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Philosophy and Theory in Educational Research: Writing in the Margin
No full textWriting in the Margin explores the practices of reading and writing in educational philosophy and theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility - and opening possibilities - for educational research. Drawing on their own research and theoretical and philosophical sources, the authors investigate the important issue of what it means to read and write when there is no prescribed structure. Innovative in its contribution to the literature, this edited volume enlightens readers in three ways.
• The volume focuses on the practices of reading and writing that are central to research in educational philosophy, suggesting that these practices constitute the research, rather than simply reporting it.
• It is not a prescriptive guide and should not be read procedurally. Rather, it is intended to illustrate the possibilities for this kind of research, and to suggest starting points for those interested in pursuing research projects.
• Finally, attention is given to the ways in which conducting educational philosophy can be educative in itself, both to the researcher in writing it, and to its audience in reading it.
With contributions from international scholars in the field of philosophy of education, this book forms a valuable guide for practitioner-researchers, taught postgraduate and doctoral students, and early career researchers in university education departments. Academic staff seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Introduction: Reflections on Student Being and Becoming in the Contemporary University
No full textWhat is it to be a student in the contemporary university? How does one become a student, and is being a student simply the result of registering with a particular institution? What does (or should) a student do? Does she simply study, or how else is the ‘being’ of a student expressed? Of course, these questions may seem simple to answer, at least on one level. They are questions that go to the heart of the motivations and practices of academic staff lecturing and supporting students in higher education. There are also questions that, in some ways at least, are the concern of those with responsibility for managing, leading, funding and regulating higher education. But this edition seeks to move beyond such apparently obvious answers to consider again what might be at stake in the idea of student being and becoming. This special edition, on the theme of ‘Student Being and Becoming’ came about following the annual conference of the Philosophy and Theory of Higher Education Society (PaTHES) on the same theme. This was held at Middlesex University, London, in 2018. The theme was selected at the previous year’s conference in Denmark, partly, at least, because there is much potential in bringing philosophy and theory to bear on matters relating to the student – and being and becoming a student – in the contemporary university. The student is the focus of much attention in the media, particularly at the time of putting together this special edition when the world is in the grip of a global pandemic that, at least for a period, is changing radically the nature of our universities and how our students can study in them. Teaching, learning and studying has largely gone online. Prospective students talk about whether it will be possible to ‘be a student’ in a socially distanced campus where gathering together for lectures and social events may not even be possible. For some, even the prospect of becoming a student in such strange times is difficult, leading some to consider postponing their plans to be a student, and to pursue other options. What is clear is that being, and becoming, a student may be a very different experience for some time to come. In the history of our universities, then, it seems that there have been few moments when it has been as urgent to think about what it means to be, and to become, a student. <br/
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Philosophers on the University:Reconsidering Higher Education
No full textThis book shows the significance of the thinking of philosophers (and other key thinkers) in understanding the university and higher education. Through those explorations, it widens and substantially adds to the emerging philosophy of higher education. It builds on the historical literature on the idea of the university, and provides higher education scholars with highly accessible introductions to the thinking of key philosophers and thinkers, alerting them to a set of literature that otherwise might not be encountered.Until very recently, most of the debate on higher education – both in the public domain and in the scholarly literature – has been conducted with little regard to the philosophical literature. This is odd for two reasons. Firstly, much of the historical literature on the idea of the university – over the past two hundred years – has been written by philosophers and their thinking has largely gone unmined. Second, and perhaps even more importantly, many of the issues in the higher education debate are either philosophical in their nature, or require reflective thinking, and there lies to hand huge resources in the philosophical literature that can help in working through those issues. Issues such as what is to count as knowledge (in the university), wisdom, voice, democracy, culture, what it is to ‘be’ a student or academic, academic freedom, communication, work and disciplinarity cry out for the kind of insights that the philosophical literature – very broadly understood – can offer. This book attempts precisely to do this, to show how the work of key thinkers can help in deepening the higher education debate.Each chapter focuses on an individual thinker, giving both an insight into the thinker in question and accessibly drawing out something of their thinking and showing its significance in understanding the university and higher education. The editors provide a full-length introduction that marks out this large territory and prepares the ground for the reader.The book impressively builds a rich meshwork of careful and thorough thinking around the university and higher education by way of introducing 14 important philosophers on timely subjects such as culture and the university, higher education and democracy, and the role of the university. The volume is a great contribution to the important task of deepening the debate about higher education and the university, through introducing important philosophers in ways that might help the university and higher education work through some of the issues and challenges that it is currently facing. As such, this book is essential reading for anyone wanting to wander and wonder deeper into the core purposes and possibilities of higher education in the good companionship of outstanding thinkers and distinguished academics on these matters. A playground for philosophical thought and adventure.Rikke Toft Nørgård, Associate Professor, Aarhus University, Denmark'This book is an excellent introduction to a wide range of famous thinkers and what they have to say about the university and higher education today. It goes beyond the contemporary preoccupation with metrics, based on managerialism, and takes a much needed philosophical look at what higher education should be, or should aspire to be.'Assoc. Prof. Stephen Loftus, Foundational Medical Studies, Oakland University William Beaumont School of Medicine, USA
Solitude in Nature
No full textThis chapter considers what it might mean to experience solitude in nature. To do this, it takes the work of two writers: the 19th century American philosopher, essayist and naturalist, Henry David Thoreau, and Anna (Nan) Shepherd, the 20th century author and poet. The chapter considers the life that both these writers spent, often (though not always) alone in nature. Thoreau walked around Walden Pond and woods in Concord, Massachusetts, and Shepherd in the Cairngorm Mountains in her native Scotland. The chapter questions the idea that solitude can be equated with solitariness, and argues instead that the works of Thoreau and Shepherd afford a different way of thinking about what solitary experiences in nature might offer through forms of encounter and revealing. It concludes that for both writers, a new understanding of solitude is marked by a kind of communion and presence that comes from attentiveness to one surroundings.<br/
Listening and the educational relationship:Philosophical research from a phenomenological perspective
Get PDFPhilosophy and Theory in Educational Research:Writing in the Margin
No full textThe book will address a significant gap in the market for a text aimed at postgraduate students, researchers and academics undertaking non-empirical research in education and related fields. Two types of introductory research texts currently exist: 1) handbooks for (empirical) research methods in education (e.g. Newby, 2013; 2) handbooks in philosophy of education (e.g. Smeyers et al, 2010). The proposed text does not fit either category. It will introduce philosophy of education, not as a pre-defined field or set of approaches to particular issues, but via its practices of reading and writing as research. We do not present a new methodological approach to reading and writing, but make explicit how these practices are central to research, in any field, and are particularly pertinent to rethinking education. Empirical research methods texts tend prescribe a set of procedures for conducting and ‘writing up’ research effectively. Philosophy of education texts are, of course, rooted in the disciplinary philosophical tradition and therefore are often not easily accessible to those beginning postgraduate study in education. Central to philosophical research, however, are the practices of reading and writing, which are often presented as technical exercises in empirical research guides. Here we present them as complex and varied possibilities for research, illustrating and analysing them through contemporary examples.<br/
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