Lynn Fendler
Biographic Data
| ID | 3420797 |
|---|---|
| NAME | Lynn Fendler |
| GIVEN NAMES | Lynn |
| FAMILY NAME | Fendler |
| SIGNATURE | FENDLER L |
| AFFILIATIONS | Michigan State University |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 107 |
| WORKS AS AUTHOR | 20 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 4 |
An Information Reformation? Research Expertise in a Populist Context
As a way of exploring how educational research is disseminated in wider social contexts, this article focuses on antagonisms between expertise and populism as broad social discourses. Dimensions of that antagonism include rifts and bubbles, snobbery and narrow-mindedness. The article evaluates two divergent approaches that attempt to ameliorate antagonisms between expertise and populism: doubling-down on rationality, and pivoting to affect. The o…
Apertures of documentation
Historiography is inescapably political because perceptions are shaped by specific lenses that make some things visible and other things invisible. Visibility and invisibility are issues that have
Ethical implications of validity-vs.-reliability trade-offs in educational research
In educational research that calls itself empirical, the relationship between validity and reliability is that of trade-off: the stronger the bases for validity, the weaker the bases for reliability (and vice versa). Validity and reliability are widely regarded as basic criteria for evaluating research; however, there are ethical implications of the trade-off between the two. The paper traces a brief history of the concepts, and then describes fo…
Focusing on presentation instead of representation
Debates in science seem to depend on referential language-games, but in other senses they do not. This article addresses non-representational theory. It is a branch of newer approaches to cultural geography that strive to get a handle on spatial relationships not by representing them, but rather by presenting them. In this case, present connotes spatial and temporal proximity and availability. In non-representational theories, there are no longer…
Revisiting the Wittgensteinian legacy
Debates in science seem to depend on referential language-games, but in other senses they do not. Language works in more complex ways, even in work that purports to be purely scientific. This article investigates the scope and limitations of language-games in educational history and theory. The study addresses concepts and pictures as examples of how language can work in theoretical, philosophical and historiographical interpretation. Attention i…
The Magic of Psychology in Teacher Education
Journal Article The Magic of Psychology in Teacher Education Get access Lynn Fendler Lynn Fendler Correspondence: Lynn Fendler, Department of Teacher Education, College of Education, Michigan State University, 362 Erickson Hall, East Lansing, MI 48824-1034, USA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 46, Issue 3, August 2012, Pages 332–351, https:/…
Lurking, Distilling, Exceeding, Vibrating
Edwin & Phyllis
Referees
New and improved educationalising
peer reviewed
The upside of presentism
Presentism is generally regarded as a necessary evil in historiography. This paper explores the upside of that inevitability. Using a philosophical approach to discourse analysis in the tradition of new cultural history, the paper distinguishes between a strategic use of presentism on the one hand, and a rationalistic approach to history on the other hand. The paper concludes by considering some political implications of rationalistic accounts an…
Reframing emotion in education through lenses of parrhesia and care of the self
Others and the Problem of Community
Community building has been a key concern for a wide array of educational projects. Recently, educational theories concerned about social justice have begun to challenge assumptions about community in U.S. education by criticizing its tendencies toward assimilation and homogeneity. Such theories point out that a communitarian agenda excludes the Other, the stranger, or the person of difference. This paper analyzes various conflicting construction…
Why Generalisability is not Generalisable
In the United States there is an increasing tendency to view the only educational research worthy of federal funding as that which is designed as an experiment using randomised controls. One of the foundational assumptions underlying this research design is that the results of such research are meant to be generalisable beyond any particular research study. The purpose of this paper is to historicise the assumption of generalisability by explaini…
Whose Literacy? Discursive constructions of life and objectivity
Drawing from literature in the social studies of science, this paper historicizes two pivotal concepts in science literacy: the definition of life and the assumption of objectivity. In this paper we suggest that an understanding of the historical, discursive production of scientific knowledge affects the meaning of scientific literacy in at least three ways. First, a discursive study of scientific knowledge has the epistemological consequence of …
Praxis and Agency in Foucault’s Historiography
Teacher Reflection in a Hall of Mirrors
This article traces the genealogy of reflection in teacher education by seeking the conditions of its emergence through the influences of Descartes, Dewey, Schön, and feminism. Drawing on the critical lenses of Foucaultian genealogy and the sociology of scientific knowledge, the analysis investigates how the complicated meanings of reflection get played out in complex and contradictory ways through research practices. The purpose of this article …
Réflexion des enseignants dans un palais des miroirs
