Nicholas C. Burbules

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Nicholas C. Burbules

Edward William and Jane Marr Gutgsell Professor
Department of Education Policy, Organization and Leadership
University of Illinois, Urbana-Champaign

Bio and Research Interest

Nicholas C. Burbules is the Gutgsell Professor in the Department of Educational Policy, Organization and Leadership at the University of Illinois, Urbana-Champaign.

His primary research areas are philosophy of education; teaching through dialogue; professional ethics; technology issues in education; and critical social theory.

His current work on technology emphasizes the topic of ubiquitous learning, the study of new models of “anywhere, anytime” learning, and multimodal teaching and learning.

He is currently the Education Director for the National Center on Professional and Research Ethics, located at the University of Illinois, Urbana-Champaign.

His most recent books are Showing and Doing: Wittgenstein as a Pedagogical Philosopher, coauthored with Michael Peters and Paul Smeyers (2010, Paradigm Press) and Feminisms and Educational Research, coauthored with Wendy Kohli (2012, Rowman and Littlefield). He co-edited, with Paul Smeyers, David Bridges, and Morwenna Griffiths, the International Handbook of Interpretation in Educational Research (Springer, 2015).

PhD

Stanford University, 1983

Publications

Nicholas C. Burbules, “How we use and are used by social media in education.” Educational Theory, Vol. 66 No. 4 (2016): 551-565.

Nicholas C. Burbules, “Some problems with the neuroscience research program.” Clarence Joldersma, ed., Neuroscience and Education: A Philosophical Appraisal (New York: Routledge, 2016), pp. 194-207.

Nicholas C. Burbules, "The changing functions of citation: from knowledge networking to academic cash-value." Paedagogica Historica Vol. 51, No. 6 (2015): 716-726.Nicholas C. Burbules, “Philosophical reflections on editing.” Educational Theory, Vol. 64 No.4 (2014): 317-331.

Paul Smeyers and Nicholas C. Burbules, “How to improve your impact factor: Questioning the quantification of academic quality.” Journal of Philosophy of Education, Vol. 45 No. 1 (2011): 1-17.