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Author: Alexandre Guilherme
Publisher: Routledge
ISBN: 1317567285
Category : Education
Languages : en
Pages : 190
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Book Description
Philosophy, Dialogue, and Education is an advanced introduction to nine key European social philosophers: Martin Buber, Mikhail Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jürgen Habermas. This detailed yet highly readable work positions the socio-political views of each philosopher within a European tradition of dialogical philosophy; and reflects on the continuing theoretical relevance of the work of each to education generally and to critical pedagogy. The discussion in each chapter is informed by materials drawn from various scholarly sources in English and is enriched by materials from other languages, particularly French, German, and Russian. This enhances the comparative European cultural perspective of the book; and connects the work of each philosopher to wider intellectual, political, and social debates. The book will appeal to academics, postgraduates, and researchers working in philosophy, philosophy of education, and in educational, cultural, and social studies more generally. Advanced undergraduate students would also benefit from the book’s discussion of primary sources and the authors’ suggestions for further reading.
Author: Alexandre Guilherme
Publisher: Routledge
ISBN: 1317567285
Category : Education
Languages : en
Pages : 190
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Book Description
Philosophy, Dialogue, and Education is an advanced introduction to nine key European social philosophers: Martin Buber, Mikhail Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jürgen Habermas. This detailed yet highly readable work positions the socio-political views of each philosopher within a European tradition of dialogical philosophy; and reflects on the continuing theoretical relevance of the work of each to education generally and to critical pedagogy. The discussion in each chapter is informed by materials drawn from various scholarly sources in English and is enriched by materials from other languages, particularly French, German, and Russian. This enhances the comparative European cultural perspective of the book; and connects the work of each philosopher to wider intellectual, political, and social debates. The book will appeal to academics, postgraduates, and researchers working in philosophy, philosophy of education, and in educational, cultural, and social studies more generally. Advanced undergraduate students would also benefit from the book’s discussion of primary sources and the authors’ suggestions for further reading.
Author: Jana Mohr Lone
Publisher: Rowman & Littlefield
ISBN: 1442234792
Category : Education
Languages : en
Pages : 257
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Book Description
Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds. The book offers a wealth of practical resources for use in elementary, middle school, and high school classrooms, as well as consideration of many of the broader educational, social, and political topics in the field, including the educational value of pre-college philosophy, the philosophies of education that inform this philosophical practice, and the relevance of pre-college philosophy for pressing issues in contemporary education (such as education reform, child development, and prejudice and privilege in classrooms). The book includes sections on: the expansion of philosophy beyond higher education to pre-college populations; the importance of wondering, questioning and reflection in K-12 education; the ways that philosophy is uniquely suited to help students cultivate critical reasoning and independent thinking capacities; how to develop classroom communities of philosophical inquiry and their potentially transformative impact on students; the cultivation of philosophical sensitivity and positive identity formation in childhood; strategies for recognizing and diminishing the impact of social inequalities in classrooms; and the relationship between introducing philosophy in schools and education reform.
Author: Vittorio Hösle
Publisher:
ISBN: 9780268207069
Category : Dialogue
Languages : en
Pages : 0
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Book Description
Hosle covers the development of the philosophical dialogue beginning with Plato to the late twentieth century, providing a taxonomy and doctrine of categories.
Author: Paul Fairfield
Publisher: A&C Black
ISBN: 1441183213
Category : Education
Languages : en
Pages : 164
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Book Description
Author: Joanna Haynes
Publisher: Routledge
ISBN: 1135700850
Category : Education
Languages : en
Pages : 170
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Book Description
First published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Nicholas J. Pappas
Publisher: Algora Publishing
ISBN: 1628943688
Category : Philosophy
Languages : en
Pages : 218
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Book Description
Americans believe in education. Education allows you to make something of yourself. Education plays a special role in that it simultaneously provides a way out and a way in. But a way out of what? And a way into what? That?s not always clear. Three characters with different skills and outlooks explore the idea of education, questioning what true education is, challenging common conceptions and putting forward rich definitions of education and what it ideally would be. People do expect knowledge, understanding, and maturity of those who receive education. Unfortunately, things don?t always pan out. Sometimes ?education? produces a kind of learned ignorance; sometimes cliquishness; and sometimes blindness. So how do you get the good and avoid the bad? Director, a philosopher figure in this book, gets at the question with his two interlocutors, Musician and Professor. Music is often a great passion of young people. According to some of the more influential ancient Greeks, music educates the soul. Music speaks to the soul; education would like to speak to the soul. Music, in the broadest sense, can be, and often is, its tool. What is this broadest sense? And how is music a tool? The youths in question here do not like to think of music as a tool for education, or any other thing for that matter. Music liberates. Music frees. Music is beyond all other concerns. Or is it? That?s why the second character in this book is a musician and not someone who is concerned with engineering, for instance. Engineering is important, a necessity in our world?but who would argue it gives wing to the soul? Education can point to a door, but we must walk up, turn the knob,and walk in on our own. There?s no guarantee for what?s behind that door. So true education takes a fair amount of courage. I?m not of the opinion that courage can be taught. We can emulate the courageous, but it?s all on us.
