Affiliate Unit for Criticism and Interpretive Theory, University of Illinois at Urbana-Champaign, 1994 - present
Professor Department of Educational Policy Studies, University of Illinois at Urbana-Champaign, 1994 - present
Associate Professor Department of Educational Policy Studies, University of Illinois at Urbana-Champaign, 1989 - 1994
Assistant, Associate Professor Department of Educational Studies, University of Utah, 1983 - 1989
Ph.D., Philosophy of Education, Stanford University, 1983
M.A., Philosophy, Stanford University, 1979
B.A., Philosophy, Religious Studies, Grinnell College, 1975
Grayce Wicall Gauthier Professor College of Education, 2002 - 2007
Gutgsell Professor Office of the Provost, 2009 - 2014
Fellow Fellow of the International Academy of Education, 2010 - present
Recipient Award for Outstanding Contributions to the Philosophy of Education, James and Helen Merritt Foundation, 2004 - 2004
Incomplete List of Teachers Ranked as Excellent by Their Students University of Illinois at Urbana-Champaign, 2002 - 2002
Distinguished Senior Scholar College of Education, 2001 - 2002
Faculty Exchange Award University of Leuven, 2001 - 2001
New grants for FY2011 (9/1/2011)
My research focuses on philosophy of education; teaching and dialogue; critical social and political theory; and technology and education.
My major current projects include work on ethical and policy issues concerning new technologies in education; virtual reality; collaboration; and dialogue and "third spaces."
Burbules, N. (2003) Educational research as a social discourse. Beyond empiricism: On criteria for educational research University Press: Leuven, Belgium link >
Burbules, N., & Lambeir, B. (2003) The importance of new technologies in promoting collaborative educational research. Beyond empiricism: On criteria for educational research,. University Press: Leuven, Belgium
Burbules, N. (2000) Does the Internet constitute a global educational community?. Globalization and education: Critical perspectives Routledge: New York
Burbules, N. (2000) Philosophy of education. Routledge international companion to education Routledge: New York
Burbules, N., Callister, T., & Jr, . (2000) Universities in transition: The promise and the challenge of new technologies Teachers College Record 102 (2), 273-295
Burbules, N., Callister, T., & Jr, . (2000) Watch IT: The promises and risks of new information technologies for education.. Westview Press: Boulder, CO
Burbules, N. (1993) Dialogue in teaching: Theory and practice. New York: Teachers College Press. Selected for the American Educational Studies Association "Critics' Choice" Award, 1993. Selected for an invited book signing by the Conference on Intergroup Dialogue University of Michigan
Principal Investigator Can Knowledge be Distributed? The Dynamics of Knowledge in Interdisciplinary Alliances, National Science Foundation (National Center for Supercomputing Applications), 1999 - 2003
Co-Principal Investigator Interagency Education Research Initiative: Planning Grant for National Data Collection Center, National Science Foundation, 2000 - 2001
School and Society Analyzes normative and conceptual aspects of the interrelationship of school and society, and of reciprocal influences between schools and major social trends and forces. Course Information: 2 to 4 undergraduate hours. 2 to 4 graduate hours. 3 credit hour section is approved for B.S. in Learning and Education Studies.
Critical Thinking for Teachers Examination of critical thinking dispositions and abilities as an approach to the foundations of knowledge and structure of thinking in subject-matter areas. Course Information: 2 to 4 undergraduate hours. 2 to 4 graduate hours.
Technology &Educational Reform Examines the normative and policy issues raised by the use of new information and communication technologies in education. The course is interdisciplinary, drawing from social and historical as well as philosophical perspectives on these issues. Course Information: 3 undergraduate hours. 4 graduate hours.
Traditions in Philosophy of Ed Analyzes major trends and primary sources in philosophy of education, drawing mainly from the 20th century. Movements covered will include pragmatism, concept analysis, phenomenology, feminism, and Marxism/Critical theory. This course is required of all Philosophy of Education graduate students. Course Information: Prerequisite: An appropriate 300- and 400-level coursework in philosophy, philosophy of education, or consent of the instructor.
Contemporary Philosophy of Ed Analyzes exemplary current work in the field, covering a range of contrasting philosophical issues and approaches. The course goal is to provide familiarity with notable contemporary authors from a variety of perspectives. Course Information: Prerequisite: Coursework in philosophy or philosophy of education, or consent of instructor.
Ethics and Education Examines issues in moral philosophy as they pertain to education. Topics include current theories of moral education, ethical problems in teaching, or topics of moral dispute in educational policy. Course Information: Prerequisite: Coursework in philosophy or philosophy of education, or consent of instructor.