Educational Research: the Educationalization of Social Problems: 3 - Hardcover

Smeyers, Paul

Hardcover

ISBN 10: 1402097220 ISBN 13: 9781402097225

Verlag: Springer, 2009

Inhaltsangabe

Pushing 'social' responsibilities on schools is a process that has been underway for a long time. This phenomenon has been studied more in Europe than in North America and the U.K. and has been labelled Pädagogisierung. The editors have chosen to use 'Educationalization' to identify the overall orientation or trend toward thinking about education as the focal point for addressing or solving larger human problems. The term describes these phenomena as a sub-process of the 'modernization' of society, but it also has negative connotations, such as increased dependence, patronization, and pampering. In this book distinguished philosophers and historians of education focus on 'educationalization' to expand its meaning through an engagement with educational theory. Topics discussed are the family and the child, the 'learning society', citizenship education, widening participation in higher education, progressive education, and schooling movements such as No Child Left Behind.

'Smeyers' and Depaepe's book offers great insights into one of the most ambivalent phenomena of today's educational world and especially educational policy. The contributions assembled represent perspectives of some of the most respected scholars in the field. Their manifold critiques of the educationalization of social problems are rather convincing. Our time is definitely ripe for such analysis!'

Roland Reichenbach, Center for Educational Studies, University of Basel, Switzerland

'This is a challenging, critical and analytical treatment of the tendency of contemporary
administrations to overburden educational institutions with the expectation that they
will provide the solutions to an increasingly diverse range of social and economic
problems.  It brings together the theoretical resources of a distinguished international
group of philosophers and historians of education and deserves the careful attention of
educational policy makers, practitioners and researchers alike.'

David Bridges, Von Hügel Institute, St Edmund's College, Cambridge, England

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 are Educational Research: Why 'What Works' Doesn't Work (2006) and Educational Research: Networks and Technologies (2007).

 

Über diesen Titel

Über die Autorin bzw. den Autor

Charlotte y Peter Fiell son dos autoridades en historia, teoría y crítica del diseño y han escrito más de sesenta libros sobre la materia, muchos de los cuales se han convertido en éxitos de ventas. También han impartido conferencias y cursos como profesores invitados, han comisariado exposiciones y asesorado a fabricantes, museos, salas de subastas y grandes coleccionistas privados de todo el mundo. Los Fiell han escrito numerosos libros para TASCHEN, entre los que se incluyen 1000 Chairs, Diseño del siglo XX, El diseño industrial de la A a la Z, Scandinavian Design y Diseño del siglo XXI.

Von der hinteren Coverseite

Pushing social responsibilities on schools is a process that has been underway for a long time. This phenomenon has been studied more in Europe than in North America and the U.K. and has been labelled Pädagogisierung. The editors have chosen to use Educationalization to identify the overall orientation or trend toward thinking about education as the focal point for addressing or solving larger human problems. The term describes these phenomena as a sub-process of the modernization of society, but it also has negative connotations, such as increased dependence, patronization, and pampering. In this book distinguished philosophers and historians of education focus on educationalization to expand its meaning through an engagement with educational theory. Topics discussed are the family and the child, the learning society , citizenship education, widening participation in higher education, progressive education, and schooling movements such as No Child Left Behind.

Smeyers and Depaepe's book offers great insights into one of the most ambivalent phenomena of today's educational world and especially educational policy. The contributions assembled represent perspectives of some of the most respected scholars in the field. Their manifold critiques of the educationalization of social problems are rather convincing. Our time is definitely ripe for such analysis!

Roland Reichenbach, Center for Educational Studies, University of Basel, Switzerland

This is a challenging, critical and analytical treatment of the tendency of contemporary
administrations to overburden educational institutions with the expectation that they
will provide the solutions to an increasingly diverse range of social and economic
problems.  It brings together the theoretical resources of a distinguished international
group of philosophers and historians of education and deserves the careful attention of
educational policy makers, practitioners and researchers alike.

David Bridges, Von Hügel Institute, St Edmund s College, Cambridge, England

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 are Educational Research: Why What Works Doesn t Work (2006) and Educational Research: Networks and Technologies (2007).

 

Details zur Ausgabe

• Verlag: Springer
• Erscheinungsdatum: 2009
• ISBN 10: 1402097220
• ISBN 13: 9781402097225
• Einband: Tapa dura
• Sprache: Englisch
• Anzahl der Seiten: 256
• Herausgeber: Depaepe Marc
• Kontakt zum Hersteller: Nicht verfügbar