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Burbules, Nicholas C. University of IllinoisE-Mail authorNICHOLAS C. BURBULES is Grayce Wicall Gauthier Professor in the Department of Educational Policy Studies at the University of Illinois. He holds a Ph.D. in philosophy of education from Stanford University. Over the past 10 years, he has also held visiting professorships in Belgium, Brazil, Argentina, Australia, and New Zealand. His research focuses on philosophy of education; technology and education; teaching and dialogue; and critical social and political theory. He has published several books; his most recent is Showing and Doing: Wittgenstein as a Pedagogical Philosopher, coauthored with Michael Peters and Paul Smeyers (Paradigm Press). Nicholas C. Burbules & Suzanne Rice — 2011 This article discusses what a virtues orientation might offer in terms of understanding and fostering good listing in educational contexts. Nicholas C. Burbules & Suzanne Rice — 2011 In this article, we examine the common activity of pretending to listen and argue that thinking about it carefully reveals some important insights into the practice of listening more generally. Then we turn to the question of pretending to listen in the context of teaching: Is it always inappropriate? Is it even avoidable? Does it sometimes serve valuable purposes? Is it sometimes �good enough�? Bryan R. Warnick & Nicholas C. Burbules — 2007 This article analyzes some of the conceptual problems in the debate concerning media comparison studies. It examines the process of making a comparison, explores the concepts of “media” and “methods,” and suggests some alternative visions of media studies in education. Nadine Dolby & Nicholas C. Burbules — 2002 An introduction and overview of the TCR special issue on the response of educators to the September 11th attack on America. Nicholas C. Burbules & Thomas A. Callister — 2000 The authors consider some issues confronting higher education as a result of the increasing use of new information and communication technologies for online teaching and the increasing globalization of higher education institutions and constituencies. Nicholas C. Burbules — 1999 Nicholas C. Burbules — 1990 When education is regarded with a "tragic sense," both pessimism and utopianism are avoided. The tragic sense refers to an awareness of impediments to success, prospects for failure, and limits to one's efforts. Tragic circumstances in education are discussed, in addition to pragmatism as a philosophical approach to education. Nicholas C. Burbules & Harvey Kantor — 1988 In this article the authors discuss Michael Apple’s observations about changes in contemporary educational policy debates, focusing on the mode of explanation he employs in accounting for these changes. Nicholas C. Burbules — 1984
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