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Titlebook: Educational Research: Material Culture and Its Representation; Paul Smeyers,Marc Depaepe Book 2014 Springer International Publishing Switz

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發(fā)表于 2025-3-21 17:04:55 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱Educational Research: Material Culture and Its Representation
編輯Paul Smeyers,Marc Depaepe
視頻videohttp://file.papertrans.cn/303/302668/302668.mp4
概述Challenges prevailing ideas about the ‘a(chǎn)pplication’ of philosophy and history of education.Demonstrates in a unique way how philosophical and historical approaches are relevant for the practice and th
叢書名稱Educational Research
圖書封面Titlebook: Educational Research: Material Culture and Its Representation;  Paul Smeyers,Marc Depaepe Book 2014 Springer International Publishing Switz
描述This collection discusses and illustrates how educational research is affected by the economic, institutional and physical contingencies of its time, and in our time even increasingly is driven by them. It is argued that the antidote to this is, however, not to aspire to ‘thought itself’, but instead to do justice to its own rootedness in the ‘material’, including textuality. From an historical point of view such an innovative approach can itself revamp the material scholarly culture and the way it is represented. The chapters address a variety of topics such as the cultural heritage of the school desk, the significance of images for research into long-term educational processes, the way iconic signs function, and how modes of enquiry relate to the materiality of education. Attention is also given to standards for reporting on educational research studies and how these limit the scope and communication and moreover shape researchers, to the forms of citation practices as substantially influencing methods and content, and to the centrality of conversation not just as the means to an end but as what matters; further to representational and to non-representational theories for educati
出版日期Book 2014
關(guān)鍵詞History of education and childhood; Material Culture; Mathematics education; Representation of educatio
版次1
doihttps://doi.org/10.1007/978-3-319-03083-8
isbn_softcover978-3-319-34827-8
isbn_ebook978-3-319-03083-8Series ISSN 1878-9447 Series E-ISSN 2543-0653
issn_series 1878-9447
copyrightSpringer International Publishing Switzerland 2014
The information of publication is updating

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Visual, Literary, and Numerical Perspectives on Education: Materiality, Presence, and Interpretatiorecht (Diesseits der Hermeneutik. Die Produktion von Pr?senz (trans: Schulte J). Edition Suhrkamp, Frankfurt, 2004), implies material or physical experience in space before interpretation comes to the fore. Concentrating on materiality explicitly means to focus on what can be seen, sensed and touche
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,Education and the ‘New Totalitarianism’: How Standards for Reporting on Empirical Studies of Educatur minds attune plastically to each other and jointly attend a single event (Brandt PA, Form and meaning in art. In: Turner M (ed) The artful mind: cognitive science and the riddle of human creativity. Oxford University Press, Oxford, p 172, 2006), making the arts highly appropriate for empirical st
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Materials That Shape Researchers,ilities of the researcher. Drawing on a number of policy documents, an account is given of how the researcher is currently understood. This is placed within the definition of the current governmental order as inscribing an environmental-ecological self-understanding. The discussion of current policy
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The , Template in the Representation of Educational Research: Can We Ever Depart from the Picture odence. It characterizes these educational research debates as embracing a weak version of positivism which prioritizes referential meaning in their endeavour to present the ‘world-as-it-is’. As such studies come close to a particular reading of Wittgenstein’s . it is then asked in what sense the . p
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Mud and Hair: An Essay on the Conditions of Educational Research,riven by them. Much can be said about this; and perhaps it might be suspected that there is a tendency to ignore or suppress how research, and not only in education, is so affected. Such suspicion however risks feeding the strand in the tradition of thought that urges aspiration to Thought Itself, u
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Material and Aesthetic Tensions Within Arts-Based Educational Research: Drawing Woodpaths,ge in a dialogue that unpicks theoretical assumptions of representation as they emerge in the materiality of a visual research methodology. Beginning with an observation of artist activity drawing as a research method is positioned congruent with a socio-material understanding of practice. Schatzki’
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