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.

International assessments as the comparative desires and the distributions of differences: infrastructures and coloniality

Abstract: ABSTRACT The Organization of Economic, Cooperation and Development’s Programme for International Student Assessment (OECD’s PISA) is explored as a site of science as an actor managing a social life. Its calculations form at the interstices of multiple historical lines as a comparative reason about nations, societies, and populations. That reason is explored as (1) the affective structuring of desires; (2) the inscription of comparative principles that differentiate and distributes differences; (3) a particular modern ‘homeless’ consciousness of a global knowledge entangled with (4) cybernetics theory and the school alchemy, translations of the science and mathematics into the territory of schooling; and (5) ranking, charts and graphs that produce a visual culture through numbers as objects of desire. The analysis brings into view the affective structure of an imperial presence of empirical facts that differentiates people under banners of future progress, modernization, and the good life.

The Humanist Important to Our Times

Abstract: This essay is to honor a wonderful colleague and friend over many years at the University of Wisconsin–Madison. It is an ode that moves between poles of friendship and the academic. I being with two stories about Andy, alias Andreas; or is it the other way around? One could spend time with the Greek persona, aka Andreas, or one could engage with the American side, aka Andy. I gravitate toward “Andy,” as the name “Andy” has an endearing quality with my American sensibility, while Andreas appears as too formal for the American part of me. The personal moves easily into Andy’s academic achievements. In many ways, his intellectual curiosity and professional identity are a mode of living. First, to my stories. The first is the beginning of the world as we know it! Civilization begins with Greece, with human dignity and our destiny following the paths provided through the virtues of Paideia. All academic work that is serious begins with this origin story. When I talk with Andreas (the Greek part), I know this is where we start our conversation! I will joke about it with him, yet at the same time recognize it is a serious gesture about how to think about the obligations and responsibilities of academic work and educational research. The return to Greek literature and ideas is to continually remind us of the serious philosophical questions and historical understandings that require increased vigilance in the present, where the technical and the instrumental seem to overtake us. I return to this theme a bit later. The second story is “pure” Andy (the American part). If you want to talk with Andy, even if the world is on fire or some catastrophe is happening, it cannot be on an America football weekend. If the University of Wisconsin football team (“the Badgers”) or the Wisconsin’s professional football team, the Green Bay Packers, are playing, Andy disappears in front of the television, not too emerge until games are finished. And I hope the local teams won, to catch him in a good mood. Andy is the most Americanized sport junkie (from Cyprus) that I know. The origin of the world in its Greek heritage and the Sunday disappearance to watch American football serve as an exemplar right out of classic postmodern theories about the complexities of identity. Who will you meet? Andreas, Andy, or both? Fluid and mobile identities navigate seamlessly in him. Without any hesitation, Andreas/Andy moves easily between his past/present Greek heritage and his adopted (first and second) homeland of America (more adequately, the Madison Midwest). It is though his life resembles wearing a T-shirt with imprints on both sides. One is a “Badgers” sports emblem and the other is the image of the Parthenon. I can see Andy sitting on a swivel chair, going back and forth to show the most none defined

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.