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Dialogue, Argumentation and Education

Author: Baruch B. Schwarz
Publisher: Cambridge University Press
ISBN: 1107141818
Category : Education
Languages : en
Pages : 317

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Book Description
This book presents the historical, theoretical and empirical foundations of educational practices involving dialogue and argumentation.

Philosophy in Education

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.

Education, Dialogue and Hermeneutics

Author: Paul Fairfield
Publisher: Bloomsbury Publishing
ISBN: 0826426832
Category : Education
Languages : en
Pages : 177

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Book Description
Philosophical hermeneutics has rich implications for the theory and practice of education, yet the topic has often been ignored. Education, Dialogue and Hermeneutics takes a variety of principles and themes from philosophical hermeneutics, drawing on insights from major figures such as Martin Heidegger, Hans-Georg Gadamer and Paul Ricoeur, and applies them to issues in education and the philosophy of education. Topics covered include the relevance and nature of dialogue and understanding in an educational setting, the nature of educational experience and the concept of Bildung, narrative and tradition.Timely and original, Education, Dialogue and Hermeneutics draws together eight original chapters written by leading scholars in the field of hermeneutics.

Buber and Education

Author: W. John Morgan
Publisher: Routledge
ISBN: 1135067740
Category : Education
Languages : en
Pages : 192

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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. This book brings together aspects of Buber‘s philosophy and educational practice, and explains their significance for peace dialogue and for conflict resolution, both between individuals and communities.

Platonic Dialogue and the Education of the Reader

Author: A. K. Cotton
Publisher: OUP Oxford
ISBN: 0191506982
Category : Philosophy
Languages : en
Pages : 341

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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.

Enquiring Minds

Author: Rene Saran
Publisher: Stylus Publishing, LLC.
ISBN: 9781858563367
Category : Education
Languages : en
Pages : 204

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Book Description
This book is the first in English to set out the theoretical underpinnings of modern Socratic Dialogue as a self-directed learning process. Central to the Socratic Method are the opportunities it gives educators and others to * learn about the Socratic Method as a new approach to their work * foster rational critical thinking skills * develop the learners' autonomy * nurture emotional intelligence and qualities such as empathy As a process of philosophising in groups, Socratic Dialogue is attracting growing interest in the US, Mexico and Europe because of its potential contribution to developing learning. It will be relevant to courses in citizenship, personal and social education, health, social work and community issues. Inspired by the philosophy of Socrates, the German philosopher Leonard Nelson began to apply the Socratic Method to thinking and learning in the 1920s. By the 1950s Socratic Dialogue was being developed into a learning/teaching process, initially in Germany. Part 1 of the book deals with theoretical aspects of Socratic Dialogue and suggests possible applications, particularly in the school sector. Part 2 presents a range of Socratic Dialogue experiences in Britain and Germany and offers guidance about the organisation, rules and phases of the Socratic process. The foundation text by Leonard Nelson makes up Part 3. There is information about organizations involved with the promotion of Socratic Dialogue in Britain, Germany and the Netherlands and a survey of relevant literature. The work will be of interest to all those working in education, especially teachers of philosophy, ethics, religious studies and mathematics. It will provide an authoritative guide to educators who want learners to develop enquiring minds.

Democratic Dialogue in Education

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.

Beyond Discourse

Author: Alexander M. Sidorkin
Publisher: State University of New York Press
ISBN: 1438419953
Category : Education
Languages : en
Pages : 178

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Book Description
Using Mikhail Bakhtin's concepts of dialogue and carnival, and in connection with the ideas of Martin Buber, Sidorkin explores the issues of difference and identity in a very postmodern view of the self. He addresses the questions of what it really means to be human, and, likewise, what truly makes a good school. He takes dialogue beyond the framework of discourse, making it an end in itself rather than a means toward better education. His sojourn into a fifth-grade classroom shows that basic forms of classroom talk, which are normally thought to be distracting or educationally useless, are proved to be valuable dialogical moments of discovery in schooling.

Plato’s Socrates, Philosophy and Education

Author: James M. Magrini
Publisher: Springer
ISBN: 3319713566
Category : Education
Languages : en
Pages : 132

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Book Description
This book develops for the readers Plato’s Socrates’ non-formalized “philosophical practice” of learning-through-questioning in the company of others. In doing so, the writer confronts Plato’s Socrates, in the words of John Dewey, as the “dramatic, restless, cooperatively inquiring philosopher" of the dialogues, whose view of education and learning is unique: (1) It is focused on actively pursuing a form of philosophical understanding irreducible to truth of a propositional nature, which defies “transfer” from practitioner to pupil; (2) It embraces the perennial “on-the-wayness” of education and learning in that to interrogate the virtues, or the “good life,” through the practice of the dialectic, is to continually renew the quest for a deeper understanding of things by returning to, reevaluating and modifying the questions originally posed regarding the “good life.” Indeed Socratic philosophy is a life of questioning those aspects of existence that are most question-worthy; and (3) It accepts that learning is a process guided and structured by dialectic inquiry, and is already immanent within and possible only because of the unfolding of the process itself, i.e., learning is not a goal that somehow stands outside the dialectic as its end product, which indicates erroneously that the method or practice is disposable. For learning occurs only through continued, sustained communal dialogue.