Author: A. K. Cotton
Publisher: OUP Oxford
ISBN: 0191506982
Category : Philosophy
Languages : en
Pages : 344
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Book Description
In this volume, Cotton examines Plato's ideas about education and learning. With a particular focus on the experiences a learner must go through in developing philosophical understanding, the book argues that a reader's experience can be parallel in kind and value to that of the interlocutors we see conversing in the dialogues, in constituting learning. The study suggests that, just as Socratic conversation acts as a context for the interlocutors development of dialectical virtues, so the corpus of Plato's works presents an arena for readers to progress through the different stages of learning, providing them with the stimuli appropriate to their philosophical advancement at each point and encouraging them to take increasing responsibility for their own learning. Accordingly, the study proposes that the shape of the corpus, and the changes we observe between early, middle, and late dialogues, are best interpreted with reference to the changing needs of receivers at different stages of their philosophical development. Individual chapters focus on characterization, argumentation, structure and unity, plot, and myth as means by which the dialogues encourage their readers to engage in this productive and distinctive way.
Author: Megan Boler
Publisher: Peter Lang
ISBN: 9780820463193
Category : Education
Languages : en
Pages : 204
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Book Description
This collection brings into dialogue authors from a range of disciplines and perspectives to address the thorny question of how to balance the demands of «democratic dialogue» with the reality of a world in which each voice does not carry equal weight. Should rules be in place, for example, that correct for such imbalances by privileging some voices or muting others? Should separate spaces be created for traditionally disadvantaged groups to speak only among themselves? Is democratic dialogue in an inclusive sense even a possibility in a world divided by multiple dimensions of power and privilege? Leading theorists from several countries share a concern for social justice and present radically different interpretations of what democracy means for educational practice. In a format unusual for such collections, the essays speak directly to each other about significant moral, philosophical, and practical differences regarding how to effectively engage students as critical participants in classrooms fraught with power and difference. The authors draw from philosophy, critical race theory, sociology, feminist, and poststructural studies to address topics including hate speech, freedom of expression, speech codes, the meanings of silence, conceptions of voice and agency, and «political correctness». They explore honestly and self-critically the troubling and disturbing dimensions of speech and silence that situate the classroom as a volatile microcosm of contemporary political contradictions.
Author: W. John Morgan
Publisher: Routledge
ISBN: 1135067732
Category : Education
Languages : en
Pages : 314
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Book Description
Martin Buber (1878-1965) is considered one of the 20th century‘s greatest thinkers and his contributions to philosophy, theology and education are testimony to this. His thought is founded on the idea that people are capable of two kinds of relations, namely I-Thou and I-It, emphasising the centrality of dialogue in all spheres of human life. For t
Author: Kenneth Paul Kramer
Publisher: R&L Education
ISBN: 1475804407
Category : Education
Languages : en
Pages : 123
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Book Description
Educational practice today often fails to make the crucial distinction between learning as an accumulation of information and learning as a dialogical interaction that elicits one’s personal response to the material. Learning Through Dialogue offers an alternative approach to teaching and learning, which utilizes Martin Buber’s dialogical principles: turning toward, addressing affirmatively, listening attentively, and responding responsibly. The book first presents Buber’s educational theory and method and second presents specific examples of how Buber’s dialogical philosophy can be applied in the classroom. Rather than imposing one’s own views, this approach enables teachers and students to develop course content in uniquely appropriate ways. If you are a teacher, a student, an educator at any level, or anyone interested in furthering his or her ability to engage more meaningfully with the educational process, this book will challenge you with fresh perspectives.
