Lynn Fendler
Professor
Department of Teacher Education
Michigan State University
Ethics of knowledge, curriculum theory; philosophy of education; historiography; World Languages; taste and food.
Ph.D. 1999 - University of Wisconsin-Madison, Curriculum and Instruction, Adviser: Thomas Popkewitz
M.A. 1984 - University of Wisconsin-Madison, Applied English Linguistics (TESOL)
Graduate Work 1975-1976 - University of Wisconsin-Madison, Chinese History
B.A. 1974 -Augustana College, Rock Island, IL, Asian Studies & Philosophy
Diploma 1970 - Nürnberg American High School, Fürth, Germany
Michigan State University Professor 2013-present
Associate Professor 2007-2013; Assistant Professor 2001-07; Visiting Assistant Professor 2000-01.
University of Luxembourg, Visiting Professor 2010-11
RESEARCH
Peer-Reviewed Journal Articles
Fendler, L. (2016). Ethical implications of validity-vs-reliability trade-offs in educational research. Ethics and Education, 11(2): 214-229.
Phùng, T.H. & Fendler, L. (2015). A critique of knowledge-based arts education: Ars Gratia Artis through Rancière's aesthetics. Sisyphus--Journal of Education,3(1): 172-191.
Smeyers, P. & Fendler, L. (2015). Perspectives on representational and non-representational language-games for educational history and theory. Part 1: Revisiting the Wittgensteinian legacy. Paedagogica Historica,51(6): 674-690.
Fendler, L. & Smeyers, P. (2015). Perspectives on representational and non-representational language-games for educational history and theory. Part 2: Focusing on presentation instead of representation.Paedagogica Historica,51(6): 691-701.
Priem, K. & Fendler, L. (2015). 'Rationale Trennung' oder 'Marriage d´Amour'? Zum Verhältnis von Geschichte und Philosophie in der Erziehungswissenschaft, Zeitschrift für Pädagogik,2015, Vol. 5,<pages643-664.
In English as: Priem, K. & Fendler, L. (in press). Rationale Trennung’ or ‘Marriage d’Amour’? History and Philosophy of Educational Research. In P. Smeyers & M. Depaepe (Eds.). Educational Research: History and Philosophy Retrospective. Dordrecht: Springer.
Fendler, L. (2012). The magic of psychology in teacher education. Journal of the Philosophy of Education, 46(3), 332-351.
A version published as "Psychology in teacher education: Efficacy, professionalization, management, and habit" in P. Smeyers & M. Depaepe (Eds.). The attraction of psychology.Dordrecht: Springer.
Fendler, L. (2012). The educational problems of aesthetic taste. Zeitschrift für Pädagogik, 58, pp. 66-80. Special issue on Materiality and Education, [Die Materialität der Erziehung: Kulturelle und soziale Aspekte pädagogischer Objekte.] Karin Priem, Gudrun M. König & Rita Casale, (Eds.).
Fendler, L. (2012). Lurking, distilling, exceeding, vibrating. Studies in Philosophy and Education, 31(3), 315-326.
Professor
Department of Teacher Education
Michigan State University
Ethics of knowledge, curriculum theory; philosophy of education; historiography; World Languages; taste and food.
Ph.D. 1999 - University of Wisconsin-Madison, Curriculum and Instruction, Adviser: Thomas Popkewitz
M.A. 1984 - University of Wisconsin-Madison, Applied English Linguistics (TESOL)
Graduate Work 1975-1976 - University of Wisconsin-Madison, Chinese History
B.A. 1974 -Augustana College, Rock Island, IL, Asian Studies & Philosophy
Diploma 1970 - Nürnberg American High School, Fürth, Germany
Michigan State University Professor 2013-present
Associate Professor 2007-2013; Assistant Professor 2001-07; Visiting Assistant Professor 2000-01.
University of Luxembourg, Visiting Professor 2010-11
RESEARCH
Peer-Reviewed Journal Articles
Fendler, L. (2016). Ethical implications of validity-vs-reliability trade-offs in educational research. Ethics and Education, 11(2): 214-229.
Phùng, T.H. & Fendler, L. (2015). A critique of knowledge-based arts education: Ars Gratia Artis through Rancière's aesthetics. Sisyphus--Journal of Education,3(1): 172-191.
Smeyers, P. & Fendler, L. (2015). Perspectives on representational and non-representational language-games for educational history and theory. Part 1: Revisiting the Wittgensteinian legacy. Paedagogica Historica,51(6): 674-690.
Fendler, L. & Smeyers, P. (2015). Perspectives on representational and non-representational language-games for educational history and theory. Part 2: Focusing on presentation instead of representation.Paedagogica Historica,51(6): 691-701.
Priem, K. & Fendler, L. (2015). 'Rationale Trennung' oder 'Marriage d´Amour'? Zum Verhältnis von Geschichte und Philosophie in der Erziehungswissenschaft, Zeitschrift für Pädagogik,2015, Vol. 5,<pages643-664.
In English as: Priem, K. & Fendler, L. (in press). Rationale Trennung’ or ‘Marriage d’Amour’? History and Philosophy of Educational Research. In P. Smeyers & M. Depaepe (Eds.). Educational Research: History and Philosophy Retrospective. Dordrecht: Springer.
Fendler, L. (2012). The magic of psychology in teacher education. Journal of the Philosophy of Education, 46(3), 332-351.
A version published as "Psychology in teacher education: Efficacy, professionalization, management, and habit" in P. Smeyers & M. Depaepe (Eds.). The attraction of psychology.Dordrecht: Springer.
Fendler, L. (2012). The educational problems of aesthetic taste. Zeitschrift für Pädagogik, 58, pp. 66-80. Special issue on Materiality and Education, [Die Materialität der Erziehung: Kulturelle und soziale Aspekte pädagogischer Objekte.] Karin Priem, Gudrun M. König & Rita Casale, (Eds.).
Fendler, L. (2012). Lurking, distilling, exceeding, vibrating. Studies in Philosophy and Education, 31(3), 315-326.