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The authors combine historical and philosophical perspectives in examining the differing institutional loci of education research, and also assess the potential and the limitations of each. The contributors trace the effects of ‘space’ on educational practice in the classroom, in the broader institutions, and in the academic discipline of education—doing so for a range of international contexts. \u003c\/p\u003e\u003cp\u003eThe chapters address various topics relating to the physical and geographical environment. How, for example, does geographical space shape researchers’ mental frameworks? How did the learning environments in which young children are taught today evolve? To what extent did parochialism shape America’s higher education system? How can our understanding of classroom practice be enhanced by concepts of space? The book acknowledges that texts themselves, as well as the research ‘arena’, are ‘spaces’ too, and notes the fascinating debate on the concept of space in the field of mathematics education. 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RHETORIC AND ARGUMENT IN THE LANGUAGE OF EDUCATION AND OF EDUCATIONAL RESEARCH.- 2. BEYOND ARGUMENTS AND IDEAS: LANGUAGES OF EDUCATION.- 3. SOURCES IN THE MAKING OF HISTORIES OF EDUCATION: PROOFS, ARGUMENTS AND OTHER FORMS OF REASONING FROM THE HISTORIAN'S WORKPLACE.- 4. EDUCATIONAL FORMALISM AND THE LANGUAGE OF GOALS IN AMERICAN EDUCATION, EDUCATIONAL REFORM, AND EDUCATIONAL HISTORY.- 5. THE LANGUAGE OF EDUCATION AND THE LANGUAGE OF EDUCATIONAL RESEARCH: THE KNOWLEDGE ECONOMY, CITIZENSHIP AND SUBJECTIVATION.- 6. PARENTING IN A TECHNOLOGICAL AGE.- 7. CAPABILITY AND THE LANGUAGE OF EDUCATIONAL RESEARCH.- 8. A RHETORIC FOR EDUCATIONAL RESEARCH.- 9. ARGUMENTS AND PROOFS ABOUT ARGUMENTS AND PROOFS.- 10. EVIDENCE AND ARGUMENTATION IN EDUCATIONAL RESEARCH.- 11. HALF A LANGUAGE: LISTENING IN THE CITY OF WORDS.- 12. REVISITING ACHILLES' SADNESS THAT NO METHOD CAN BE FOUND. EDUCATIONAL RESEARCH: TO WHOM SHOULD WE TALK, FOR WHAT PURPOSE AND IN WHAT WAY?.- 13. 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EDUCATIONAL FORMALISM AND THE LANGUAGE OF GOALS IN AMERICAN EDUCATION, EDUCATIONAL REFORM, AND EDUCATIONAL HISTORY.- 5. THE LANGUAGE OF EDUCATION AND THE LANGUAGE OF EDUCATIONAL RESEARCH: THE KNOWLEDGE ECONOMY, CITIZENSHIP AND SUBJECTIVATION.- 6. PARENTING IN A TECHNOLOGICAL AGE.- 7. CAPABILITY AND THE LANGUAGE OF EDUCATIONAL RESEARCH.- 8. A RHETORIC FOR EDUCATIONAL RESEARCH.- 9. ARGUMENTS AND PROOFS ABOUT ARGUMENTS AND PROOFS.- 10. EVIDENCE AND ARGUMENTATION IN EDUCATIONAL RESEARCH.- 11. HALF A LANGUAGE: LISTENING IN THE CITY OF WORDS.- 12. REVISITING ACHILLES' SADNESS THAT NO METHOD CAN BE FOUND. EDUCATIONAL RESEARCH: TO WHOM SHOULD WE TALK, FOR WHAT PURPOSE AND IN WHAT WAY?.- 13. REASONING FROM EDUCATIONAL RESEARCH TO POLICY.- 14. NOTES ON CONTRIBUTORS. 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The volume presents in-depth studies that integrate the perspective of history and philosophy of education.\u003c\/p\u003e\u003cp\u003eEducational research has been typically carried out within a discourse of change: changing educational practice, changing policy, or changing the world. Sometimes these expectations have been grand, as in claims of emancipation; sometimes they have been more modest, as in research as a support for specific reforms. This book explores the answers to such questions as: Are these expectations justified? How have these discourses of change themselves changed over time? What have researchers meant by change, and related concepts such as reform, improvement, innovation, progress and the new? Does this teleological and hopeful discourse itself reflect a particular historical and national\/cultural point of view? Is it over promising for educational research to claim to solve social problems, and are these properly understood as educational problems? 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An international group of scholars, philosophers and historians of education, address questions such as ‘Why publish?’, ‘The lust for academic fame’, ‘Why educational historiography is not an unnecessary luxury?’, and ‘Ways of knowing’. The twelve chapters are preceded by an introduction where issues of plurality and diversity in the study of education are at centre stage and followed by an Epilogue written by the Editors of the Springer Series Educational Research. Paul Smeyers and Marc Depaepe offer some final reflections after a journey of two decades that took them and the colleagues participating in the Research Community from 1999 till 2018 floating on the current of the Zeitgeist that carried the Discipline of Education. 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Three parts can be distinguished. The rst part, consisting of Chaps.1-8, covers the basic concepts and equations, the distinction between spheroidal and toroidal normal modes, the solution of Poisson's differential equation for the perturbation of the gravitational potential, and Hamilton's variational principle. The second part, consisting of Chaps.9-13, is devotedto the possible existenceof waves propagating in the radial direction, the origin and classi cation of normal modes, the comple- ness of the normal modes, and the relation between the local stability with respect to convection and the global stability of a star. In the third part, Chaps.14-18 c- tain asymptoticrepresentationsof normalmodes. Chapter 19 deals with slow period changes in rapidly evolving pulsating stars. The theory is developed within the framework of the Newtonian theory of gr- itation and the hydrodynamics of compressible uids. It is described in its present status, with inclusion of open questions. 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It is argued that the antidote to this is, however, not to aspire to 'thought itself', but instead to do justice to its own rootedness in the 'material', including textuality. From an historical point of view such an innovative approach can itself revamp the material scholarly culture and the way it is represented. The chapters address a variety of topics such as the cultural heritage of the school desk, the significance of images for research into long-term educational processes, the way iconic signs function, and how modes of enquiry relate to the materiality of education. Attention is also given to standards for reporting on educational research studies and how these limit the scope and communication and moreover shape researchers, to the forms of citation practices as substantially influencing methods and content, and to the centrality of conversation not just as the means to an end but as what matters; further to representational and to non-representational theories for educational research. 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The question in the title of this edited collection took its inspiration from a verse by Goethe: Wer Großes will, muss sich zusammenraffen. In der Beschränkung zeigt sich erst der Meister. Such confinement or limitation that may show mastery does not characterize at all the present state of the educational research publication scene. Instead, there have never been more of such publications which follow each other with an increasing speed. It may therefore be interesting to delve into the reasons of this development that is characteristic of what is published in this field as in many or almost all fields of scholarly work. \u003cbr\u003eThe chapters in this collection address aspects of the (re)presentation, dissemination and reception, and the production and acceleration of educational research. An international group of scholars, philosophers and historians of education, address questions such as ‘Why publish?’, ‘The lust for academic fame’, ‘Why educational historiography is not an unnecessary luxury?’, and ‘Ways of knowing’. The twelve chapters are preceded by an introduction where issues of plurality and diversity in the study of education are at centre stage and followed by an Epilogue written by the Editors of the Springer Series Educational Research. Paul Smeyers and Marc Depaepe offer some final reflections after a journey of two decades that took them and the colleagues participating in the Research Community from 1999 till 2018 floating on the current of the Zeitgeist that carried the Discipline of Education. 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