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  • 1
    Electronic Resource
    Electronic Resource
    Oxford, UK and Boston, USA : Blackwell Publishers Ltd.
    Journal of philosophy of education 36 (2002), S. 0 
    ISSN: 1467-9752
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education , Philosophy
    Type of Medium: Electronic Resource
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  • 2
    Electronic Resource
    Electronic Resource
    Oxford, UK : Blackwell Publishing Ltd
    Educational theory 48 (1998), S. 0 
    ISSN: 1741-5446
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education
    Type of Medium: Electronic Resource
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  • 3
    Electronic Resource
    Electronic Resource
    Oxford, UK : Blackwell Publishing Ltd
    Educational theory 49 (1999), S. 0 
    ISSN: 1741-5446
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education
    Type of Medium: Electronic Resource
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  • 4
    Electronic Resource
    Electronic Resource
    Oxford, UK : Blackwell Publishing Ltd
    Educational theory 51 (2001), S. 0 
    ISSN: 1741-5446
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education
    Type of Medium: Electronic Resource
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  • 5
    Electronic Resource
    Electronic Resource
    Oxford, UK; Malden, USA : Blackwell Publishing Ltd/Inc.
    Educational theory 54 (2004), S. 0 
    ISSN: 1741-5446
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education
    Notes: This paper analyzes the impact of the idea of accountability on education. It considers the kind of relationships that are promoted or produced by the culture of accountability, both in order to understand what kind of relationships are made possible and to understand what kind of relationships are made difficult, or even impossible, as a result of the accountability regime. The paper explores how the managerial uses of the idea of accountability have become pervasive in contemporary education and how this has changed relationships among students, parents, teachers, and the state. Ultimately, accountability erodes relationships of responsibility. Zygmunt Bauman's “postmodern ethics” is used to gain a detailed understanding of why it has become so much more difficult to develop relationships of responsibility under the accountability regime. Bauman's proposal that we should take responsibility for our responsibility also suggests a starting point from which the democratic potential of accountability might be regained.
    Type of Medium: Electronic Resource
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  • 6
    Electronic Resource
    Electronic Resource
    Springer
    Interchange 29 (1998), S. 1-16 
    ISSN: 1573-1790
    Keywords: postmodernism ; education ; critical pedagogy ; Foucault ; subjectivity ; humanism ; communicative pedagogy ; identity
    Source: Springer Online Journal Archives 1860-2000
    Topics: Education
    Notes: Abstract Education is commonly understood as an interaction between subjects; an interaction between the educator, who already is a subject, and the child, who has to become a subject by means of the pedagogical activities of the educator. Postmodernism has seriously challenged the common (modern) understanding of human subjectivity. The question therefore is what his challenge entails for our understanding of the process of education. In this paper this question is taken up in the context of a distinction between two conceptions of education: education as manipulation and education as communication. It is argued that the manipulative conception is closely related to the modern understanding of human subjectivity, as is the critique leveled against the communicative conception. In order to find out whether the postmodern "deconstruction" of the modern understanding of human subjectivity opens up new possibilities for a communicative understanding of education, Foucault's analysis of the emergence and subversion of the modern conception of man is presented and discussed. Although Foucault's work points into the direction of the recognition of the primacy of the intersubjective - and in this sense supports a communicative understanding of education - his deconstruction also makes clear that intersubjectivity cannot be understood as a new deep truth about man. This means that pedagogy has to do without humanism. The paper concludes with some reflections on such a pedagogy without humanism.
    Type of Medium: Electronic Resource
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  • 7
    Electronic Resource
    Electronic Resource
    Springer
    Interchange 28 (1997), S. 85-88 
    ISSN: 1573-1790
    Source: Springer Online Journal Archives 1860-2000
    Topics: Education
    Type of Medium: Electronic Resource
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  • 8
    Electronic Resource
    Electronic Resource
    Springer
    Interchange 26 (1995), S. 161-183 
    ISSN: 1573-1790
    Keywords: postmodernism ; education ; critical pedagogy ; emancipation ; feminism ; pragmatism ; Rorty ; pluralism ; politics ; identity
    Source: Springer Online Journal Archives 1860-2000
    Topics: Education
    Notes: Abstract Postmodernism seriously questions the possibility of the modern project of education, because postmodern relativism seems to undermine the very possibility of justification, bothin and of education. Some educators have therefore concluded that postmodernism is the proclaimed end of education; others hold a more ambivalent stance. Educators in the critical tradition have especially criticized the depoliticizing tendencies of postmodernism. In this paper it is argued that postmodernism should not be understood as radical relativism, but as the articulation of a tension between contingency and commitment. The concern for radical plurality is identified as the typically postmodern commitment. It is argued that this commitment can also be characterized as a typically pedagogical commitment. Educators, therefore, have at least one strong reason to stay within postmodernism. In order to explore in what way postmodernism might contribute to the emancipatory interests of education, an overview is given of the feminist debate on postmodernism. This shows that the emancipatory potential of postmodernism can only be put into use by political means. The question the is, what a postmodern politics might look like. An answer to this question is found in the work of Richard Rorty, albeit that the theoretical hard core of his position — the separation between the public sphere and the private sphere — is criticized for its ideological charcter and its rather unpedagogical repercussions. After a reconstruction of the private-public-dichotomy has been given, three consequences for education are spelled out, all of which center around the conclusion that postmodernism inevitably leads to a repoliticization of education.
    Type of Medium: Electronic Resource
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  • 9
    Electronic Resource
    Electronic Resource
    Springer
    Studies in philosophy and education 13 (1994), S. 273-290 
    ISSN: 1573-191X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Education
    Type of Medium: Electronic Resource
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  • 10
    Electronic Resource
    Electronic Resource
    Springer
    Studies in philosophy and education 15 (1996), S. 383-394 
    ISSN: 1573-191X
    Source: Springer Online Journal Archives 1860-2000
    Topics: Education
    Type of Medium: Electronic Resource
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