fifty Years of Studies in Philosophy and Education
|
Biesta, Gert
|
|
2011
|
|
5 |
p. 429-432
|
artikel
|
| 6 |
Anarchism, Schooling, and Democratic Sensibility
|
Kennedy, David
|
|
2016
|
|
5 |
p. 551-568
|
artikel
|
| 7 |
An Essay In The Aid Of Writing History: Fictions Of Historiography
|
Sol Cohen
|
|
2004
|
|
5 |
p. 317-332
16 p.
|
artikel
|
| 8 |
Anti-human Responsibilities for a Postmodern Educator
|
Adam Tenenbaum
|
|
2000
|
|
5 |
p. 369-385
17 p.
|
artikel
|
| 9 |
A Pedagogy of the Parasite
|
Cole, David R.
|
|
|
|
5 |
p. 477-491
|
artikel
|
| 10 |
A Response to Professor Heslep
|
Neuman, Yair
|
|
2005
|
|
5 |
p. 425-427
|
artikel
|
| 11 |
A Response to Wiebe Koopal’s Review of Inhuman Educations: Jean-François Lyotard, Pedagogy, Thought
|
Ford, Derek R.
|
|
|
|
5 |
p. 545-547
|
artikel
|
| 12 |
A review of Richard Shusterman, 2000, Pragmatist Aesthetics: Living Beauty, Rethinking Art
|
David A. Granger
|
|
2003
|
|
5 |
p. 381-402
22 p.
|
artikel
|
| 13 |
A Spinozistic Model of Moral Education
|
Dahlbeck, Johan
|
|
2016
|
|
5 |
p. 533-550
|
artikel
|
| 14 |
A Tool for Reflecting on Questionable Numbers in Society
|
Hauge, Kjellrun Hiis
|
|
|
|
5 |
p. 511-528
|
artikel
|
| 15 |
Being and Becoming in the World Beyond Virtue: Behind the Curtain
|
Jackson, Liz
|
|
|
|
5 |
p. 563-567
|
artikel
|
| 16 |
Between Remembering and Forgetting
|
Gordon, Mordechai
|
|
2014
|
|
5 |
p. 489-503
|
artikel
|
| 17 |
Beyond Constructivism Autonomy-Oriented Educaton
|
Aharon Aviram
|
|
2000
|
|
5 |
p. 465-489
25 p.
|
artikel
|
| 18 |
Bildung A construction of a historyof philosophy of education
|
Rebekka Horlacher
|
|
2004
|
|
5 |
p. 409-426
18 p.
|
artikel
|
| 19 |
Bildung Between Praxis and Theoria: A Philosophical Study of an Exemplary Anecdote
|
Loia, Donato
|
|
2019
|
|
5 |
p. 499-516
|
artikel
|
| 20 |
Bildung, the Bologna Process and Kierkegaard’s Concept of Subjective Thinking
|
Reindal, Solveig M.
|
|
2012
|
|
5 |
p. 533-549
|
artikel
|
| 21 |
Book Review: A review of Andrew Wright, 2004, Religion, education and post-modernity.London and New York: RoutledgeFalmer. ISBN 0-415-29870-9 (hbk). A review of Hans-Georg Ziebertz, 2003, Religious education in a plural western society: Problems and challenges. Munster, Hamburg and London: Lit Verlag.ISBN 3-8258-6692-0 (pbk).
|
Carr, David
|
|
2005
|
|
5 |
p. 429-433
|
artikel
|
| 22 |
Book Review: Beyond Virtue: The Politics of Educating Emotions by Liz Jackson. Cambridge: Cambridge University Press, 2021
|
Pickett, Adrienne
|
|
|
|
5 |
p. 559-561
|
artikel
|
| 23 |
Book Symposium: Harry Brighouse, School Choice andSocial Justice
|
Randall Curren
|
|
2001
|
|
5 |
p. 387-421
35 p.