Dans une première partie, cet article étudie les significations de la réflexion dans le discours sur la formation des enseignants aux Etats-Unis, en analysant certains des facteurs qui contribuent à ce que la réflexion apparaisse comme une pratique désirable et raisonnable. Il retrace la généalogie de la réflexion dans la formation des enseignants en recherchant les conditions de son émergence dans les discours et les traditions, conventions et h…
Introduction Critical Traditions, Modernisms, and the "Posts"
My own position in this debate is to consider the particular intellectual contributions of Foucault, Bourdieu, and certain feminist theories in rethinking the problematic of schooling. I express this position in the first chapter that follows. This chapter, then, is to be viewed in relation to other traditions of thought that are expressed in the other chapters, bringing into focus the conversations among traditions as they are reworked to consid…
Critical Theories in Education
This book examines critical theories in education research from various points of view in order to critique the relations of power and knowledge in education and schooling practices. It addresses social injustices in the field of education, while at the same time questioning traditional standards of critical theory. Drawing on recent social and lit
(Re)Constituting Critical Traditions
Teacher Reflection in a Hall of Mirrors
This article traces the genealogy of reflection in teacher education by seeking the conditions of its emergence through the influences of Descartes, Dewey, Schön, and feminism. Drawing on the critical lenses of Foucaultian genealogy and the sociology of scientific knowledge, the analysis investigates how the complicated meanings of reflection get played out in complex and contradictory ways through research practices. The purpose of this article …
Others and the Problem of Community
Community building has been a key concern for a wide array of educational projects. Recently, educational theories concerned about social justice have begun to challenge assumptions about community in U.S. education by criticizing its tendencies toward assimilation and homogeneity. Such theories point out that a communitarian agenda excludes the Other, the stranger, or the person of difference. This paper analyzes various conflicting construction…
Apertures of documentation
Historiography is inescapably political because perceptions are shaped by specific lenses that make some things visible and other things invisible. Visibility and invisibility are issues that have
Reframing emotion in education through lenses of parrhesia and care of the self
The Magic of Psychology in Teacher Education
Journal Article The Magic of Psychology in Teacher Education Get access Lynn Fendler Lynn Fendler Correspondence: Lynn Fendler, Department of Teacher Education, College of Education, Michigan State University, 362 Erickson Hall, East Lansing, MI 48824-1034, USA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 46, Issue 3, August 2012, Pages 332–351, https:/…
Focusing on presentation instead of representation
Debates in science seem to depend on referential language-games, but in other senses they do not. This article addresses non-representational theory. It is a branch of newer approaches to cultural geography that strive to get a handle on spatial relationships not by representing them, but rather by presenting them. In this case, present connotes spatial and temporal proximity and availability. In non-representational theories, there are no longer…
Why Generalisability is not Generalisable
In the United States there is an increasing tendency to view the only educational research worthy of federal funding as that which is designed as an experiment using randomised controls. One of the foundational assumptions underlying this research design is that the results of such research are meant to be generalisable beyond any particular research study. The purpose of this paper is to historicise the assumption of generalisability by explaini…
Whose Literacy? Discursive constructions of life and objectivity
Drawing from literature in the social studies of science, this paper historicizes two pivotal concepts in science literacy: the definition of life and the assumption of objectivity. In this paper we suggest that an understanding of the historical, discursive production of scientific knowledge affects the meaning of scientific literacy in at least three ways. First, a discursive study of scientific knowledge has the epistemological consequence of …
Praxis and Agency in Foucault’s Historiography
Lurking, Distilling, Exceeding, Vibrating
The upside of presentism
Presentism is generally regarded as a necessary evil in historiography. This paper explores the upside of that inevitability. Using a philosophical approach to discourse analysis in the tradition of new cultural history, the paper distinguishes between a strategic use of presentism on the one hand, and a rationalistic approach to history on the other hand. The paper concludes by considering some political implications of rationalistic accounts an…
(Re)Constituting Critical Traditions
Introduction Critical Traditions, Modernisms, and the "Posts"
My own position in this debate is to consider the particular intellectual contributions of Foucault, Bourdieu, and certain feminist theories in rethinking the problematic of schooling. I express this position in the first chapter that follows. This chapter, then, is to be viewed in relation to other traditions of thought that are expressed in the other chapters, bringing into focus the conversations among traditions as they are reworked to consid…
Critical Theories in Education
This book examines critical theories in education research from various points of view in order to critique the relations of power and knowledge in education and schooling practices. It addresses social injustices in the field of education, while at the same time questioning traditional standards of critical theory. Drawing on recent social and lit
Réflexion des enseignants dans un palais des miroirs
