Liesbeth Noordegraaf‐eelen
Biographic Data
| ID | 3444627 |
|---|---|
| NAME | Liesbeth Noordegraaf‐eelen |
| GIVEN NAMES | Liesbeth |
| FAMILY NAME | Noordegraaf‐eelen |
| SIGNATURE | EELEN L N |
| AFFILIATIONS | Erasmus University Rotterdam |
| ORCID | 0000-0002-8450-8658 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Caring for educational concerns
Driven by the desire to address wicked problems and contribute to societal transitions, positive societal impact is on the agenda of higher education institutions. This article explores how the repositioning of education can take shape by redefining wicked problems as matters of concern. Problems presuppose solutions; concerns reflect ambiguities, including the tensions they entail. Making ambiguities explicit requires a welcoming attitude toward…
In‐Between Child and World
A key aspect of the educator's responsibility as understood by Hannah Arendt is its dual character. Educators are responsible for both the life and development of the child and the continuance of the world, as Arendt puts it in “The Crisis in Education.” Moreover, these aspects of responsibility are in tension with each other. Arendt's own accounts of responsibility in her political writings are, in a similar way, riddled with tension. What shoul…
Ambiguous authority
For Hannah Arendt, authority is the shape educational responsibility assumes. In our time, authority in Arendt’s sense is under pressure. The figure of Greta Thunberg shows the failure of adult generations, taken collectively, to take responsibility for the world and present and future generations of newcomers. However, in reflecting on Arendt’s use of authority, we argue that her account of authority also requires amendments. Arendt’s situating …
Insisting on Action in Education
Biesta distinguishes three functions of education: qualification, socialization and subjectification. We focus on subjectification. When first addressing this concept, Biesta referred to action as defined by Arendt, thereby stressing the importance of ‘the question of freedom’. More recently, the question of freedom (Arendt) is replaced by ‘the question of responsibility’ (Levinas). For Levinas responsibility is related to irreplaceability. While…
Toward social-transformative education
The aim of this paper is to critique the individualistic ontological premises of ‘self-directed learning’, as it has been developed in humanist education literature in the tradition of Carl Rogers. The authors suggest instead that social-transformative education and its critical social ontology serve the emancipatory promise of education better while offering the possibility to tackle the collective challenges of our time. Beginning with an analy…
In Medias Res
In Medias Res
In Medias Res brengt een gezelschap van gerenommeerde auteurs samen om het oeuvre van Peter Sloterdijk toe te lichten, kritisch te bezien en toe te passen. Sloterdijk is in recente jaren uitgegroeid tot een van de meest toonaangevende Duitse denkers. Zijn werk, dat uitermate relevant is voor filosofen, kunst- en cultuurwetenschappers, sociologen, politicologen en theologen, wordt pas sinds kort vertaald naar het Engels. Dit boek is de eerste Enge…
The Global Sphere
Im Weltinnenraum des Kapitals (2005) delivers what its subtitle promises: a philosophical theory of globalization. This book and the theory it expounds extends the morphological philosophy of space put forward previously by Sloterdijk in the Sphären-trilogy (p. 14),1 which discusses a philosophical history of what he calls terrestrial globalization. For Sloterdijk, the globe as a philosophical concept (Globus, Kugel, sphaira) is a result of terre…
In Medias Res
In Medias Res brengt een gezelschap van gerenommeerde auteurs samen om het oeuvre van Peter Sloterdijk toe te lichten, kritisch te bezien en toe te passen. Sloterdijk is in recente jaren uitgegroeid tot een van de meest toonaangevende Duitse denkers. Zijn werk, dat uitermate relevant is voor filosofen, kunst- en cultuurwetenschappers, sociologen, politicologen en theologen, wordt pas sinds kort vertaald naar het Engels. Dit boek is de eerste Enge…
Toward social-transformative education
The aim of this paper is to critique the individualistic ontological premises of ‘self-directed learning’, as it has been developed in humanist education literature in the tradition of Carl Rogers. The authors suggest instead that social-transformative education and its critical social ontology serve the emancipatory promise of education better while offering the possibility to tackle the collective challenges of our time. Beginning with an analy…
The Global Sphere
Im Weltinnenraum des Kapitals (2005) delivers what its subtitle promises: a philosophical theory of globalization. This book and the theory it expounds extends the morphological philosophy of space put forward previously by Sloterdijk in the Sphären-trilogy (p. 14),1 which discusses a philosophical history of what he calls terrestrial globalization. For Sloterdijk, the globe as a philosophical concept (Globus, Kugel, sphaira) is a result of terre…
The Global Sphere
Im Weltinnenraum des Kapitals (2005) delivers what its subtitle promises: a philosophical theory of globalization. This book and the theory it expounds extends the morphological philosophy of space put forward previously by Sloterdijk in the Sphären-trilogy (p. 14),1 which discusses a philosophical history of what he calls terrestrial globalization. For Sloterdijk, the globe as a philosophical concept (Globus, Kugel, sphaira) is a result of terre…
In Medias Res
In Medias Res brengt een gezelschap van gerenommeerde auteurs samen om het oeuvre van Peter Sloterdijk toe te lichten, kritisch te bezien en toe te passen. Sloterdijk is in recente jaren uitgegroeid tot een van de meest toonaangevende Duitse denkers. Zijn werk, dat uitermate relevant is voor filosofen, kunst- en cultuurwetenschappers, sociologen, politicologen en theologen, wordt pas sinds kort vertaald naar het Engels. Dit boek is de eerste Enge…
In Medias Res
Toward social-transformative education
The aim of this paper is to critique the individualistic ontological premises of ‘self-directed learning’, as it has been developed in humanist education literature in the tradition of Carl Rogers. The authors suggest instead that social-transformative education and its critical social ontology serve the emancipatory promise of education better while offering the possibility to tackle the collective challenges of our time. Beginning with an analy…
Insisting on Action in Education
Biesta distinguishes three functions of education: qualification, socialization and subjectification. We focus on subjectification. When first addressing this concept, Biesta referred to action as defined by Arendt, thereby stressing the importance of ‘the question of freedom’. More recently, the question of freedom (Arendt) is replaced by ‘the question of responsibility’ (Levinas). For Levinas responsibility is related to irreplaceability. While…
Ambiguous authority
For Hannah Arendt, authority is the shape educational responsibility assumes. In our time, authority in Arendt’s sense is under pressure. The figure of Greta Thunberg shows the failure of adult generations, taken collectively, to take responsibility for the world and present and future generations of newcomers. However, in reflecting on Arendt’s use of authority, we argue that her account of authority also requires amendments. Arendt’s situating …
In‐Between Child and World
A key aspect of the educator's responsibility as understood by Hannah Arendt is its dual character. Educators are responsible for both the life and development of the child and the continuance of the world, as Arendt puts it in “The Crisis in Education.” Moreover, these aspects of responsibility are in tension with each other. Arendt's own accounts of responsibility in her political writings are, in a similar way, riddled with tension. What shoul…
Caring for educational concerns
Driven by the desire to address wicked problems and contribute to societal transitions, positive societal impact is on the agenda of higher education institutions. This article explores how the repositioning of education can take shape by redefining wicked problems as matters of concern. Problems presuppose solutions; concerns reflect ambiguities, including the tensions they entail. Making ambiguities explicit requires a welcoming attitude toward…
Sociology (7 works) · Philosophy (6 works) · Epistemology (5 works) · Philosophy (4 works) · Political science (4 works) · Hannah Arendt's Political Philosophy (3 works) · Law (3 works) · Law (3 works) · Pedagogy (3 works) · Computer Science (2 works)