Self and Wisdom in Arts-Based Contemplative Inquiry in Education PDF Download
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Author: Giovanni Rossini
Publisher: Routledge
ISBN: 100024489X
Category : Education
Languages : en
Pages : 209
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Book Description
By foregrounding a first-person perspective, this text enacts and explores self-reflection as a mode of inquiry in educational research and highlights the centrality of the individual researcher in the construction of knowledge. Engaging in particular with the work of Thomas Merton through a dialogical approach to his writings, Self and Wisdom in Arts-Based Contemplative Inquiry in Education offers rich examples of personal engagement with text and art to illustrate the pervasive influence of the personal in reflective, narrative, and aesthetic forms of inquiry. Chapters consider methodological and philosophical implications of self-study and contemplative research in educational contexts, and show how dialogic approaches can enrich empirical forms of inquiry, and inform pedagogical practice. In its embrace of a contemplative voice within an academic treatise, the text offers a rich example of arts-based contemplative inquiry. This unique text will be of interest to postgraduate scholars, researchers, and academics working in the fields of educational philosophy, arts-based and qualitative research methodologies and Merton studies.
Author: Giovanni Rossini
Publisher: Routledge
ISBN: 1000244970
Category : Education
Languages : en
Pages : 305
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Book Description
By foregrounding a first-person perspective, this text enacts and explores self-reflection as a mode of inquiry in educational research and highlights the centrality of the individual researcher in the construction of knowledge. Engaging in particular with the work of Thomas Merton through a dialogical approach to his writings, Self and Wisdom in Arts-Based Contemplative Inquiry in Education offers rich examples of personal engagement with text and art to illustrate the pervasive influence of the personal in reflective, narrative, and aesthetic forms of inquiry. Chapters consider methodological and philosophical implications of self-study and contemplative research in educational contexts, and show how dialogic approaches can enrich empirical forms of inquiry, and inform pedagogical practice. In its embrace of a contemplative voice within an academic treatise, the text offers a rich example of arts-based contemplative inquiry. This unique text will be of interest to postgraduate scholars, researchers, and academics working in the fields of educational philosophy, arts-based and qualitative research methodologies and Merton studies.
Author: Bernadette Flanagan
Publisher: Taylor & Francis
ISBN: 104011346X
Category : Religion
Languages : en
Pages : 420
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Book Description
The Routledge Handbook of Research Methods in Spirituality and Contemplative Studies provides the first authoritative overview of methodology in this growing field. Against the background of the pandemic and other global challenges, spirituality is expanding as an agreed term with which to discuss the efforts people make to be fully present to deeper, invisible dimensions of their personal identity and external reality, but until now there have been few resources exploring the different methodological approaches researchers take. This book explores the primary methodologies emerging: First Person, Second Person, and Third Person, and provides a systematisation of spirituality research in applied contexts for the first time. Comprising 33 chapters by a team of international contributors, the book is divided into seven parts: Foundations Approaches to Contemplative Research Contemplative Research in Education Contemplative Research in Work and Leadership Contemplative Research in Science, Health, and Healing Contemplative Research in Social Sciences Contemplative Research and the Way Forward The Handbook provides readers, practitioners, and policymakers with methods and approaches which can facilitate a spiritual and contemplative stance in research activities. It is an essential resource for researchers and students of Religion, Spirituality, and Research Methods.
Author: Mason Marshall
Publisher: Routledge
ISBN: 1000328252
Category : Education
Languages : en
Pages : 228
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Book Description
This scholarly volume proposes protreptic as a radically new way of reading Plato’s dialogues leading to enhanced student engagement in learning and inquiry. Through analysis of Platonic dialogues including Crito, Euthyphro, Meno, and Republic, the text highlights Socrates’ ways of fostering and encouraging self-examination and conscionable reflection. By focusing his work on Socrates’ use of protreptic, Marshall proposes a practical approach to reading Plato, illustrating how his writings can be used to enhance intrinsic motivation amongst students, and help them develop the thinking skills required for democratic and civic engagement. This engaging volume will be of interest to doctoral students, researchers, and scholars concerned with Plato’s dialogues, the philosophy of education, and ancient philosophy more broadly, as well as post-graduate students interested in moral and values education research.
Author: Candice C. Carter
Publisher: Taylor & Francis
ISBN: 1000995461
Category : Education
Languages : en
Pages : 297
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Book Description
This book advances knowledge about the implementation of peace and non-violence strategies in education that counter violence. Addressing both hidden and direct violence, it examines the harm to wellbeing and learning through a unique exploration of the role of teachers, and confronts the roots of violence in educational settings. Presenting and critiquing a range of pedagogical tools, case examples, and research, it examines how various methods can be used for identifying and proactively responding to conflicts such as injustice, discrimination, and prejudice, among others. Contributors present case studies from a range of global contexts and offer cutting-edge research on the applications of these resources, and how they contextualize peace education. An essential read for educators, teacher educators and peace scholars, it crucially offers pathways for confronting and healing from violence in both formal and informal sites of education.