|
artikel
|
| 24 |
Botany and the Taming of Female Passion: Rousseau and Contemporary Educational Concepts of Young Women
|
Kleinau, Elke
|
|
2012
|
|
5 |
p. 465-476
|
artikel
|
| 25 |
Capability and Deliberation
|
Hinchliffe, Geoffrey
|
|
2009
|
|
5 |
p. 403-413
|
artikel
|
| 26 |
Capability and Learning to Choose
|
Leßmann, Ortrud
|
|
2009
|
|
5 |
p. 449-460
|
artikel
|
| 27 |
Caring for Literature that Matters ? Conceptualizing a Thing-centered Perspective on Literature Education with Rousseau, Deleuze, and Calvino
|
Koopal, Wiebe
|
|
|
|
5 |
p. 529-549
|
artikel
|
| 28 |
Challenging the Limits of Critique in Education Through Morin’s Paradigm of Complexity
|
Alhadeff-Jones, Michel
|
|
2010
|
|
5 |
p. 477-490
|
artikel
|
| 29 |
Cinema, Philosophy and Education
|
Schumann, Claudia
|
|
|
|
5 |
p. 453-459
|
artikel
|
| 30 |
Civic Republicanism and Education: Democracy and Social Justice in School
|
Snir, Itay
|
|
2016
|
|
5 |
p. 585-600
|
artikel
|
| 31 |
Coming Into the World, Uniqueness, and the Beautiful Risk of Education: An Interview with Gert Biesta by Philip Winter
|
|
|
2011
|
|
5 |
p. 537-542
|
artikel
|
| 32 |
Contents of Volume 23
|
|
|
2004
|
|
5 |
p. 491-493
3 p.
|
artikel
|
| 33 |
Creating Greener Citizens: Political Liberalism and a Robust Environmental Education
|
Stevens, David
|
|
2014
|
|
5 |
p. 545-562
|
artikel
|
| 34 |
Critical Pedagogy and Attentive Love
|
Liston, Daniel P.
|
|
2007
|
|
5 |
p. 387-392
|
artikel
|
| 35 |
Critical Pedagogy in a Time of War
|
Weiler, Kathleen
|
|
2007
|
|
5 |
p. 375-380
|
artikel
|
| 36 |
“Cunctando restituit rem”: Teaching, Grown-Up-Ness and the Impulse Society
|
Brunstad, Paul Otto
|
|
2019
|
|
5 |
p. 569-575
|
artikel
|
| 37 |
Derek Ford’s Inhuman Educations
|
Koopal, Wiebe
|
|
|
|
5 |
p. 535-543
|
artikel
|
| 38 |
Deweyan Multicultural Democracy, Rortian Solidarity, and the Popular Arts: Krumping into Presence
|
Seltzer-Kelly, Deborah
|
|
2010
|
|
5 |
p. 441-457
|
artikel
|
| 39 |
Dialogue as a Site of Transformative Possibility
|
Sinha, Shilpi
|
|
2010
|
|
5 |
p. 459-475
|
artikel
|
| 40 |
Diasporic Counter-Education: The Need to Fertile-Eyes the Field
|
Kahn, Richard
|
|
2007
|
|
5 |
p. 369-374
|
artikel
|
| 41 |
Diasporic Philosophy, Counter-Education and Improvisation: A Reply
|
Gur-Ze’ev, Ilan
|
|
2007
|
|
5 |
p. 381-386
|
artikel
|
| 42 |
Discussion
|
Douglas Biklen
|
|
2003
|
|
5 |
p. 371-375
5 p.
|
artikel
|
| 43 |
Discussion
|
Nirmala Erevelles
|
|
2003
|
|
5 |
p. 377-379
3 p.
|
artikel
|
| 44 |
Discussion: On the future of our past
|
Hellemans, Mariette
|
|
2007
|
|
5 |
p. 499-504
|
artikel
|
| 45 |
Editorial: Reviews and Rejoinders in Studies in Philosophy and Education
|
Chinnery, Ann
|
|
2010
|
|
5 |
p. 417-419
|
artikel
|
| 46 |
Educating Citizens for Humanism: Nussbaum and the Education Crisis
|
Duarte, Melina
|
|
2015
|
|
5 |
p. 463-476
|
artikel
|
| 47 |
Educating For and Through Nature: A Merleau-Pontian Approach
|
Hung, Ruyu
|
|
2007
|
|
5 |
p. 355-367
|
artikel
|
| 48 |
Educational Leadership with an Ethics of Plurality and Natality
|
Berger, Iris
|
|
2014
|
|
5 |
p. 475-487
|
artikel
|
| 49 |
Educational Practice and Development of Human Capabilities
|
Hoveid, Marit Honerød
|
|
2009
|
|
5 |
p. 461-472
|
artikel
|
| 50 |
Educational Reform: A Deweyan Perspective:In Response to Barbara Stengel
|
Michael J.B. Jackson
|
|
2001
|
|
5 |
p. 469-472
4 p.
|
artikel
|
| 51 |
Educational Reform through an Ethic of Performativity:Introducing the Special Issue
|
Lynda Stone
|
|
1999
|
|
5 |
p. 299-307
9 p.
|
artikel
|
| 52 |
Education as Mediation Between Child and World: The Role of Wonder
|
Schinkel, Anders
|
|
|
|
5 |
p. 479-492
|
artikel
|
| 53 |
Education in the Jewish State
|
H.A. Alexander
|
|
2000
|
|
5 |
p. 491-507
17 p.
