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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.


Papers
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Journal Article
TL;DR: In the context of cosmopolitas, the authors define a set of norms culturales cambiantes and valores sobre the sistemas de la razon for expresar universales cosmogolitas.
Abstract: El «pensamiento» y la «razon» son practicas culturales que ordenan y generan principios para la reflexion y la accion. La escolarizacion tiene como funcion el cambio, lo cual incluye teorias culturales sobre estilos de vida. Estos encarnan normas culturales cambiantes y valores sobre sistemas de la razon para expresar cualidades universales cosmopolitas. La «creacion» de la razon cosmopolita se forma a traves de las practicas culturales. Las cualidades de la «persona razonable» crean mapas de sus opuestos excluidos. Se ofrecen tres modelos de las nociones cambiantes de cosmopolita y su «opuesto» en las materias escolares. Estas son alquimias que magicamente transforman al pensamiento disciplinario en pedagogias normativas que fabrican lo que el nino es y deberia ser. La descripcion historica presenta dos estratos: el primero explora las politicas de escolarizacion y el cosmopolitismo comparativamente para considerar las practicas culturales cambiantes; el segundo problematiza ciertas categorias que se dan por sentadas y sus sistemas de razon. Las categorias y distinciones de politica, investigacion educativa y filosofia se representan historicamente como practicas culturales para ordenar, clasificar y dividir lo que "se ve" y se siente como experiencia.

3 citations


Cited by
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Journal ArticleDOI
TL;DR: In this paper, Imagined communities: Reflections on the origin and spread of nationalism are discussed. And the history of European ideas: Vol. 21, No. 5, pp. 721-722.

13,842 citations

Book
01 Jan 2012
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.

10,294 citations

Journal ArticleDOI
M. F. Pajares1
TL;DR: The authors 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, and explores the nature of belief structures as outlined by key researchers.
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...

8,257 citations

01 Jan 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

7,539 citations

Journal Article
TL;DR: One of the books that can be recommended for new readers is experience and education as mentioned in this paper, which is not kind of difficult book to read and can be read and understand by the new readers.
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.

5,478 citations