Siebren Miedema
Dados Biográficos
| ID | 303097 |
|---|---|
| NOME | Siebren Miedema |
| PRENOMES | Siebren |
| SOBRENOME | Miedema |
| ASSINATURA | MIEDEMA S |
| AFILIAÇÕES | Vrije Universiteit Amsterdam |
| ORCID | 0000-0001-6889-4598 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAÇÕES | 49 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1987 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 4 |
Pandemic impact as worldview and paradigm clashes between science and society and between science and politics. Is there a role for pedagogy of science and worldview education
The worldwide impact of the COVID-19 pandemic has been enormous.It has affected the justification of the contributions from academia, and resulted in rapid spreading of misinformation and conspiracy theories.The use of the social media has during the pandemic intermixed the space between the private and the public domain, and has interfered with an adequate functioning public sphere.In this article I will sketch some remarkable aspects of the pan…
The quality of qualitative research
In this contribution, we discuss criteria for the quality of qualitative research. We consider reliability and validity as specifications of the comprehensive requirement for 'intersubjective replicability', with which qualitative research should comply. In the data collection phase, 'argumentative' reliability generally must suffice; in the data analysis phase, attention must also be given to 'technical' reliability. Validation of qualitative re…
Knowing and the Known
It is remarkable how the popularity of the concept of 'powerful knowledge' has increased during the last decade in academic circles and among politicians, too. This is especially the case when the issue of the place and function of knowledge in the curriculum is addressed. A strong impetus for the increased attention paid to this concept of knowledge came from the writings of Michael Young and Johan Muller. Based on his own critical-hermeneutical…
Worldview Literacy in the Academy and Beyond
Diverse societies face increasing racial tension, social divide, religious illiteracy, and secularism. What role can education play in confronting these challenges? Universities generate scientific knowledge but less so the search for meaning. Worldview studies encompasses both views of life and ways of life. Exploring various worldviews becomes a search for meaning and a journey into knowing self and others. This article seeks to engage multiple…
The relationship between religious education and religious commitments and explorations of adolescents
The question how (denominational) schools for secondary education influence the religious identity development of adolescents is central in this article. Quantitative empirical research focusing on the religious commitments and explorations (as indicators of religious identity development) of adolescents and on the relationship between these indicators and several contextual variables was carried out. The results show that many factors have an ef…
Religious identity development of adolescents in religious affiliated schools. A theoretical foundation for empirical research
The question, how religious affiliated schools for secondary education shape religious education and what effects this education has on the religious identity development of pupils, is relevant in a time when the position of religious affiliated schools is highly disputable. In earlier empirical research on religious identity development of adolescence, hardly any attention was paid to the theoretical framework of this question. Therefore, connec…
Public, Social, and Individual Perspectives on Religious Education. Voices from the Past and the Present
Influence of Maternal Denomination, God Concepts, and Child-Rearing Practices on Young Children's God Concepts
This study tests a model of individual differences in God concepts among kindergarteners, based on social learning and projection theory. Relations among maternal education, religious denomination, God concepts, child-rearing practices, and young children's God concepts were examined. Subjects were 363 Dutch preschoolers (mean age = 66 months) and 271 of their mothers belonging to three religious denominations (open Christian, orthodox Christian,…
Effects of Mothers' and Schools' Religious Denomination on Preschool Children's God Concepts
This study examines denominational, age, and gender differences in young children's God concepts. Subjects were 198 Dutch preschoolers (mean age 68 months) whose mothers and schools belonged to six different religious denominations. The mothers were non-affiliated, pentecostal, catholic, Dutch reformed, orthodox reformed, or strictly orthodox reformed. The schools were religiously neutral (state schools), interdenominational (protestant/catholic)…
Being a Christian school in the Netherlands
In the Netherlands 'identity of Christian schools' has become a standard expression in discussions about Christian schools. However, it is a rather abstract and general expression and it is reasonable to assume that a closer look at literature and practice will present us with a more diverse picture of its meaning and practical implications. This article describes an empirical study, in three Protestant primary schools, into conceptions of 'ident…
