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Fendler, Lynn – Studies in Philosophy and Education, 2012
This paper addresses two main questions: (1) What has theory been doing? and (2) What might theory be doing? The first question is addressed historically, and the second question is addressed imaginatively. In between those two topics, I have inserted a brief interval to raise some sticking points pertaining to the question, "What is properly…
Descriptors: Educational Theories, History, Theory Practice Relationship
Fendler, Lynn – Studies in Philosophy and Education, 2011
Edwin, a person contemplating a career in teaching, has a conversation with Phyllis, a teacher and amateur theorist, about reasons to become a teacher.
Descriptors: Career Choice, Teaching (Occupation)
Zembylas, Michalinos; Fendler, Lynn – Studies in Philosophy and Education, 2007
In this article, we critique two theoretical positions that analyze the place of emotions in education: the psychological strand and the cultural feminist strand. First of all, it is shown how a social control of emotions in education is reflected in the combination of psychological and cultural feminist discourses that function to govern one's…
Descriptors: Rhetoric, Social Control, Self Control, Feminism
Fendler, Lynn – Studies in Philosophy and Education, 2004
This paper examines the consequences for agency that Foucault's historiographical approach constructs. The analysis begins by explaining the difference between "legislative history" and "exemplary history," drawing parallels to similar theoretical distinctions offered in the works of Max Weber, J.L. Austin, and Zygmunt Bauman. The analysis…
Descriptors: Historiography, Criticism, Educational Philosophy, Educational Theories