Thomas S. Popkewitz

Bio: Thomas S. Popkewitz is an academic researcher from University of Wisconsin-Madison. The author has contributed to research in topics: Educational research & Curriculum. The author has an hindex of 45, co-authored 228 publications receiving 8209 citations. Previous affiliations of Thomas S. Popkewitz include University of Luxembourg & Uppsala University.

Cosmopolitanism and the Age of School Reform: Science, Education, and Making Society by Making the Child

Abstract: PREFACE ACKNOWLEDGEMENTS CHAPTER ONE: COSMOPOLITANISM: AN OBJECT OF STUDY PROLOGUE THE LURE AND SEDUCTIONS OF THE NEW COSMOPOLITAN CITIZEN AS A RESPONSE TO GLOBALIZATION THE DOUBLE-TIMES OF REASON: HUMAN PROGRESS AND FEARS OF THE DANGERS OF DEGENERATION Reason: Greek Cosmopolis, the Church's Divine Revelation, and the Enlightenment's Secular Perfection Reason and Science INDIVIDUAL AGENCY/INVENTING THE SOCIAL AND COSMOPOLITANISM FABRICATING AND COSMOPOLITANISM: ADOLESCENCE AS A CULTURAL THESIS IN ORDERING CONDUCT TOWARDS A HISTORY OF PRESENT SCHOOLING: A QUESTION OF METHOD CHAPTER 2: THE REASON IN QUESTION: COSMOPOLITANISM AND ITS DOUBLE GESTURES TIME AND NEW EPISTEMOLOGICAL SPACES FOR THE AGENCY OF SECULAR LIFE PROGRESS AS DEMOCRATIZING AND TAMING AGENCY "THE HOMELESS MIND": BIOGRAPHY IN A FLOW OF UNIVERSAL AND PARTICULAR TIME Biography and Careers in Planning Life COMPARATIVE REASONING AND PROCESSES OF ABJECTION: HOPE AND FEARS IN THE THESES OF COSMOPOLITANISM Biography and Careers in Planning Life SCIENCE, THE EXPERTISE OF CHANGE, AND NARRATIVES OF SALVATION COMPARATIVE REASONING AND PROCESSES OF ABJECTION: HOPE AND FEARS IN THE THESES OF COSMOPOLITANISM The Hope of Civilization and the Civilized, and Fears of Those Without Reason Racializing Others TOWARDS THE REASON OF COSMOPOLITANISM AND SCHOOLING PART ONE: TURN OF THE 20TH CENTURY REFORMS, THE UNFINISHED COSMOPOLITAN AND SCIENCES OF EDUCATION CHAPTER 3: COSMOPOLITANISM, AMERICAN EXCEPTIONALISM, AND THE MAKING OF SCHOOLING COSMOPOLITANISM, AMERICAN EXCEPTIONALISM, AND INVENTING THE SELF "The Light of the World" Transforming the Wilderness and the Technological Sublime INCLUSION AND CASTING OUT: THE PASTORAL, THE URBAN, AND THE SOCIAL QUESTION Science as the Hope of the Republic and Protection Against its Threats The Redemptive of the Urban Populations and Science COSMOPOLITANISM AND THE CIVILIZING MISSION OF SCHOOLING PEDAGOGY AS DOUBLE GESTURES EXCEPTIONALISM AND THE REDEMPTION OF THE CITY: SOME CONCLUDING THOUGHTS CHAPTER 4: THE SCIENCES OF PEDAGOGY IN THE DESIGNING THE FUTURE SOCIAL SCIENCE AS PLANNING PEOPLE FOR PROGRESS BRINGING OUT THE LATENT DESIGN IN PEOPLE THE DOMESTICATION OF VIRTUE AND THE INTERIOR OF THE CHILD The Family as the Cradle of Civilization Pedagogy, Teachers, and the Cosmopolitan Nation in the Exceptional Child SCIENCE AND GOVERNING THE PEDAGOGICAL "SOUL" CONCLUSIONS CHAPTER 5: EDUCATIONAL SOCIOLOGY AND PSYCHOLOGY: CALCULATING AGENCY AND ORDERING COMMUNITY SOCIOLOGY AND SOCIAL PSYCHOLOGY: URBANIZING THE PASTORAL "COMMUNITY" IN GOVERNING THE FAMILY AND CHILD Urbanizing the Pastoral Images of "Community": Progressive Education and Progressive Sociology Pragmatism: Agency, Community and Planning Biography in Everyday Life LEARNING IN THE CONNECTIONISM OF EDWARD L. THORNDIKE AS A CULTURAL THESIS Psychology and Reforming Society Science in Everyday Life