PAUL SMEYERS AND MARC DEPAEPE THE FRAMEWORK OF THE COLLABORATIVE PROJECT This is the third book that resulted from the close collaboration within the Research Community 'Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research', established by the Research Foun- 1 dation Flanders, Belgium (Fonds voor Wetenschappelijk Onderzoek Vlaanderen). From the beginning, the aim of the network has been to combine research c- cerning the history and nature of the discipline with the science of education. Clarification, evaluation and justification of the different modes and paradigms of educational research are thus taken into account. The academics involved in this network share the belief that there is a place within the discipline of education for so-called foundationalist approaches. This is not, however, to answer a need for a (new) foundation, but to systematically study a particular area from a discipli- oriented stance. The essays, published in 2003 under the title Beyond Empiricism: On Criteria for Educational Research (Smeyers and Depaepe, 2003), bear witness to the belief that educational theory cannot help but go beyond empirical educational research to provide a real understanding of education as a human practice. Edu- tional research is discussed respectively as a social discourse, as a discursive practice, in relation to epistemological issues and in the light of questions of ethics.

Provocative and original in how it brings ICT, philosophy and history of education together in a unique way Demonstrates how philosophical and historical approaches are relevant for the practice and theory of education Combines the efforts of leading scholars in philosophy and history of education Uses particular cases all focused on the common interest in this book, i.e. 'networks' and 'technologies' in the context of education and educational research

Klappentext

There have always been networks in the context of educational research as well as particular technologies. Yet recent developments in ICT have put their mark on contemporary education and on educational research and more in general on knowledge and understanding. Does the 'network society' and its supporting technologies constitute a thoroughly radical innovation in social practice? Does information technology poison the minds of the younger generation? Do educational institutions have to be transformed in order to effectively serve the needs of the twenty-first century? And what are the implications of these changes for educational research and for researchers themselves?

In this book distinguished philosophers and historians of education focus on the way 'networks' and 'technologies' characterize education and educational research nowadays. Attention is paid for instance to online networks as 'spaces' and 'places' that are changing research practices and relations, to the involvement of the researcher in the moral debate, but also to particular educational technologies such as the use of experts' advice concerning Internet use, the American True Love Waits movement and the practice of punishment in schools.

"This groundbreaking book records the intellectual struggles of a diverse and distinguished group of scholars as they come to grips with the changes in knowledge production, and modes of research communication, engendered by contemporary information and communications technology. The book performs a major service in placing the phenomenon of networks - their potentialities and also their dangers - squarely on our intellectual agenda."

D.C. Phillips, Professor Emeritus of Education and Philosophy, Stanford University

"In this book, a rich array of international scholars in the philosophy and history of education address a pressing concern in contemporary educational research and educationalpractice: the impact of information technology and networks. The authors are strikingly successful, both in explicating the effects of these changes on both domains and in subverting these effects by pointing out the ironies and continuities lodged beneath technology's veneer of utility and novelty."

David F. Labaree, Professor of Education, Stanford University

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 is Educational Research: Why "What Works" Doesn't Work, which appeared in 2006.

Inhalt
Networks and Technologies: On the Continuity and Change of Educational Research and Practice.- www.thedevelopmentofknowledge.net.- Networks, Information Politics and the New Paradigm of Social Production.- Networks as Spaces and Places: Their Importance for Educational Research Collaboration1.- The Role of Electronic Reading and Writing in Networking and in Educational Research: What Difference Does It Make?.- On the Position of the Educationalist Intellectual in the Information Age: Shouldn't We Become Meta-modern Artists?.- The Hidden Homogenization of Educational Research: On Opening up the Sphere of Responsiveness.- Network, Critique, Conversation: Towards a Rethinking of Educational Research Methods Training.- Research in Motion: Doctoral Programmes at the Network University.- Public Space in a Network Society? A Note on the Call for Public Space (Philosophy) in Education Today.- 'Erasmus the Albatross': The Transmission of Ideas as Information.- Penelope's Work: Only Disconnect.- Normalizing Parenthood Once Again: What it Means to be a Parent Today.- True Love Waits: Abstinence Education in the USA.- Punishment as an Educational Technology: A Form of Pedagogical Inertia in Schools?.