Artikel

Masschelein, J. (2024). Con tiempo. Sobre las formas pedagógicas. Notas para una lección. Teoría de la Educación. Revista Interuniversitaria, 36(1), 13-30.
https://doi.org/10.14201/teri.31700

Masschelein, J. & Simons, M. (2023). Remettre « l’école » au coeur de nos établissements d’enseignement. Se réapproprier l’école comme forme pédagogique. Éthique en éducation et en formation, 14, 96-112.

Masschelein, J., & Simons, M. (2021). Students Re-Discovering the University: Presence of Mind and Body. Philosophy and Theory in Higher Education, 3(3), 133-146.

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

Simons, M. (2020). The figure of the independent learner: on governing by personalization and debt. Discourse: Studies in the Cultural Politics of Education (online 12 May)

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., & Simons, M. (2019). Het failliet van onderwijs op maat: naar pedagogische werkplekken.
Pedagogiek, 39 (3), 349-366.

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

Simons, M., & Masschelein, J. (2019). School, pedagogy and Foucault's undefined work of freedom. Materiali
foucaultiani, VII (13-14), 113-133.

Masschelein, J. (2019). Turning a city into a milieu of study: university pedagogy as "frontline". Educational
Theory, 69(2), 185-203.

Filordi de Carvalho, A., Groppa Aquino, J., Masschelein, J. & Simons, M. (2017). After in defence of the school: an interview with Jan Masschelein and Maarten Simons. Depois de em defesa da escola: uma entrevista com Jan Masschelein e Maarten Simons. Después de defensa de la escuela: una entrevista con Jan Masschelein e Maarten Simons. ETD - Educação Temática Digital, 19(4), 705-719.

Masschelein, J., & Simons, M. (2017). Aktif Vatandaşlıktan Dünya Vatandaşlığına: Bir Dünya Üniversitesi Önerisi. Yükseköḡretim ve Bilim Dergisi / Journal of Higher Education and Science, 7(2), 167-176.

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

Simons, M. (2017). Manipulation or study: some hesitations about post-truth politics. International Journal for the Historiography of Education, 7(2), 239-244.

Simons, M., & Masschelein, J. (2017). School experiences: an attempt to find a pedagogical voice. Childhood and philosophy, 13(28), 649-669.

Masschelein, J., & Simons, M. (2017). The language of the school: alienating or emancipating? Childhood and philosophy, 13(27), 193-212.

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

Masschelein, J. (2016). Akademische Freiheit und das Prinzip "Schule". Die Hochschule, 2, 37-53.

Masschelein, J., & Simons, M. (2015). Education in times of fast learning: the future of the school. Ethics and Education, 10 (1), 84-95.

Simons, M., & Masschelein, J. (2015). The future of the university. Open. Cahier over kunst en het publieke domein. https://www.onlineopen.org/the-future-of-the-university

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

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). 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., & Simons, M. (2014). De architectuur van de leeromgeving/ een 'school' zonder 'ziel'? /The architecture of the learning environment/a 'school' without a 'soul' ? Oase: Tijdschrift voor Architectuur, 72, 6-13.

Simons, M. (2014). Governing education without reform: The power of the example. Discourse Studies in Cultural Politics of Education, 36 (5), 712-731.

Simons, M.,& Masschelein, J. (2013). 'Se nos hace creer que se trata de nuestra libertad' : notas sobre la ironía del dispositivo de aprendizaje. Pedagogia y Saberes, 38, 93-102

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

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. (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.

Simons, M., & Masschelein, J. (2011). Sociedade da aprendizagem e governamentalidade: uma introdução. Curriculo sem Fronteiras, 11(1), 121-136.

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., & Simons, M. (2010). Schools as Architecture for Newcomers and Strangers: The Perfect School as Public School? Teachers College Record, 112(2), 533-555.

Masschelein, J., & Simons, M. (2010). The hatred of public schooling: the school as the mark of democracy. Educational Philosophy and Theory, 42(5), 666-682.

Masschelein, J., & Simons, M. (2009). From Active Citizenship to World Citizenship: a proposal for a world university. European Educational Research Journal, 8(2), 236-248.

Masschelein, J., & Simons, M. (2009). Het publieke karakter van de universiteit. Het plaats-vinden en vorm-geven van het publiek(e). Wijsgerig Perspectief op Maatschappij en Wetenschap, 49 (4), 8-15.

Simons, M., & Masschelein, J. (2009). In de ban van het leren. Over biopolitiek en beleid van levenslang leren. Krisis: Journal for contemporary philosophy, 3, 23-38

Simons, M., & Masschelein, J. (2009). The Public and its University: beyond learning for civic employability? European Educational Research Journal, 8(2), 204-217.

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

Simons, M., & Masschelein, J. (2009). Towards the Idea of a World University. Interchange, 40(1), 1-23.

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

Simons, M., & Masschelein, J. (2008). From schools to learning environments: The dark side of being exceptional. Journal of philosophy of education, 42(3-4), 687-704.

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

Simons, M., & Masschelein, J. (2008). The governmentalization of learning and the assemblage of a learning apparatus. Educational theory, 58(4), 391-415.

Masschelein, J., & Simons, M. (2007). Competentiegericht onderwijs: voor wie? Over de 'kapitalistische' ethiek van het lerende individu. Ethische perspectieven: nieuwsbrief van het Overlegcentrum voor Ethiek, 17(4), 398-421.

Simons, M. (2007). Educational policy in a European context: Exploring processes of governmentalisation in Flanders. Tertium Comparationis. Journal für International und Interkulturell Vergleichende Erziehungswissenshaft. 13(2), 217-233.

Simons, M., & Masschelein, J. (2007). Spiegeltje, spiegeltje aan de wand: over onderwijsbeleid en informeren. Impuls voor onderwijsbegeleiding, 38 (2), 67-75.

Masschelein, J., & Simons, M. (2007). The architecture of the learning environment: A school without a ‘soul’? Oase, 72, 6-13.

Simons, M. (2007). The ‘Renaissance of the University’ in the European knowledge society: An exploration of principled and governmental approaches. Studies in philosophy and education, 26(5), 433-447.

Simons, M. (2007). ‘To be informed’: Understanding the role of feedback information for Flemish/European policy. Journal of Education Policy, 22(5), 531-548.

Simons, M. (2006). Education through research at European Universities: Notes on the orientation of academic research. Journal of Philosophy of Education, 40(1), 31-50.

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

Simons, M. (2006). Learning as investment. Notes on governmentality and biopolitics. Educational Philosophy and Theory, 38, 523-540.

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.

Simons, M., & Masschelein, J. (2006). The learning society and governmentality: An introduction. Educational Philosophy and Theory, 38(4), 417-430.

Simons, M., & Masschelein, J. (2006). The permanent quality tribunal in education and the limits of education policy. Policy Futures in Education, 4(3), 292-305.

Masschelein, J., & Simons, M. (2005). The strategy of the inclusive education apparatus: inclusive education for exclusive pupils. Studies in philosophy and education, 24(2), 117-138.

Masschelein, J., & Simons, M. (2004). Onderwijs-kwaliteit-beleid: of waarom we zo stuurbaar zijn. Tijdschrift voor onderwijsrecht en onderwijsbeleid, 16, 210-211.

Masschelein, J., & Simons, M. (2002). An adequate education in a globalised world? A note on immunisation against being-together. Journal of philosophy of education, 36(4), 589-608.

Simons, M. (2002). Governmentality, education and quality management: Toward a critque of the permanent quality tribunal. Zeitschrift für Erziehungswissenschaft, 5(4), 617-633.