Ideas

Masschelein, J. (2022). Gaandeweg. Over pedagogische vormen. Nota's voor een college. Leuven.

Masschelein, J. (2022). With time. Regarding pedagogical forms. Notes for a lecture. Leuven

Kohan, W. & Masschelein, J. (2021). Correspondence Walter Kohan & Jan Masschelein, (August 2020 – July 2021).

Simons, M. (2021). The rediscovery of the irrelevance of educational thinking. Bildungsgeschichte. International Journal for the Historiography of Education, 11(1), 58-61.

Masschelein, J. (2021). Werken in het duister ensceneren. Staging work in the dark. In Ontwerpend onderzoek. Architectuur op het spoor. On to architecture ( pp. 100-109). Antwerpen: Universiteit Antwerpen.

Masschelein, J. & Simons, M. (2020). In defense of the world … and the family? Preface to the Korean edition of ‘In Defense of the School. A public issue’

Masschelein, J. (2020). Una historia educativa de la caverna. Revista Fermentario, 14(1), 8-27.

Masschelein, J., & Pols, W. (2019). Een pedagogisch perspectief: Inleiding op het themanummer. Pedagogiek, 39(3),
269-277.

Masschelein, J. (2019). La escuela como práctica y technología de la pertenencia al mundo. Praxis & Saber, 10
(24), 387-399.

Masschelein, J., Simons, & M., Larrosa, J. (2019). The matter with/of school. Storylines of the scholastic fable. In R.
Mayer, & A. Schäfer, S. Wittig (Eds.), Jacques Rancière: Pädagogische Lektüren, (135-153). Wiesbaden: Springer VS.

Masschelein, J. (2018). An educational cave story (On animals that go to 'school'). In P. Smeyers (Eds.), International handbook of philosophy of education (pp. 1185-1200). (Springer International Handbooks of Education). Springer.

Masschelein, J. (2018). Woord vooraf. Van sociale naar 'mondiale' pedagogiek? In D. Wildemeersch (Eds.), Grensverleggers. Over kwesties die ons verdelen, (11-13). Antwerpen: Garant.

Masschelein, J. & Simons, M. (2017). Educational theorists. In M.A. Peters (Eds.), Encyclopedia of Educational Philosophy and Theory (pp. 688-693). Springer.

Simons, M. & Masschelein, J. (2017). Experiências de escola: uma tentativa de encontrar uma voz pedagógica. Childhood & Philosphy, 13(28), 649-669.

Masschelein, J., & Simons, M. (2016). Afterwords. Educational Theory, 66 (4), 575-576

Masschelein, J. (2016). Kritische theorie en kritische pedagogiek. In P. Smeyers, S. Ramaekers, R. van Goor, & B. Vanobbergen (Eds.), Inleiding in de pedagogiek (121-140). Den Haag: Boom.

Masschelein, J. (2015). Epilogue. After school ...school once more ? In N. Vansieleghem, J. Vlieghe, P. Verstraete (Eds.), Afterschool. Images, education, and research, (157-159). Leuven: Leuven University Press.

Masschelein, J. (2015). Why we are in need of pedagogical sciences (as design sciences). A few brief notes. Pedagogia y Saberes, 43, 91-100.

Kohan, W., & Masschelein, J. (2015). ¿Pedagogo? ¿Filósofo? Un ejercicio de pensar juntos. In J.E. Pérez, J.P. Alvarez, C.G. Araya (Eds.), Hacer filosofía con niños y niñas. Entre educación y filosofía, Chapt. 3, (59-89). (Selección de textos, 4). Valparaíso: Universidad de Valparaíso.

Masschelein, J., Vertaler Méndez Peña, M. (2015). ¿Por qué necesitamos de ciencias pedagógicas (como ciencias del diseño)? Unas breves notas. Pedagogia y Saberes, 43, 111-120.

Masschelein, J. (2014). "It is 'we' that are concerned ?" "Being European" as public issue. International Journal for the Historiography of Education, 4 (1), 115-117

Masschelein, J. (2014). Afterword: The pedagogue and/or the philosopher, An excercise in thinking together: a dialogue with Jan Masschelein. In W. Kohan (Eds.), Childhood, education an philosophy. New ideas for an old relationship, (90-113). (New directions in the Philosophy of Education). London: Routledge

Masschelein, J. (2014). An elementary educational issue of our times? Klaus Mollenhauer's (un) contemporary concern. Phenomenology & practice, 8 (2), 50-54.

