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1 – 1 of 1Griet Roets, Paul Smeyers, Michel Vandenbroeck, Maria De Bie, Ilse Derluyn, Rudi Roose, Bruno Vanobbergen, Lieve Bradt and Angelo Van Gorp
The purpose of this paper is to reflect on how Eric Broekaert perceived “Ortho-pedagogy” as an academic discipline.
Abstract
Purpose
The purpose of this paper is to reflect on how Eric Broekaert perceived “Ortho-pedagogy” as an academic discipline.
Design/methodology/approach
The authors try to get a grasp on Broekaert’s point of view while cross-reading three central articles in which he explains his integrated and holistic paradigm of education.
Findings
One could argue that, while claiming that the different epistemological, ontological and methodological approaches underlying Eric Broekaert’s paradigm of holistic education are not easily integrated, the potential paradoxes he produced in this claim also enabled a “choc des idées” and challenged and enlightened a wide diversity of researchers and practitioners in taking a partial, locatable, critical, reflexive and temporary stance in educational praxis (Lather, 1991).
Originality/value
The authors discuss how Broekaert, as a companion in life, enabled them to cautiously embrace tensions, paradoxes and complexities in the development of an educational praxis.
Details