Instruction or pedagogy? The need for a transformative conception of education
Young Children's Descriptions of God
This study extends prior research on antecedents of individual differences in God concepts in early childhood by examining relations of parents' and teachers' God concepts and religious denomination of schools with children's God concepts. Participants were 165 preschoolers (mean age 63 months), 107 of their parents and 16 teachers. These subjects were distributed over eight elementary schools belonging to four different religious denominations, …
Young Children's Descriptions of God
This study extends prior research on antecedents of individual differences in God concepts in early childhood by examining relations of parents' and teachers' God concepts and religious denomination of schools with children's God concepts.Participants were 165 preschoolers (mean age 63 months), 107 of their parents and 16 teachers.These subjects were distributed over eight elementary schools belonging to four different religious denominations, i.…
Attachment, Working Models of Self and Others, and God Concept in Kindergarten
An attachment theoretical model of individual differences in God concepts among kindergarteners was tested. Subjects were 72 kindergarteners (mean age 63 months) from two elementary schools. Children's concepts of self, other, and God were measured using structured questionnaires. A questionnaire and an incomplete doll story procedure were used to tap the quality of the teacher-child and mother-child relationship. The model was partly supported. …
Context and interaction. how to assess Dewey’s influence on educational reform in Europe
Context and Interaction. How to Assess Dewey's Influence on Educational Reform in Europe
Critical Pedagogy
Critical pedagogy, once the prominent new paradigm in educational discourse, is practically absent from it now. Many writers attribute this to its lack of practical consequences. In this article, however, the authors investigate its underlying model of personal identity as an aim of education. This model, with its emphasis on consistency and rationality as a source of human agency, is a typical product of the “modern” way of thinking. In the ligh…
Dewey in Europe
This article concerns the turn-of-the-century educational reform in North America and Europe. It documents the influence of European educational thought and practice on the work of John Dewey and the influence of Dewey's ideas on European education in three different countries: Turkey, Russia, and the Netherlands. Dewey's case suggests that resemblances between educational reform in Europe and North America can partly be explained by the existenc…
Schools, identity and the conception of the good. The denominational tradition as an example
The beyond in the midst. The relevance of Dewey's philosophy of religion for education
The End of Pedagogy? A Plea for Concrete Utopian Acting and Thinking
Pedagogy of Science
When the philosophy of science meets pedagogy the result until now has often been a philosophical reconstruction of the scien tific practice of pedagogy, for example, a reconstruction in the form of a classification into empirical-analytical, Geisteswissen
The Theory-Practice Relation in Critical Pedagogy
Instruction or pedagogy? The need for a transformative conception of education
Influence of Maternal Denomination, God Concepts, and Child-Rearing Practices on Young Children's God Concepts
This study tests a model of individual differences in God concepts among kindergarteners, based on social learning and projection theory. Relations among maternal education, religious denomination, God concepts, child-rearing practices, and young children's God concepts were examined. Subjects were 363 Dutch preschoolers (mean age = 66 months) and 271 of their mothers belonging to three religious denominations (open Christian, orthodox Christian,…
Dewey in Europe
This article concerns the turn-of-the-century educational reform in North America and Europe. It documents the influence of European educational thought and practice on the work of John Dewey and the influence of Dewey's ideas on European education in three different countries: Turkey, Russia, and the Netherlands. Dewey's case suggests that resemblances between educational reform in Europe and North America can partly be explained by the existenc…
Attachment, Working Models of Self and Others, and God Concept in Kindergarten
An attachment theoretical model of individual differences in God concepts among kindergarteners was tested. Subjects were 72 kindergarteners (mean age 63 months) from two elementary schools. Children's concepts of self, other, and God were measured using structured questionnaires. A questionnaire and an incomplete doll story procedure were used to tap the quality of the teacher-child and mother-child relationship. The model was partly supported. …