Author: Håvard Åsvoll
Publisher: Routledge
ISBN: 1000548589
Category : Education
Languages : en
Pages : 95
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Book Description
This book puts forward a "theory of Nothing" and shows how a praxis of "Nothing" can offer new possibilities for educational research and practice. Taking inspiration from Heidegger’s and Wittgenstein’s philosophy and with regards to phenomenology and language, the book indicates how nothing can be a condition for an educational technology. The book translates the complex philosophical thinking of Heidegger and Wittgenstein into the realm of education studies, drawing on their perspectives to contribute to an understanding of how nothingness comes into being and how this relates to education. Arguing that nothingness addresses new possibilities for understanding and how we perceive the world and our place in it, the book theorises different aspects that can be included in a theory of Nothing; including indeterminateness, embodiment and how the inexpressible can be made expressible. The book presents vignettes and examples of educational practice and explores how nothing can show up in educational research, theory and practice. Outlining a unique conceptualisation of nothingness in education, the book will be of great interest to academics, researchers and post-graduate students in the field of educational philosophy and educational theory.
Author: Steven A. Stolz
Publisher: Routledge
ISBN: 1000449785
Category : Education
Languages : en
Pages : 271
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Book Description
Notions of the body and embodiment have become prominent across a number of established discipline areas, like philosophy, sociology, and psychology. While there has been a paradigmatic shift towards this topic, there is a notable gap in the literature as it relates to education and educational research. The Body, Embodiment and Education addresses the gap between embodiment and education by exploring conceptualisations of the body and embodiment from interdisciplinary perspectives. With contributions from international experts in philosophy, sociology, and psychology, as well as emerging areas in related fields, such as embodied cognition, neuroscience, cognitive science, this book sets a new research agenda in education and educational research. Each chapter makes a case for expanding the field and adds to the call for further exploration. The Body, Embodiment and Education will be of great interest to academics, researchers and postgraduate students who are interested in the body and embodiment and/or its relationship with education or educational research.
Author: Nick Peim
Publisher: Routledge
ISBN: 1351675176
Category : Education
Languages : en
Pages : 258
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Book Description
Rethinking the Politics of Education provides an entirely original rethinking of the modern and contemporary mythology of education. Problematizing the ideas concerning education as fulfilment and redemption, the book critically reviews the association of education with projects of social justice, democracy and improvement. This book argues for a fundamental rethinking of what education is, exploring how things stand with education and educational apparatuses in the contemporary world. It examines relations between educational discourses and their implied ontological stances and offers new ways of thinking that draw on ontological positions from psychoanalytical, philosophical and social discourses. The book contends that education is an essential form of politics and must be understood through a careful examination of its history modes of operation and its basic structures, rather than an idealized version of what it might be. Presenting an original and alternative account of a theoretically informed political ontology of education, the book will be of great interest to academics, researchers and postgraduate students interested in the philosophy of education, the politics of education, educational theory and the sociology of education.
Author: Jānis (John) Tālivaldis Ozoliņš
Publisher: Routledge
ISBN: 1000440575
Category : Education
Languages : en
Pages : 207
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Book Description
The ‘post-truth’ world in which we live has been beset by fake news, lies and a cavalier disregard for truth. If truth is neglected then an alternative is an appeal to the emotions in order to validate a particular position, which can quickly turn to the use of power to impose a particular view. The loss of truth results in the loss of freedom. This book contends that if we want to preserve our freedom then we have a serious obligation to pursue truth. One way to do this is through an adequate moral education. Education in an Age of Lies and Fake News: Regaining a Love of Truth makes an argument for the importance of truth. It explores how we can retrieve the concept of truth and how moral education can be deployed in order to re-establish a commitment to truth. It introduces Eastern perspectives on the question of truth and how we view reality, and presents a realist position on the nature of truth as a counter to scepticism, drawing on Augustine and Thomas Aquinas, amongst others. Further, the chapters are mindful of the significance of developing a pedagogy which not only enables students to be critical thinkers, but to foster a genuine concern for truth and for its pursuit. This book will be essential reading for students, educators, philosophers and researchers pursuing the question of truth in the modern age.
Author: Gilbert Burgh
Publisher: Routledge
ISBN: 1000474186
Category : Education
Languages : en
Pages : 267
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Book Description
The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions. This book is the first monograph on philosophy with children to focus on democratic education. The book examines the ways in which education can either perpetuate or disrupt harmful social and political practices and narratives at the classroom level. It is a rethinking of civics and citizenship education as place-responsive learning aimed at understanding and improving human-environment relations to not only face an uncertain world, but also to face the inevitable challenges of democratic disagreement beyond merely promoting pluralism, tolerance and agreement. When viewed as a way of life democracy becomes both a goal and a teaching method for developing civic literacy to enable students to articulate and apprehend more than just the predominant political narrative, but to reshape it. This book will be of interest to scholars of philosophy, political science, education, democratic theory, civics and citizenship studies, and peace education research.
Author: JuliAnna Ávila
Publisher: Taylor & Francis
ISBN: 1000464350
Category : Education
Languages : en
Pages : 355
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Book Description
Through expert analysis, this text proves that John Dewey’s views on efficiency in education are as relevant as ever. By exploring Deweyan theories of teaching and learning, the volume illustrates how they can aid educators in navigating the theoretical and practical implications of accountability, standardization, and assessment. The Contemporary Relevance of John Dewey’s Theories on Teaching and Learning deconstructs issues regarding accountability mechanisms, uniform assessment systems, and standardization processes through a Deweyan lens. Connecting the zeitgeist of the era from which Dewey’s ideas emerged and current global political, social, and economic contexts, the book emphasizes the importance of resilient systems in reconciliating the tension between standardized assessments and individual student development. Contributors provide insights from a range of settings across Pre-K, primary, secondary, and higher education and address topics including teacher agency, voice, leadership, and democracy. The volume will be of interest to scholars, researchers, and academics with an interest in philosophy of education, education policy and the impact of neoliberal agendas, as well as teaching and learning more broadly.
