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020 _a9781402097249
_99781402097249
024 7 _a10.1007/9781402097249
_2doi
035 _avtls000336463
039 9 _a201509030300
_bVLOAD
_c201404300317
_dVLOAD
_y201402041350
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLC8-6691
100 1 _aSmeyers, Paul.
_eeditor.
_9309579
245 1 0 _aEducational Research: the Educationalization of Social Problems /
_cedited by Paul Smeyers, Marc Depaepe.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2008.
300 _brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aEducational Research ;
_v3
500 _aSpringer eBooks
505 0 _aIntroduction–Pushing Social Responsibilities: The Educationalization of Social Problems -- About Pedagogization: From the Perspective of the History of Education -- The Educationalization of the ModernWorld: Progress, Passion, and the Protestant Promise of Education -- Educationalising Trends in Societies of Control: Assessments, Problem-Based Learning and Empowerment -- Educationalization in a USA Present: A Historicist Rendering -- Cultural Capital as Educational Capital—The Need For a Reflection on the Educationalisation of Cultural Taste -- The ‘Educationalisation‘ of the Language of Progressivism Exploring the Nature of a True Alternative -- Parenting and the Art of Being a Parent -- The Educationalisation of Social Problems and the Educationalisation of Educational Research: The Example of Citizenship Education -- Higher Education and Hyperreality -- Education for the Knowledge Economy -- The Social, Psychological, and Education Sciences: From Educationalization to Pedagogicalization of the Family and the Child -- ‘It Makes Us Believe That It Is About Our Freedom’: Notes on the Irony of the Learning Apparatus -- The Päadagogisierung of Philosophy -- The Education Concept -- Afterword.
520 _aPushing ‘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).
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700 1 _aDepaepe, Marc.
_eeditor.
_9309580
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9781402097225
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4020-9724-9
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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