Frieda Heyting
Biographic Data
| ID | 221527 |
|---|---|
| NAME | Frieda Heyting |
| GIVEN NAMES | Frieda |
| FAMILY NAME | Heyting |
| SIGNATURE | HEYTING F |
| AFFILIATIONS | University of Amsterdam |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 3 |
Negotiating the World
Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language‐acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning‐as‐use theory we show that learning a language requires an activity t…
The fruits of irony
Constructing Czechoslovakia
Before World War II, Czechoslovakia went through its constituting process, including the development of an educational system. We made an analysis of Czechoslovak discussions about educational uses of intelligence tests from a discourse-theoretic and social constructionist perspective. In particular, we examined which connotations became associated with the concept "intelligence" in educational scientific publications about possible educational u…
The Role of Critique in Philosophy of Education
The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussio…
Relativism and the Critical Potential of Philosophy of Education
How can philosophy exert its critical function in society and in education if any appeal to independent and even relatively 'certain' criteria seems problematic? The epistemological doubts that foundationalist models of justification encounter unavoidably seem to raise this question. In particular, the relativist implications that seem to result from rejecting such models seem to paralyse the critical potential of philosophy of education. In orde…
Beware of Ideals in Education
In reaction to Doret De Ruyter's recent defence of the importance of ideals in education, I advocate cautiousness in three respects. First, I explain the importance of distinguishing ideals more sharply from goals by demonstrating the problems of considering ideals even approximately realisable. Second, I substantiate my doubts about their indispensability in human motivation, and question the desirability of encouraging the motivational use of i…
Beyond Foundations
We analyzed how philosophers of education received the 'antifoundationalist' turn in epistemology, particularly with respect to its practical relevance. Our main conclusion is, that antifoundationalist philosophers of education discharge the primacy of epistemology, replacing it by a primacy of commitment. Consequently, they no longer understand practical relevance in terms of contributing to 'improved' foundations for educational judgement. Stre…
Tacit Notions of Childhood
This article reports on a reconstruction of some major pragmatic presuppositions in recent Dutch and English discussions in scientific media about the say children should have in devising settlements after parental divorce. Pragmatic presuppositions - such views as discussants implicitly assume to be taken for granted by their audience - were interpreted as indicating implicit conventions with respect to conceptions of childhood that underlie exp…
Educating the Sceptic
Inspired by the major part of scepticism in recent philosophy of education, one of the sources of scepticism in classical antiquity is reconstructed in view of its educational consequences. It is the scepticism of Sextus Empiricus, one of the most elaborate and consistent forms on record. Its major characteristic is the suspension of judgement on all issues that cannot be settled without any possible objections, while maintaining the classical de…
The Dutch curve
In the Netherlands, intelligence testing has been pragmatic and has not generated the heated controversies found in other cultures. Four historical reasons are presented for this paradoxical development. First, the Binet test was used mainly as a diagnostic instrument for professional judgments about admission to special education. Second, the eugenic use of IQ tests was moderated by the marginal position of eugenics in Dutch society. Third, the …
Educational Studies in Europe
Identity and Difference as an Educational Issue Groningen, 1-2 June 1995
Beyond Foundations
We analyzed how philosophers of education received the 'antifoundationalist' turn in epistemology, particularly with respect to its practical relevance. Our main conclusion is, that antifoundationalist philosophers of education discharge the primacy of epistemology, replacing it by a primacy of commitment. Consequently, they no longer understand practical relevance in terms of contributing to 'improved' foundations for educational judgement. Stre…
Tacit Notions of Childhood
This article reports on a reconstruction of some major pragmatic presuppositions in recent Dutch and English discussions in scientific media about the say children should have in devising settlements after parental divorce. Pragmatic presuppositions - such views as discussants implicitly assume to be taken for granted by their audience - were interpreted as indicating implicit conventions with respect to conceptions of childhood that underlie exp…
The Role of Critique in Philosophy of Education