|
artikel
|
| 54 |
Education: Understanding, Ethics, and the Call of Justice
|
Joldersma, Clarence W.
|
|
2011
|
|
5 |
p. 441-447
|
artikel
|
| 55 |
Edwin & Phyllis
|
Fendler, Lynn
|
|
2011
|
|
5 |
p. 463-469
|
artikel
|
| 56 |
Epistemological Foundations of Intercultural Education: Contributions from Raimon Panikkar
|
Espinosa Zárate, Zaida
|
|
|
|
5 |
p. 501-517
|
artikel
|
| 57 |
Equality of Education and Citizenship: Challenges of European Integration
|
Follesdal, Andreas
|
|
2007
|
|
5 |
p. 335-354
|
artikel
|
| 58 |
Erratum
|
|
|
2003
|
|
5 |
p. 413
|
artikel
|
| 59 |
Erratum
|
|
|
2003
|
|
5 |
p. 413-413
1 p.
|
artikel
|
| 60 |
Ethics, Subjectivity, and Sociomaterial Assemblages: Two Important Directions and Methodological Tensions
|
Bazzul, Jesse
|
|
2018
|
|
5 |
p. 467-480
|
artikel
|
| 61 |
Exercising Theory: A Perspective on its Practice
|
Thompson, Christiane
|
|
2011
|
|
5 |
p. 449-454
|
artikel
|
| 62 |
Existentialism and Humanism: Humanity—Know Thyself!
|
Tubbs, Nigel
|
|
2013
|
|
5 |
p. 477-490
|
artikel
|
| 63 |
Experience and Performance:Contrasting Identity in Feminist Theorizings
|
Lynda Stone
|
|
1999
|
|
5 |
p. 327-337
11 p.
|
artikel
|
| 64 |
Experimentum Scholae: The World Once More … But Not (Yet) Finished
|
Masschelein, Jan
|
|
2011
|
|
5 |
p. 529-535
|
artikel
|
| 65 |
For Technological Literacy Education: Comparing the Asymmetrical View of Heidegger and Symmetrical View of Latour on Technology
|
Park, Eun Ju
|
|
|
|
5 |
p. 551-565
|
artikel
|
| 66 |
Fragile Visions of the Social: Rethinking Solidarity with the Performance Piece Faust and the TV-series Skam
|
Schumann, Claudia
|
|
|
|
5 |
p. 523-534
|
artikel
|
| 67 |
Freedom Reconsidered: Heteronomy, Open Subjectivity, and the ‘Gift of Teaching’
|
Zhao, Guoping
|
|
2013
|
|
5 |
p. 513-525
|
artikel
|
| 68 |
Froebel and the Rise of Educational Theory in the United States
|
Meika Sophia Baader
|
|
2004
|
|
5 |
p. 427-444
18 p.
|
artikel
|
| 69 |
From Shared Fate to Shared Fates: An Approach for Civic Education
|
Lin, Cong
|
|
2019
|
|
5 |
p. 537-547
|
artikel
|
| 70 |
Going to the Heart of the Matter
|
Todd, Sharon
|
|
2011
|
|
5 |
p. 507-512
|
artikel
|
| 71 |
Guoping Zhao’s Subjectivity and Infinity: Questions for Education in Times of Climate Emergency
|
Todd, Sharon
|
|
|
|
5 |
p. 579-582
|
artikel
|
| 72 |
Happiness, Despair and Education
|
Roberts, Peter
|
|
2012
|
|
5 |
p. 463-475
|
artikel
|
| 73 |
How should the History of Education be Written? Some Reflections about the Nature of the Discipline from the Perspective of the Reception of our Work
|
Marc Depaepe
|
|
2004
|
|
5 |
p. 333-345
13 p.
|
artikel
|
| 74 |
Immigrants and Refugees: The Jewish Mitzvah of Hospitality and Its Implications for the Field of Education
|
Guilherme, Alexandre
|
|
|
|
5 |
p. 481-500
|
artikel
|
| 75 |
Inoculative Education
|
Sidorkin, Alexander M.
|
|
|
|
5 |
p. 469-480
|
artikel
|
| 76 |
In Pursuit of Respectful Teaching and Intellectually-Dynamic Social Fields
|
Margonis, Frank
|
|
2011
|
|
5 |
p. 433-439
|
artikel
|
| 77 |
Insisting on Action in Education: Students are Unique but not Irreplaceable
|
Noordegraaf-Eelens, Liesbeth
|
|
|
|
5 |
p. 549-558
|
artikel
|
| 78 |
Interpretation and the Problem of Domination:Paul Ricoeur's Hermeneutics
|
Zeus Leonardo
|
|
2003
|
|
5 |
p. 329-350
22 p.