The quality of qualitative research
In this contribution, we discuss criteria for the quality of qualitative research. We consider reliability and validity as specifications of the comprehensive requirement for 'intersubjective replicability', with which qualitative research should comply. In the data collection phase, 'argumentative' reliability generally must suffice; in the data analysis phase, attention must also be given to 'technical' reliability. Validation of qualitative re…
Knowing and the Known
It is remarkable how the popularity of the concept of 'powerful knowledge' has increased during the last decade in academic circles and among politicians, too. This is especially the case when the issue of the place and function of knowledge in the curriculum is addressed. A strong impetus for the increased attention paid to this concept of knowledge came from the writings of Michael Young and Johan Muller. Based on his own critical-hermeneutical…
Public, Social, and Individual Perspectives on Religious Education. Voices from the Past and the Present
Context and Interaction. How to Assess Dewey's Influence on Educational Reform in Europe
Critical Pedagogy
Critical pedagogy, once the prominent new paradigm in educational discourse, is practically absent from it now. Many writers attribute this to its lack of practical consequences. In this article, however, the authors investigate its underlying model of personal identity as an aim of education. This model, with its emphasis on consistency and rationality as a source of human agency, is a typical product of the “modern” way of thinking. In the ligh…
Context and interaction. how to assess Dewey’s influence on educational reform in Europe
Schools, identity and the conception of the good. The denominational tradition as an example
The Theory-Practice Relation in Critical Pedagogy
Pedagogy of Science
When the philosophy of science meets pedagogy the result until now has often been a philosophical reconstruction of the scien tific practice of pedagogy, for example, a reconstruction in the form of a classification into empirical-analytical, Geisteswissen
The End of Pedagogy? A Plea for Concrete Utopian Acting and Thinking
The beyond in the midst. The relevance of Dewey's philosophy of religion for education
Dewey in Europe
This article concerns the turn-of-the-century educational reform in North America and Europe. It documents the influence of European educational thought and practice on the work of John Dewey and the influence of Dewey's ideas on European education in three different countries: Turkey, Russia, and the Netherlands. Dewey's case suggests that resemblances between educational reform in Europe and North America can partly be explained by the existenc…
Schools, identity and the conception of the good. The denominational tradition as an example
Critical Pedagogy
Critical pedagogy, once the prominent new paradigm in educational discourse, is practically absent from it now. Many writers attribute this to its lack of practical consequences. In this article, however, the authors investigate its underlying model of personal identity as an aim of education. This model, with its emphasis on consistency and rationality as a source of human agency, is a typical product of the “modern” way of thinking. In the ligh…
Context and interaction. how to assess Dewey’s influence on educational reform in Europe
Context and Interaction. How to Assess Dewey's Influence on Educational Reform in Europe
Young Children's Descriptions of God
This study extends prior research on antecedents of individual differences in God concepts in early childhood by examining relations of parents' and teachers' God concepts and religious denomination of schools with children's God concepts. Participants were 165 preschoolers (mean age 63 months), 107 of their parents and 16 teachers. These subjects were distributed over eight elementary schools belonging to four different religious denominations, …
Young Children's Descriptions of God
This study extends prior research on antecedents of individual differences in God concepts in early childhood by examining relations of parents' and teachers' God concepts and religious denomination of schools with children's God concepts.Participants were 165 preschoolers (mean age 63 months), 107 of their parents and 16 teachers.These subjects were distributed over eight elementary schools belonging to four different religious denominations, i.…
Attachment, Working Models of Self and Others, and God Concept in Kindergarten
An attachment theoretical model of individual differences in God concepts among kindergarteners was tested. Subjects were 72 kindergarteners (mean age 63 months) from two elementary schools. Children's concepts of self, other, and God were measured using structured questionnaires. A questionnaire and an incomplete doll story procedure were used to tap the quality of the teacher-child and mother-child relationship. The model was partly supported. …
Instruction or pedagogy? The need for a transformative conception of education
Effects of Mothers' and Schools' Religious Denomination on Preschool Children's God Concepts