The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussio…
Beware of Ideals in Education
In reaction to Doret De Ruyter's recent defence of the importance of ideals in education, I advocate cautiousness in three respects. First, I explain the importance of distinguishing ideals more sharply from goals by demonstrating the problems of considering ideals even approximately realisable. Second, I substantiate my doubts about their indispensability in human motivation, and question the desirability of encouraging the motivational use of i…
The fruits of irony
Educating the Sceptic
Inspired by the major part of scepticism in recent philosophy of education, one of the sources of scepticism in classical antiquity is reconstructed in view of its educational consequences. It is the scepticism of Sextus Empiricus, one of the most elaborate and consistent forms on record. Its major characteristic is the suspension of judgement on all issues that cannot be settled without any possible objections, while maintaining the classical de…
Identity and Difference as an Educational Issue Groningen, 1-2 June 1995
Educational Studies in Europe
The Dutch curve
In the Netherlands, intelligence testing has been pragmatic and has not generated the heated controversies found in other cultures. Four historical reasons are presented for this paradoxical development. First, the Binet test was used mainly as a diagnostic instrument for professional judgments about admission to special education. Second, the eugenic use of IQ tests was moderated by the marginal position of eugenics in Dutch society. Third, the …
Educating the Sceptic
Inspired by the major part of scepticism in recent philosophy of education, one of the sources of scepticism in classical antiquity is reconstructed in view of its educational consequences. It is the scepticism of Sextus Empiricus, one of the most elaborate and consistent forms on record. Its major characteristic is the suspension of judgement on all issues that cannot be settled without any possible objections, while maintaining the classical de…
The Role of Critique in Philosophy of Education
The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussio…
Relativism and the Critical Potential of Philosophy of Education
How can philosophy exert its critical function in society and in education if any appeal to independent and even relatively 'certain' criteria seems problematic? The epistemological doubts that foundationalist models of justification encounter unavoidably seem to raise this question. In particular, the relativist implications that seem to result from rejecting such models seem to paralyse the critical potential of philosophy of education. In orde…
Beware of Ideals in Education
In reaction to Doret De Ruyter's recent defence of the importance of ideals in education, I advocate cautiousness in three respects. First, I explain the importance of distinguishing ideals more sharply from goals by demonstrating the problems of considering ideals even approximately realisable. Second, I substantiate my doubts about their indispensability in human motivation, and question the desirability of encouraging the motivational use of i…
Beyond Foundations
We analyzed how philosophers of education received the 'antifoundationalist' turn in epistemology, particularly with respect to its practical relevance. Our main conclusion is, that antifoundationalist philosophers of education discharge the primacy of epistemology, replacing it by a primacy of commitment. Consequently, they no longer understand practical relevance in terms of contributing to 'improved' foundations for educational judgement. Stre…
Tacit Notions of Childhood
This article reports on a reconstruction of some major pragmatic presuppositions in recent Dutch and English discussions in scientific media about the say children should have in devising settlements after parental divorce. Pragmatic presuppositions - such views as discussants implicitly assume to be taken for granted by their audience - were interpreted as indicating implicit conventions with respect to conceptions of childhood that underlie exp…
Constructing Czechoslovakia
Before World War II, Czechoslovakia went through its constituting process, including the development of an educational system. We made an analysis of Czechoslovak discussions about educational uses of intelligence tests from a discourse-theoretic and social constructionist perspective. In particular, we examined which connotations became associated with the concept "intelligence" in educational scientific publications about possible educational u…
The fruits of irony
Negotiating the World
Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language‐acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning‐as‐use theory we show that learning a language requires an activity t…
Philosophy (10 works) · Sociology (10 works) · Epistemology (9 works) · Political science (7 works) · Law (6 works) · Philosophy (6 works) · Psychology (6 works) · Higher education (4 works) · Law (4 works) · Philosophy of education (4 works)