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  1. Brilliance of a Fire: Innocence, Experience and the Theory of Childhood.Robert A. Davis - 2011 - Journal of Philosophy of Education 45 (2):379-397.
    This essay offers an extensive rehabilitation and reappraisal of the concept of childhood innocence as a means of testing the boundaries of some prevailing constructions of childhood. It excavates in detail some of the lost histories of innocence in order to show that these are more diverse and more complex than established and pejorative assessments of them conventionally suggest. Recovering, in particular, the forgotten pedigree of the Romantic account of the innocence of childhood underlines its depth and furnishes an enriched (...)
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  • (2 other versions)Complexity and the culture of curriculum.William E. Doll - 2008 - Educational Philosophy and Theory 40 (1):190–212.
    This paper has two main foci: the history of curriculum design, and implications from the new sciences of chaos and complexity for the development of new forms of curriculum design and teaching implementation. Regarding the first focus, the paper posits that there exist—to use Wittgenstein's phrase—‘family resemblances’ between Peter Ramus’ 16th century curriculum design and that of Ralph Tyler in the 20th century. While this 400‐year linkage is by no means linear, there are overlapping strands from Ramus to Comenius to (...)
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  • Toward a modern concept of schooling: A case study on Hegel.Ari Kivelä - 2018 - Educational Philosophy and Theory 50 (1):72-82.
    Georg Wilhelm Friedrich Hegel developed the concept of institutionalized education, which reflected public schooling and its legitimacy in the context of rapid transformation of European feudal societies to modern societies. The concept of school reflects the Hegelian theory of Bildung and the concept of modern society. What makes Hegel’s philosophy interesting is his conviction that the processes of Bildung can take place only in the context of social institutions and in the highly organized forms of human interaction regulated by those (...)
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  • How is education possible? Pragmatism, communication and the social organisation of education.Raf Vanderstraeten & Gert Biesta - 2006 - British Journal of Educational Studies 54 (2):160-174.
    Education cannot mean that the young are the product of the activities of their teachers. At the same time, we do not speak of education if students would simply learn something irrespective of the activities of their teachers. In this paper we focus on the question: How is education possible? Our aim is to contribute to a social theory of education, a theory that does not reduce our understanding of educational processes and practices to underlying 'constituting elements' but rather tries (...)
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  • (1 other version)Governing chaos: Postmodern science, information technology and educational administration.Bill Green & Chris Bigum - 1993 - Educational Philosophy and Theory 25 (2):79–103.
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  • Symposium on The New Significance of Learning: Imagination’s heartwork.Morwenna Griffiths, Kenneth Wain, Bob Davis & Pádraig Hogan - 2013 - Educational Philosophy and Theory 45 (3):334-348.
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