This study examines denominational, age, and gender differences in young children's God concepts. Subjects were 198 Dutch preschoolers (mean age 68 months) whose mothers and schools belonged to six different religious denominations. The mothers were non-affiliated, pentecostal, catholic, Dutch reformed, orthodox reformed, or strictly orthodox reformed. The schools were religiously neutral (state schools), interdenominational (protestant/catholic)…
Being a Christian school in the Netherlands
In the Netherlands 'identity of Christian schools' has become a standard expression in discussions about Christian schools. However, it is a rather abstract and general expression and it is reasonable to assume that a closer look at literature and practice will present us with a more diverse picture of its meaning and practical implications. This article describes an empirical study, in three Protestant primary schools, into conceptions of 'ident…
Influence of Maternal Denomination, God Concepts, and Child-Rearing Practices on Young Children's God Concepts
This study tests a model of individual differences in God concepts among kindergarteners, based on social learning and projection theory. Relations among maternal education, religious denomination, God concepts, child-rearing practices, and young children's God concepts were examined. Subjects were 363 Dutch preschoolers (mean age = 66 months) and 271 of their mothers belonging to three religious denominations (open Christian, orthodox Christian,…
Religious identity development of adolescents in religious affiliated schools. A theoretical foundation for empirical research
The question, how religious affiliated schools for secondary education shape religious education and what effects this education has on the religious identity development of pupils, is relevant in a time when the position of religious affiliated schools is highly disputable. In earlier empirical research on religious identity development of adolescence, hardly any attention was paid to the theoretical framework of this question. Therefore, connec…
Public, Social, and Individual Perspectives on Religious Education. Voices from the Past and the Present
The relationship between religious education and religious commitments and explorations of adolescents
The question how (denominational) schools for secondary education influence the religious identity development of adolescents is central in this article. Quantitative empirical research focusing on the religious commitments and explorations (as indicators of religious identity development) of adolescents and on the relationship between these indicators and several contextual variables was carried out. The results show that many factors have an ef…
Worldview Literacy in the Academy and Beyond
Diverse societies face increasing racial tension, social divide, religious illiteracy, and secularism. What role can education play in confronting these challenges? Universities generate scientific knowledge but less so the search for meaning. Worldview studies encompasses both views of life and ways of life. Exploring various worldviews becomes a search for meaning and a journey into knowing self and others. This article seeks to engage multiple…
Knowing and the Known
It is remarkable how the popularity of the concept of 'powerful knowledge' has increased during the last decade in academic circles and among politicians, too. This is especially the case when the issue of the place and function of knowledge in the curriculum is addressed. A strong impetus for the increased attention paid to this concept of knowledge came from the writings of Michael Young and Johan Muller. Based on his own critical-hermeneutical…
Pandemic impact as worldview and paradigm clashes between science and society and between science and politics. Is there a role for pedagogy of science and worldview education
The worldwide impact of the COVID-19 pandemic has been enormous.It has affected the justification of the contributions from academia, and resulted in rapid spreading of misinformation and conspiracy theories.The use of the social media has during the pandemic intermixed the space between the private and the public domain, and has interfered with an adequate functioning public sphere.In this article I will sketch some remarkable aspects of the pan…
The quality of qualitative research
In this contribution, we discuss criteria for the quality of qualitative research. We consider reliability and validity as specifications of the comprehensive requirement for 'intersubjective replicability', with which qualitative research should comply. In the data collection phase, 'argumentative' reliability generally must suffice; in the data analysis phase, attention must also be given to 'technical' reliability. Validation of qualitative re…
Sociology (21 obras) · Pedagogy (19 obras) · Epistemology (16 obras) · Philosophy (12 obras) · Political science (12 obras) · Psychology (12 obras) · Religious Education and Schools (12 obras) · Law (9 obras) · Religion, Spirituality, and Psychology (9 obras) · Social science (8 obras)