|
artikel
|
| 79 |
In the Shadow of Emile: Pedagogues, Pediatricians, Physical Education, 1686–1762
|
Tosato-Rigo, Danièle
|
|
2012
|
|
5 |
p. 449-463
|
artikel
|
| 80 |
Introduction Conflicting Philosophies of Education in Israel
|
Ilan Gur-Ze'ev
|
|
2000
|
|
5 |
p. 363-367
5 p.
|
artikel
|
| 81 |
Introduction: Do We Have Good Reasons to Commemorate Rousseau in 2012?
|
Tröhler, Daniel
|
|
2012
|
|
5 |
p. 431-434
|
artikel
|
| 82 |
Introduction: Reconnecting with Existentialism in an Age of Human Capital
|
Saeverot, Herner
|
|
2013
|
|
5 |
p. 443-448
|
artikel
|
| 83 |
Introduction: The university revisited
|
Simons, Maarten
|
|
2007
|
|
5 |
p. 395-404
|
artikel
|
| 84 |
Introduction to the Special Issue ‘Capabilities and Education’
|
Hinchcliffe, Geoffrey
|
|
2009
|
|
5 |
p. 387-390
|
artikel
|
| 85 |
Investigating the myth of the relationship between teaching and research in higher education: A review of empirical research
|
Verburgh, An
|
|
2007
|
|
5 |
p. 449-465
|
artikel
|
| 86 |
Irony, Deception, and Subjective Truth: Principles for Existential Teaching
|
Saeverot, Herner
|
|
2013
|
|
5 |
p. 503-513
|
artikel
|
| 87 |
Is Shame an Ugly Emotion? Four Discourses—Two Contrasting Interpretations for Moral Education
|
Kristjánsson, Kristján
|
|
2014
|
|
5 |
p. 495-511
|
artikel
|
| 88 |
Keeping Up Appearances
|
Heslep, Robert D.
|
|
2005
|
|
5 |
p. 411-424
|
artikel
|
| 89 |
Kierkegaard, Despair and the Possibility of Education: Teaching Existentialism Existentially
|
Jaarsma, Ada S.
|
|
2015
|
|
5 |
p. 445-461
|
artikel
|
| 90 |
Learning as Calling and Responding
|
Jons, Lotta
|
|
2013
|
|
5 |
p. 481-493
|
artikel
|
| 91 |
Learning in Democracy: Deliberation and Activism as Forms of Education
|
Wahl, Rachel
|
|
2019
|
|
5 |
p. 517-536
|
artikel
|
| 92 |
Letter Writing and the Performativity of Intimacyin Female Pedagogical Relations:Recuperating Derridean Amnesia, Writing Back to Madamede Maintenon
|
Zelia Gregoriou
|
|
1999
|
|
5 |
p. 351-363
13 p.
|
artikel
|
| 93 |
Liberal Learning as Freedom: A Capabilities Approach to Undergraduate Education
|
Garnett, Robert F.
|
|
2009
|
|
5 |
p. 437-447
|
artikel
|
| 94 |
Lived Relationality as Fulcrum for Pedagogical–Ethical Practice
|
Saevi, Tone
|
|
2011
|
|
5 |
p. 455-461
|
artikel
|
| 95 |
Locke’s Children? Rousseau and the Beans (Beings?) of the Colonial Learner
|
Papastephanou, Marianna
|
|
2013
|
|
5 |
p. 463-480
|
artikel
|
| 96 |
Logic and Sin: Wittgensteins Philosophical Educationat the Limits of Language
|
Al Neiman
|
|
1999
|
|
5 |
p. 339-349
11 p.
|
artikel
|
| 97 |
Making Space for Irony: A Review of Peter Roberts’ Happiness, Hope, and Despair—Rethinking the Role of Education
|
Laverty, Megan Jane
|
|
|
|
5 |
p. 559-563
|
artikel
|
| 98 |
Martin Buber’s Myth of Zion: National Education or Counter-Education?
|
Breslauer, S. Daniel
|
|
2015
|
|
5 |
p. 493-511
|
artikel
|
| 99 |
Meaning in Life and the Vocation of Teaching
|
Scripter, Lucas
|
|
|
|
5 |
p. 541-558
|
artikel
|
| 100 |
Moments of Goodness: An Analysis of Ethical and Educational Dimensions of the Terror Attack on Utøya, Norway (July 22, 2011)
|
Kristiansen, Aslaug
|
|
2014
|
|
5 |
p. 505-520
|
artikel
|
| 101 |
Multicultural Education in the Zionist State The Mizrahi Challenge
|
Yossi Dahan
|
|
2000
|
|
5 |
p. 423-444
22 p.