THE HOMELESS MIND, COMMUNITY, AND BIOGRAPHY CHAPTER SIX: THE ALCHEMY OF SCHOOL SUBJECTS: THE HOPE OF RESCUE AND FEARS OF DIFFERENCE FROM PLANNING FOR THE PURSUIT OF HAPPINESS TO PLANNING THE UNHAPPY: PROCESSES OF AJBECTION RECOGNITION OF UNHAPPINESS AND ITS RESCUE THE ALCHEMY OF SCHOOL SUBJECTS: NORMALIZING PEDAGOGIES The Alchemy and the Science of Child Learning Selectivity and Procedures for Ordering Academic Knowledge: English Literature, Mathematics, and Music Education COSMOPOLITANISM: HOPES AND FEARS AS RECOGNITION AND DIFFERENTIATION PART TWO: TURN OF THE 21ST CENTURY REFORMS, THE UNFINISHED COSMOPOLITAN AND SCIENCES OF EDUCATION CHAPTER SEVEN: THE UNFINISHED COSMOPOLITAN: CULTURAL THESES OF PROBLEM SOLVING AND COLLABORATION IN LIFELONG LEARNING THE HOPE OF THE FUTURE: THE UNFINISHED COSMOPOLITAN AS THE LIFELONG LEARNER Agency in the Continual Making of the World and Self The Problem Solver in an Unfinished World "Community" in the Ordering Collective Belonging The Teacher as a Reflective Practitioner: The Lifelong Learner in Communities of Collaboration CURRICULUM STANDARDS: RE-CALIBRATING THE SCOPE AND ASPIRATION OF INDIVIDUALITY IN "THE SOCIAL" The Hope of Finding the Right Practices to Manage Democracy and Fears of Those Who Threaten Progress Creating the Unity of the Whole: Standards for All Children THE DEMOCRATIC ORGANIZED COMMUNITY AND UNFINISHED COSMOPOLITANISM CHAPTER EIGHT: THE ALCHEMY OF SCHOOL SUBJECTS: DESIGNING THE FUTURE AND ITS UNLIVABLE ZONES THE DESIRE FOR FUTURE AND ABJECTION IN TEACHER EDUCATION THE STANDARDS OF SCHOOL SUBJECTS: MATHEMATICS AND THE CULTURAL THESES OF PEDAGOGICAL KNOWLEDGE Mathematics in Service of the Pedagogical Child Governing the Soul: Problem Solving As Ordering the Interior of the Mind Community and Classroom Communications in the Struggle for the Soul Pedagogical Inscriptions, School Subjects and The Iconic Images of the Expert The Eliding of Mathematics as a Field of Cultural Practices STANDARDS OF SOCIAL INCLUSION AND EXCLUSION IN THE ALCHEMY IRONIES OF AUTONOMY AND PARTICIPATION: THE ALCHEMY AND THE NARROWING OF POSSIBILITIES CHAPTER NINE: DESIGNING PEOPLE: AGENCY AND THE FEARS OF THOSE LEFT BEHIND IN INSTRUCTION AND RESEARCH DESIGN AS THE PHILOSOPHER'S STONE DESIGNING INSTRUCTION, DESIGNING RESEARCH AND DESIGNING PEOPLE Instructional Design as a Foundational Story of the Future Cosmopolitanism Design As Research: The Expertise of Empowerment In Continuous Innovation Research Designs and "Evidence-Based" Reforms: Replications as Change THE ERASURES OF THE SYSTEM: ALL CHILDREN ARE THE SAME AND DIFFERENT The Hope of Inclusion and the Difference of Dangerous Populations The Child Not in the Space of "All": The Unlivable Spaces of the Urban Child Left Behind DEMOCRACY AS GETTING CLOSER TO ACTION IN GOVERNING CHAPTER 10: THE REASON OF SCHOOL PEDAGOGY, RESEARCH AND THE LIMITS OF COSMOPOLITANISM THE UNFINISHED COSMOPOLITANISM, CULTURAL THESES AND PROCESSES OF ABJECTION FEARS OF DEMOCRACY: ENCLOSURES AND INTERNMENTS IN THE ORDERING OF THE PRESENT EQUITY RESEARCH: THE RADICAL DIFFERENTIATION, REPULSION, AND PARADOXICAL INCLUSION COSMOPOLITANISM AND THE STUDY OF SCHOOLING: LIMITS TO ITS CULTURAL THESIS METHODOLOGY AND EPISTEMOLOGICAL OBSTACLES REFERENCES

Restructuring of Social and Political Theory in Education: Foucault and a Social Epistemology of School Practices.

