References of "Fendler, Lynn"
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See detailShifting Epistemologies for Discipline and Rigour in Educational Research: Challenges and Opportunities from Digital Humanities
Priem, Karin UL; Fendler, Lynn

in European Educational Research Journal (2019)

This paper historicizes “rigour”, discipline” and “systematic” as inventions of a certain rational spirit of Enlightenment that was radicalized during the 19th century. These terms acquired temporary ... [more ▼]

This paper historicizes “rigour”, discipline” and “systematic” as inventions of a certain rational spirit of Enlightenment that was radicalized during the 19th century. These terms acquired temporary value in a transition during the 19th century when a culture of research was established within a modern episteme. Beginning in the 20th century, this development was perceived as problematic, triggering criticism from philosophy and the arts, and even within the sciences. “Discipline”, “rigour” and “systematic” have changed meanings over time, and recent contributions from Digital Humanities are promising for a renewed critical debate about rigour in research. Both digital humanities and quantitative research deal with big data sets aimed at providing a large-scale analysis. However, unlike most quantitative research, digital humanities explore uncertainties as their main focus. Attention to the human-machine collaboration has led to more expansive thinking in scientific research. Digital humanities go further by advancing a metaperspective that deals with the material hermeneutics of data accumulation itself. [less ▲]

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See detail'Rationale Trennung' or 'Marriage d'Amour'? History and Philosophy of Educational Research
Priem, Karin UL; Fendler, Lynn

in Espacio, Tiempo y Educacion (2018), 5(2),

This article focuses on disciplinary interrelationships between philosophy and history within the framework of educational sciences. It deals with the epistemological, material, political, and categorical ... [more ▼]

This article focuses on disciplinary interrelationships between philosophy and history within the framework of educational sciences. It deals with the epistemological, material, political, and categorical conditions of permeability, some of which initiate a separation of historical science from philosophy, whereas others allow, on the one hand, for history to profit from philosophy and, on the other, for philosophy to profit from history. The article illustrates how both history and philosophy benefit through reciprocal openness within education as an academic field. Permeability between history and philosophy in educational research may draw attention to lacunae on both sides and challenge methodological stereotypes and seemingly unavoidable dispositions of reasoning, the recognition of which may contribute to an enrichment of educational research. [less ▲]

Detailed reference viewed: 101 (27 UL)
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See detail"Rationale Trennung" oder "Marriage d'Amour"? Zum Verhältnis von Geschichte und Philosophie in der Erziehungswissenschaft
Priem, Karin UL; Fendler, Lynn

in Zeitschrift für Pädagogik (2015), 5

The contribution serves as an example of enabling permeability between philosophy and history within the frame work of educational science. It deals with the epistemological, material, political, and ... [more ▼]

The contribution serves as an example of enabling permeability between philosophy and history within the frame work of educational science. It deals with the epistemological, material, political, and categorical conditions, some of which initiate a separation of historical science from philosophy, whereas others allow, on the one hand, for history to profit from philosophy and, on the other, for philosophy to profit from history. It is shown how much is to be gained by both philosophy and historical science through reciprocal openness within educational science. A greater integration of philosophical thought into education history and vice versa may draw attention to blind spots on both sides, to unchallenged methodological archetypes and seemingly unavoidable mental dispositions, the reflection of which may contribute to an enrichment of educational research. [less ▲]

Detailed reference viewed: 104 (11 UL)
See detailMaterial Contexts and Creation of Meaning in Virtual Places: Web 2.0 as a Space of Educational Research
Fendler, Lynn; Priem, Karin UL

in Smeyers, Paul; Depaepe, Marc; Keiner, Edwin (Eds.) Educational Research: The Importance and Effects of Institutional Spaces (2013)

Detailed reference viewed: 73 (7 UL)