|
artikel
|
| 102 |
National, Ethnic or Civic Contesting Paradigms of Memory, Identity and Culture in Israel
|
Uri Ram
|
|
2000
|
|
5 |
p. 405-422
18 p.
|
artikel
|
| 103 |
“Never Again the Everyday”: On Cinema, Colportage and the Pedagogical Possibilities of Escapism
|
Hållander, Marie
|
|
|
|
5 |
p. 493-505
|
artikel
|
| 104 |
New Techniques of Difference: On Data as School Pupils
|
Thoutenhoofd, Ernst D.
|
|
2016
|
|
5 |
p. 517-532
|
artikel
|
| 105 |
Nohl, Durkheim, and Mead: Three Different Types of "History of Education"
|
Jürgen Oelkers
|
|
2004
|
|
5 |
p. 347-366
20 p.
|
artikel
|
| 106 |
Nurturing a Democratic Community in the Classroom
|
Thayer-Bacon, Barbara J.
|
|
2011
|
|
5 |
p. 491-497
|
artikel
|
| 107 |
On Following Commands: A Philosophical Inquiry Into the Governing Values of Swedish Early Childhood Education
|
Dahlbeck, Johan
|
|
2013
|
|
5 |
p. 527-544
|
artikel
|
| 108 |
On the Essence of Education
|
Sidorkin, Alexander M.
|
|
2011
|
|
5 |
p. 521-527
|
artikel
|
| 109 |
On the Verge of Tears: The Ambivalent Spaces of Emotions and Testimonies
|
Hållander, Marie
|
|
2019
|
|
5 |
p. 467-480
|
artikel
|
| 110 |
Openness in Distance: Introductory Remarks on Academic Teaching Informed by Bracha L. Ettinger’s Matrixial Theory
|
Kisiel, Anna
|
|
|
|
5 |
p. 497-509
|
artikel
|
| 111 |
Other People’s Problems: Student Distancing, Epistemic Responsibility, and Injustice
|
Whitt, Matt S.
|
|
2015
|
|
5 |
p. 427-444
|
artikel
|
| 112 |
Palestinian Educational Philosophy Between Past and Present
|
Denise Asaad
|
|
2000
|
|
5 |
p. 387-403
17 p.
|
artikel
|
| 113 |
Parental Choice in Israel's Educational System Theory vs. Praxis
|
Yossi Yonah
|
|
2000
|
|
5 |
p. 445-464
20 p.
|
artikel
|
| 114 |
Pat Duffy Hutcheon, Building Character and Culture
|
Gordon Baker
|
|
2001
|
|
5 |
p. 455-463
9 p.
|
artikel
|
| 115 |
Pedagogy without a Project: Arendt and Derrida on Teaching, Responsibility and Revolution
|
O’Byrne, Anne
|
|
2005
|
|
5 |
p. 389-409
|
artikel
|
| 116 |
Peirce’s Philosophy of Mathematical Education: Fostering Reasoning Abilities for Mathematical Inquiry
|
Campos, Daniel G.
|
|
2010
|
|
5 |
p. 421-439
|
artikel
|
| 117 |
Performativity and Pedagogy:The Making of Educational Subjects
|
Wendy Kohli
|
|
1999
|
|
5 |
p. 319-326
8 p.
|
artikel
|
| 118 |
Performativity: Lyotard and Foucault Through Searleand Austin
|
James D. Marshall
|
|
1999
|
|
5 |
p. 309-317
9 p.
|
artikel
|
| 119 |
Philosophy of Education in a Poor Historical Moment: A Personal Account
|
Gur-Zeev, Ilan
|
|
2011
|
|
5 |
p. 477-483
|
artikel
|
| 120 |
Philosophy of Education is Bent
|
Mayo, Cris
|
|
2011
|
|
5 |
p. 471-476
|
artikel
|
| 121 |
Pragmatism Between Aesthetic Experience and Aesthetic Education
|
Richard Shusterman
|
|
2003
|
|
5 |
p. 403-412
10 p.
|
artikel
|
| 122 |
Praxis and Agency in Foucaults Historiography
|
Lynn Fendler
|
|
2004
|
|
5 |
p. 445-466
22 p.
|
artikel
|
| 123 |
Questions as Dialogue Games. The Pragmatic Dimensions of “Authentic” Questions
|
Macagno, Fabrizio
|
|
|
|
5 |
p. 519-539
|
artikel
|
| 124 |
Questions from the Rough Ground: Teaching, Autobiography and the Cosmopolitan “I”
|
Johansson, Viktor
|
|
2014
|
|
5 |
p. 441-458
|
artikel
|
| 125 |
Quo Vadis? The Capability Space and New Directions for the Philosophy of Educational Research
|
Hart, Caroline Sarojini
|
|
2009
|
|
5 |
p. 391-402
|
artikel
|
| 126 |
Rawls, Sartre, and the Question of Camaraderie
|
Arcilla, René V.
