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Educational Research: Networks and Technologies

  • Book
  • © 2007

Overview

Editors:
  1. Paul Smeyers

    1. Universiteit Gent and Katholieke Universiteit Leuven, Belgium

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    You can also search for this editor in PubMed   Google Scholar

  2. Marc Depaepe

    1. Universiteit Gent and Katholieke Universiteit Leuven, Belgium

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    You can also search for this editor in PubMed   Google Scholar

  • 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

Part of the book series: Educational Research (EDRE, volume 2)

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-viii
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  2. Networks and Technologies: On the Continuity and Change of Educational Research and Practice

    • Paul Smeyers, Marc Depaepe
    Pages 3-14

  3. www.thedevelopmentofknowledge.net

    • David Bridges, Michael Watts
    Pages 15-32

  4. Networks, Information Politics and the New Paradigm of Social Production

    • Michael A. Peters, Daniel Araya
    Pages 33-42

  5. Networks as Spaces and Places: Their Importance for Educational Research Collaboration1

    • Nicholas C. Burbules
    Pages 43-54

  6. The Role of Electronic Reading and Writing in Networking and in Educational Research: What Difference Does It Make?

    • Bert Lambeir, Stefan Ramaekers
    Pages 55-70

  7. On the Position of the Educationalist Intellectual in the Information Age: Shouldn't We Become Meta-modern Artists?

    • Kathleen Coessens, Jean Paul Van Bendegem
    Pages 71-83

  8. The Hidden Homogenization of Educational Research: On Opening up the Sphere of Responsiveness

    • Paul Smeyers
    Pages 85-104

  9. Network, Critique, Conversation: Towards a Rethinking of Educational Research Methods Training

    • Hodgson Naomi, Standish Paul
    Pages 105-120

  10. Research in Motion: Doctoral Programmes at the Network University

    • Goele Cornelissen, Maarten Simons, Jan Masschelein
    Pages 121-135

  11. Public Space in a Network Society? A Note on the Call for Public Space (Philosophy) in Education Today

    • Nancy Vansieleghem
    Pages 137-148

  12. ‘Erasmus the Albatross’: The Transmission of Ideas as Information

    • James D. Marshall
    Pages 149-161

  13. Penelope's Work: Only Disconnect

    • Richard Smith
    Pages 163-175

  14. Normalizing Parenthood Once Again: What it Means to be a Parent Today

    • Geertrui Smedts
    Pages 177-192

  15. True Love Waits: Abstinence Education in the USA

    • Ceri Black
    Pages 193-201

  16. Punishment as an Educational Technology: A Form of Pedagogical Inertia in Schools?

    • Frederik Herman, Marc Depaepe, Frank Simon, Angelo Van Gorp
    Pages 203-219

  17. Back Matter

    Pages 221-228
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Keywords

About this book

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.

Reviews

"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

Editors and Affiliations

  • Universiteit Gent and Katholieke Universiteit Leuven, Belgium

    Paul Smeyers, Marc Depaepe

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