Dans une première partie, cet article étudie les significations de la réflexion dans le discours sur la formation des enseignants aux Etats-Unis, en analysant certains des facteurs qui contribuent à ce que la réflexion apparaisse comme une pratique désirable et raisonnable. Il retrace la généalogie de la réflexion dans la formation des enseignants en recherchant les conditions de son émergence dans les discours et les traditions, conventions et h…
Teacher Reflection in a Hall of Mirrors
This article traces the genealogy of reflection in teacher education by seeking the conditions of its emergence through the influences of Descartes, Dewey, Schön, and feminism. Drawing on the critical lenses of Foucaultian genealogy and the sociology of scientific knowledge, the analysis investigates how the complicated meanings of reflection get played out in complex and contradictory ways through research practices. The purpose of this article …
Praxis and Agency in Foucault’s Historiography
Others and the Problem of Community
Community building has been a key concern for a wide array of educational projects. Recently, educational theories concerned about social justice have begun to challenge assumptions about community in U.S. education by criticizing its tendencies toward assimilation and homogeneity. Such theories point out that a communitarian agenda excludes the Other, the stranger, or the person of difference. This paper analyzes various conflicting construction…
Why Generalisability is not Generalisable
In the United States there is an increasing tendency to view the only educational research worthy of federal funding as that which is designed as an experiment using randomised controls. One of the foundational assumptions underlying this research design is that the results of such research are meant to be generalisable beyond any particular research study. The purpose of this paper is to historicise the assumption of generalisability by explaini…
Whose Literacy? Discursive constructions of life and objectivity
Drawing from literature in the social studies of science, this paper historicizes two pivotal concepts in science literacy: the definition of life and the assumption of objectivity. In this paper we suggest that an understanding of the historical, discursive production of scientific knowledge affects the meaning of scientific literacy in at least three ways. First, a discursive study of scientific knowledge has the epistemological consequence of …
Reframing emotion in education through lenses of parrhesia and care of the self
New and improved educationalising
peer reviewed
The upside of presentism
Presentism is generally regarded as a necessary evil in historiography. This paper explores the upside of that inevitability. Using a philosophical approach to discourse analysis in the tradition of new cultural history, the paper distinguishes between a strategic use of presentism on the one hand, and a rationalistic approach to history on the other hand. The paper concludes by considering some political implications of rationalistic accounts an…
Referees
Edwin & Phyllis
The Magic of Psychology in Teacher Education
Journal Article The Magic of Psychology in Teacher Education Get access Lynn Fendler Lynn Fendler Correspondence: Lynn Fendler, Department of Teacher Education, College of Education, Michigan State University, 362 Erickson Hall, East Lansing, MI 48824-1034, USA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 46, Issue 3, August 2012, Pages 332–351, https:/…
Lurking, Distilling, Exceeding, Vibrating
Focusing on presentation instead of representation
Debates in science seem to depend on referential language-games, but in other senses they do not. This article addresses non-representational theory. It is a branch of newer approaches to cultural geography that strive to get a handle on spatial relationships not by representing them, but rather by presenting them. In this case, present connotes spatial and temporal proximity and availability. In non-representational theories, there are no longer…
Revisiting the Wittgensteinian legacy
Debates in science seem to depend on referential language-games, but in other senses they do not. Language works in more complex ways, even in work that purports to be purely scientific. This article investigates the scope and limitations of language-games in educational history and theory. The study addresses concepts and pictures as examples of how language can work in theoretical, philosophical and historiographical interpretation. Attention i…
Ethical implications of validity-vs.-reliability trade-offs in educational research
In educational research that calls itself empirical, the relationship between validity and reliability is that of trade-off: the stronger the bases for validity, the weaker the bases for reliability (and vice versa). Validity and reliability are widely regarded as basic criteria for evaluating research; however, there are ethical implications of the trade-off between the two. The paper traces a brief history of the concepts, and then describes fo…
Apertures of documentation
Historiography is inescapably political because perceptions are shaped by specific lenses that make some things visible and other things invisible. Visibility and invisibility are issues that have
An Information Reformation? Research Expertise in a Populist Context
As a way of exploring how educational research is disseminated in wider social contexts, this article focuses on antagonisms between expertise and populism as broad social discourses. Dimensions of that antagonism include rifts and bubbles, snobbery and narrow-mindedness. The article evaluates two divergent approaches that attempt to ameliorate antagonisms between expertise and populism: doubling-down on rationality, and pivoting to affect. The o…
Sociology (15 works) · Epistemology (14 works) · Political science (12 works) · Philosophy (11 works) · Law (10 works) · Law (10 works) · Philosophy (10 works) · Psychology (10 works) · Politics (6 works) · Social science (6 works)