|
|
2013
|
|
5 |
p. 491-502
|
artikel
|
| 127 |
Receiving the Gift of Teaching: From ‘Learning From’ to ‘Being Taught By’
|
Biesta, Gert
|
|
2012
|
|
5 |
p. 449-461
|
artikel
|
| 128 |
Re-Interpretation in Historiography: John Dewey and the Neo-Humanist Tradition
|
Johannes Bellmann
|
|
2004
|
|
5 |
p. 467-488
22 p.
|
artikel
|
| 129 |
Relational Recognition, Educational Liminality, and Teacher–Student Relationships
|
Richardson, Michael J.
|
|
2019
|
|
5 |
p. 453-466
|
artikel
|
| 130 |
Religious Upbringing, Religious Diversity and the Child’s Right to an Open Future<
|
Morgan, J.
|
|
2005
|
|
5 |
p. 367-387
|
artikel
|
| 131 |
Representationalism and Power: The Individual Subject and Distributed Cognition in the Field of Educational Technology
|
Shutkin, David
|
|
2019
|
|
5 |
p. 481-498
|
artikel
|
| 132 |
Response to Benson
|
William W. Cobern
|
|
2001
|
|
5 |
p. 453-454
2 p.
|
artikel
|
| 133 |
Response to Bogue
|
Semetsky, Inna
|
|
2014
|
|
5 |
p. 571-574
|
artikel
|
| 134 |
Response to Claudia Eppert’s Review of The Politics of Trauma in Education
|
Zembylas, Michalinos
|
|
2009
|
|
5 |
p. 481-483
|
artikel
|
| 135 |
Response to Doris Santoro’s review of Unlocking the World: Education in an Ethic of Hospitality
|
Ruitenberg, Claudia W.
|
|
2016
|
|
5 |
p. 533-536
|
artikel
|
| 136 |
Response to Eduardo M. Duarte’s Review of Radical Education and the Common School
|
Fielding, Michael
|
|
2012
|
|
5 |
p. 501-504
|
artikel
|
| 137 |
Response to Gordon Baker
|
Pat Duffy Hutcheon
|
|
2001
|
|
5 |
p. 465-468
4 p.
|
artikel
|
| 138 |
Response to Graham McDonough’s review of Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions
|
Sockett, Hugh
|
|
2012
|
|
5 |
p. 513-516
|
artikel
|
| 139 |
Response to Samuel Rocha’s Review of Being and Learning
|
Duarte, Eduardo M.
|
|
2013
|
|
5 |
p. 559-561
|
artikel
|
| 140 |
“Restlessness, Agitation, and Passion”: Rethinking the Role of Narrative in Education
|
Longa, Rachel
|
|
|
|
5 |
p. 565-567
|
artikel
|
| 141 |
Revealing the Hidden Curriculum in Higher Education
|
Orón Semper, José Víctor
|
|
2018
|
|
5 |
p. 481-498
|
artikel
|
| 142 |
Reviewers
|
|
|
2004
|
|
5 |
p. 489-489
1 p.
|
artikel
|
| 143 |
Review of Claudia W. Ruitenberg, Unlocking the World: Education in an Ethic of Hospitality
|
Santoro, Doris A.
|
|
2016
|
|
5 |
p. 529-532
|
artikel
|
| 144 |
Review of Eduardo M. Duarte, Being and Learning: A Poetic Phenomenology of Education
|
Rocha, Samuel D.
|
|
2013
|
|
5 |
p. 551-557
|
artikel
|
| 145 |
Review of Hugh Sockett, Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions
|
McDonough, Graham P.
|
|
2012
|
|
5 |
p. 505-512
|
artikel
|
| 146 |
Review of Inna Semetsky, The Edusemiotics of Images: Essays on the Art–Science of Tarot
|
Bogue, Ronald
|
|
2014
|
|
5 |
p. 563-569
|
artikel
|
| 147 |
Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments
|
Bredo, Eric
|
|
2015
|
|
5 |
p. 525-529
|
artikel
|
| 148 |
Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments
|
Higgins, Chris
|
|
2015
|
|
5 |
p. 531-535
|
artikel
|
| 149 |
Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments
|
Feinberg, Walter
|
|
2015
|
|
5 |
p. 521-523
|
artikel
|
| 150 |
Review of Jack Russell Weinstein, Adam Smith’s Pluralism: Rationality, Education, and Moral Sentiments
|
Thompson, Winston C.