Abstract: Our concern in this essay is with how Michel Foucault’s methodologies for the study of power are related to a more general reexamining and re-visioning of the “foundations” of critical traditions inherited from nineteenth century European forebears. Through his wide-ranging studies of knowledge, madness, prisons, sexuality, and governmentality, Foucault’s historical philosophy interrogates the conditions under which modern societies operate. His concern with how the subject is constituted in power relations forms an important contribution to recent social theory, providing both methodological and substantive challenges to the social sciences. These have been taken up in various projects across multiple settings, with particular implications for interdisciplinary work. The politics of “identity,” as witnessed in the theoretical and historical work within the feminist movement, is one such example, crossing nation-state barriers of European and Anglo-American intellectual work. Our essay moves between the particular contribution of Foucault and the more general intellectual movements to which he has contributed. The attention given to Foucault in the English-speaking world is part of a larger sea-migration of critical traditions of social science since the World War I1 period. By sea-migration, we mean the post-World War I1 mixing of European continental social theories that integrate historical and philosophical discourses with the more pragmatic (and philosophical/ analytic) traditions in the United States, Britain, and Australia.’ The translation and incorporation of European Marxist social philosophy such as that of the Frankfurt School of critical theory from Germany, the Italian Marxist Antonio Gramsci, and more recently, French “postmodern” and French and Italian feminist theories are important to the production of a “critical” space in the education arena. Social theories since World War I1 have been important grounds on which educational debates, policies, and scholarship have focused. Our use of the term

The Alchemy of the Mathematics Curriculum: Inscriptions and the Fabrication of the Child

Abstract: School subjects are analogous to medieval alchemy. There is a magical change as mathematics, science, and social sciences move from their disciplinary spaces into the classroom. The educational and social psychologies have little or nothing to do with understanding disciplinary practices. They are intellectual inventions for normalizing and governing the child’s conduct, relationships, and communications. The author examines this alchemy in standards-based mathematics educational policy and research for K–12 schools. He argues that (a) the emphasis on “problem solving,” collaboration, and “communities of learning” sanctify science and scientists as possessing authoritative knowledge over increasing realms of human phenomena, thus narrowing the boundaries of possible action and critical thought; and (b) while reforms stress the need for educational equity for “all children,” with “no child left behind,” the pedagogical models divide, demarcate, and exclude particular children from participation.

The production of reason and power: Curriculum history and intellectual traditions

Abstract: Curricula are historically formed within systems of ideas that inscribe styles of reasoning, standards and conceptual distinctions in school practices and its subjects. Further, the systems of reasoning embodied in schooling are the effects of power. That power is in the manner in which the categories and distinctions of curriculum shape and fashion interpretation and action. In this sense, curriculum is a practice of social regulation and the effect of power. The question of what is curriculumhistory is also a question about the politics of the knowledge embodied in disciplinary work. Two enduring assumptions of the Enlightenment inscribed in contemporary educational history and research are explored. One identifies social progress as tied to an evolutionary conception of change. The second relates to the epistemological assumption that inquiry must identify the actors as causal agents who bring or suppress social change. Both of these assumptions are, I argue, grounded in a particular doctrine of modern...

Dewey, Vygotsky, and the Social Administration of the Individual: Constructivist Pedagogy as Systems of Ideas in Historical Spaces

Abstract: Current constructivists’ pedagogies draw on the writings of early 20th century Russian psychologist Vygotsky and the American phhilosopher/psychologist Dewey. This occurs without examining the historical spaces of the past and present in which that knowledge is socially constructed. This emptying of history in systems of knowledge is odd for an intellectual project concerned with cultural-historical theories. To address this omission, the writings of Dewey and Vygotsky are examined as part of the turn-of-the-century human sciences. They functioned to bring the new democratic political rationalities into the governing of individual conduct. Contemporary pedagogical theories that draw on Dewey and Vygotsky maintain this function of governing conduct, but with different narratives and images. The differences are made visible when comparing the “problem-solving individual” in education with the images of the individual inscribed in social theory, state policies, economics, and the military. My moving between ...

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:

Abstract: Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec...

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

Experience and Education.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.