Masschelein, J., & Simons, M. (2014). Communising or immunising (the) humanities inventing new pedagogic forms. Open. Cahier over kunst en het publieke domein, Art.No. 118, 1-8

Masschelein, J. (2014). O mundo "mais uma vez" : andando sobre linhas. In F.F R. Martins, M.J V. Netto, W.O. Kohan (Eds.), Encontrar escola, (170-172). Rio de Janeiro: Lamparina, FAPERJ.

Masschelein, J. (2014). Waar staat de jeugd in 2020? De nood aan 'pedagogische plekken'. In C. Mathijssen, M. Loopmans, & R. Crivit (Eds.), Kwetsbare vrije tijd? Uitdagingen voor emanciperend jeugdbeleid, (199-209). Leuven/Den Haag: Acco.

Simons, & M., Masschelein, J. (2014). “This Truth That I Say to You, Well, You See It in Myself”: On research as education | As philosophy | As a way of life. In A.D. Reid, E.P. Hart, & M.A. Peters (Eds.), A companion to research in education, Chapt. 11, (83-95). Dordrecht: Springer.

Nguyen, N.Q., Wildemeersch, D., & Masschelein, J. (2013). Community Forest a Heterotopia. The International Journal of Environmental Studies, 70 (6), 877-892.

Masschelein, J., & Simons, M. (2013). Het atelier als autonome pedagogische plek. In M-J. Corsten, C. Niesten, H. Fens, & P. Gielen (Eds.), Autonomie als waarde. Dilemma's in kunst en onderwijs, (49-71). Amsterdam: Valiz.

Simons, M. (2013). Marginal comments on the presence and absence of education. International Journal for the Historiography of Education, 3(2), 251-255.

Masschelein, J. (2012). Inciting an attentive experimental ethos and creating a laboratory setting. Philosophy of education and the transformation of educational institutions. Zeitschrift für Pädagogik, 58 (3), 354-370

Verstraete, P., & Masschelein, J. (2012). Living in the presence of others: towards a reconfiguration of space, asylum and inclusion. International Journal of Inclusive Education, 16 (11), 1189-1202.

Masschelein, J. (2012). Opvoeding en burgerschap? Pedagogische betekenis van gezin en school: kinderen ter wereld brengen. In H. Haerden (Eds.), Nadenken over opvoeding, (102-111). Antwerpen - Apeldoorn: Garant.

Masschelein, J. (2011). Experimentum Scholae: The world once more ...But not (yet) finished. Studies in Philosophy and Education, 30 (5), 529-535.

Masschelein, J. (2011). Het meedelen en ontsluiten van wereld. Over experiment en ding. Dietsche Warande en Belfort, 156 (1), 15-23

Masschelein, J. (2011). Philosophy of education as an exercise in thought : to not forget oneself when 'things take their course'. European Educational Research Journal, 10 (3), 356-366.

Masschelein, J. (2011). Philosophy of education. Bajo Palabra. Revista de filosofía, 2 (6), 39-40.

Masschelein, J., & Simons, M. (2011). The hatred of public schooling : the school as the mark of democracy. In M. Simons, & J. Masschelein (Eds.), Rancière, public education and the taming of democracy, Chapt. 11, (150-165). Chichester: Wiley-Blackwell.

Masschelein, J. (2010). De cinema van de Dardennes als publieke denkoefening. In de bres tussen verleden en toekomst. Oikos : Forum voor Sociaal-Ecologische Verandering, 4(55), 38-46

Masschelein, J. (2010). E-ducating the gaze: the idea of a poor pedagogy. Ethics and Education, 5 (1), 43-53.

Simons, M., & Masschelein, J. (2010). Governmental, political and pedagogic subjectivation: Foucault with Rancière. Educational Philosophy and Theory, 42(5), 588-605.

Simons, M., & Masschelein, J. (2010). Hatred of democracy... and of the public role of education? Introduction to the special issue on Jacques Rancière. Educational Philosophy and Theory, 42(5), 509-522.

Masschelein, J. (2009). The World ‘Once More’: Walking Lines. Teachers College Record.

Masschelein, J., & Simons, M. (2008). Do historians (of education) need philosophy? The enlightening potential of a philosophical ethos. Paedagogica historica, 44 (6), 647-660.

Masschelein, J. (2008). The ethos of the intellectual and its public meaning. Zeitschrift für pädagogische Historiographie, 14 (2), 103-104

Masschelein, J. (2006). Experience and the limits of governmentality. Educational Philosophy and Theory, 38, 561-575.

Masschelein, J., Quaghebeur, K. (2006). Participation: Making a difference? Critical analysis of the participatory claims of change, reversal and empowerment. Interchange, 73, 309-331

Simons, M., Masschelein, J., & Quaghebeur, K. (2005). The ethos of critical research and the idea of a coming research community. Educational philosophy and theory, 37(6), 817-832.