|
|
2015
|
|
5 |
p. 537-540
|
artikel
|
| 151 |
Review of Michael Fielding and Peter Moss: Radical Education and the Common School
|
Duarte, Eduardo M.
|
|
2012
|
|
5 |
p. 491-500
|
artikel
|
| 152 |
Review of Michalinos Zembylas: The Politics of Trauma in Education
|
Eppert, Claudia
|
|
2009
|
|
5 |
p. 473-480
|
artikel
|
| 153 |
Review of What Is A Public Education and Why We Need It: A Philosophical Inquiry into Self-Development, Cultural Commitment, and Public Engagement, Walter Feinberg
|
Tillson, John
|
|
2018
|
|
5 |
p. 529-536
|
artikel
|
| 154 |
Revisiting the university front
|
Lock, Grahame
|
|
2007
|
|
5 |
p. 405-418
|
artikel
|
| 155 |
Reworking the Social Order: Skam as an Instance of Public Moral Education
|
Kvamme, Ole Andreas
|
|
|
|
5 |
p. 507-521
|
artikel
|
| 156 |
Rousseau’s Emile, or the Fear of Passions
|
Tröhler, Daniel
|
|
2012
|
|
5 |
p. 477-489
|
artikel
|
| 157 |
Science Education from a Social Constructivist Position: A Worldview
|
Garth D. Benson
|
|
2001
|
|
5 |
p. 443-452
10 p.
|
artikel
|
| 158 |
Scripts, Tricks and Capability Theory: Using an Empirical Window Into the Logic of Achievement to Illustrate How a Critical Addition to Capability Theory Might Work to Guide Action
|
Corrado, Gail
|
|
2015
|
|
5 |
p. 513-528
|
artikel
|
| 159 |
Sen and the Art of Motorcycle Maintenance: Adaptive Preferences and Higher Education
|
Watts, Michael
|
|
2009
|
|
5 |
p. 425-436
|
artikel
|
| 160 |
Service Learning in Light of Emmanuel Levinas
|
Sherman, Glen L.
|
|
2015
|
|
5 |
p. 477-492
|
artikel
|
| 161 |
Should Teaching be Re(dis)covered? Introduction to a Symposium
|
Biesta, Gert
|
|
2019
|
|
5 |
p. 549-553
|
artikel
|
| 162 |
“Skam” (shame) as Ethical–Political Education
|
Strand, Torill
|
|
|
|
5 |
p. 461-475
|
artikel
|
| 163 |
Subjectivity and Infinity: Time and Existence: A Reader Responds
|
Garrison, Jim
|
|
|
|
5 |
p. 583-585
|
artikel
|
| 164 |
Subjectivity and Infinity: Time and Existence: A Response to the Critics
|
Zhao, Guoping
|
|
|
|
5 |
p. 591-593
|
artikel
|
| 165 |
Table of Contents of Volume 19
|
|
|
2000
|
|
5 |
p. 509-511
3 p.
|
artikel
|
| 166 |
Teaching is Oppositional: On the Importance of Supporting Experimental Teaching During Student Teaching
|
Frank, Jeff
|
|
2018
|
|
5 |
p. 499-512
|
artikel
|
| 167 |
Teaching, Otherness, and the Equalising Thing
|
Zamojski, Piotr
|
|
2019
|
|
5 |
p. 563-568
|
artikel
|
| 168 |
Teach Them to Play! Educational Justice and the Capability for Childhood Play
|
Nielsen, Lasse
|
|
|
|
5 |
p. 465-478
|
artikel
|
| 169 |
The Birth of a New Paradigm: Rethinking Education and School Leadership with a Metamodern ‘Lens’
|
Kilicoglu, Gokhan
|
|
|
|
5 |
p. 493-514
|
artikel
|
| 170 |
The Craft, Practice, and Possibility of Teaching
|
Thoilliez, Bianca
|
|
2019
|
|
5 |
p. 555-562
|
artikel
|
| 171 |
The Datafication of Learning: Data Technologies as Reflection Issue in the System of Education
|
Thoutenhoofd, Ernst D.
|
|
2017
|
|
5 |
p. 433-449
|
artikel
|
| 172 |
The deliberate university: Remarks on the ‘Idea of the University’ from a perspective of knowledge
|
Ricken, Norbert
|
|
2007
|
|
5 |
p. 481-498
|
artikel
|
| 173 |
The Diplomatic Teacher: The Purpose of the Teacher in Gert Biesta’s Philosophy of Education in Dialogue with the Political Philosophy of Bruno Latour
|
Portin, Fredrik
|
|
|
|
5 |
p. 533-548
|
artikel
|
| 174 |
The educational theorists, the teachers, and their history of education
|
Rita Cascle
|
|
2004
|
|
5 |
p. 393-408
16 p.
|
artikel
|
| 175 |
The Educational Thing
|
Rømer, Thomas Aastrup
|
|
2011
|
|
5 |
p. 499-506
|
artikel
|
| 176 |
The Establishment Of The Standard History Ofphilosophy of Education and Suppressed Traditions of Education
|
Daniel Tröhler
|
|
2004
|
|
5 |
p. 367-391
25 p.
|
artikel
|
| 177 |
The Fascist Seduction of Narrative: Walter Benjamin’s Historical Materialism Beyond Counter-Narrative
|
Dozono, Tadashi
|
|
2018
|
|
5 |
p. 513-527
|
artikel
|
| 178 |
The Flipped Curriculum: Dewey’s Pragmatic University
|
Stoller, Aaron
|
|
2017
|
|
5 |
p. 451-465
|
artikel
|
| 179 |
The Modern Religious Language of Education: Rousseau’s Emile
|
Osterwalder, Fritz
|
|
2012
|
|
5 |
p. 435-447
|
artikel
|
| 180 |
The normative foundations of research-based education: Philosophical notes on the transformation of the modern university idea
|
Haverhals, Barbara
|
|
2007
|
|
5 |
p. 419-432
|
artikel
|
| 181 |
The Problem of Bildung and the Basic Structure of Bildungstheorie
|
Rucker, Thomas
|
|
2017
|
|
5 |
p. 569-584
|
artikel
|
| 182 |
The Public Has to Define Itself
|
Carsten Ljunggren
|
|
2003
|
|
5 |
p. 351-370
20 p.
|
artikel
|
| 183 |
There is No Education After Postmodernism
|
Bas Levering
|
|
2001
|
|
5 |
p. 423-432
10 p.
|
artikel
|
| 184 |
The ‘Renaissance of the University’ in the European knowledge society: An exploration of principled and governmental approaches
|
Simons, Maarten
|
|
2007
|
|
5 |
p. 433-447
|
artikel
|
| 185 |
The Vicissitudes of Twenty-First Century Critical Pedagogy
|
Kincheloe, Joe L.
|
|
2007
|
|
5 |
p. 399-404
|
artikel
|
| 186 |
“To Be Born of Hardship” and “To Die from Comfort!” Review of Happiness, Hope, and Despair: Rethinking the Role of Education (by Peter Roberts, 2016)
|
Chen, Rosa Hong
|
|
|
|
5 |
p. 569-571
|
artikel
|
| 187 |
Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities
|
Hajir, Basma
|
|
|
|
5 |
p. 515-532
|
artikel
|
| 188 |
Towards the knowledge democracy? Knowledge production and the civic role of the university
|
Biesta, Gert
|
|
2007
|
|
5 |
p. 467-479
|
artikel
|
| 189 |
Two Educational Ideas for 2011 and Beyond
|
Bingham, Charles
|
|
2011
|
|
5 |
p. 513-519
|
artikel
|
| 190 |
Unnecessary Supplement
|
Nigel Blake
|
|
2001
|
|
5 |
p. 433-441
9 p.
|
artikel
|
| 191 |
“Upbuilding Examples” for Adults Close to Children
|
Wivestad, Stein M.
|
|
2012
|
|
5 |
p. 515-532
|
artikel
|
| 192 |
Weird Reality, Aesthetics, and Vitality in Education
|
Oral, Sevket Benhur
|
|
2014
|
|
5 |
p. 459-474
|
artikel
|
| 193 |
What Can Be Known and How People Grow: The Philosophical Stakes of the Assessment Debate
|
Wahl, Rachel
|
|
2016
|
|
5 |
p. 499-515
|
artikel
|
| 194 |
What is Equity in Education? Reflections from the Capability Approach
|
Unterhalter, Elaine
|
|
2009
|
|
5 |
p. 415-424
|
artikel
|
| 195 |
What I Talk About When I Talk About Teaching and Learning
|
Säfström, Carl Anders
|
|
2011
|
|
5 |
p. 485-489
|
artikel
|
| 196 |
“Who Am I?” Skating on Thin Ice—An Exploration of Zhao’s Subjectivity and Infinity
|
Joldersma, Clarence W.
|
|
|
|
5 |
p. 587-590
|
artikel
|
| 197 |
Why ‘What Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education
|
Biesta, Gert J. J.
|
|
2010
|
|
5 |
p. 491-503
|
artikel
|
| 198 |
Women’s proper place and student-centered pedagogy
|
Santoro Gómez, Doris
|
|
2007
|
|
5 |
p. 313-333
|
artikel
|
Tijdschrift beschrijving