Pedagogics as a System PDF Download

Author: Karl Rosenkranz
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 224

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Author: Anna Brackett
Publisher: BoD – Books on Demand
ISBN: 3368155253
Category : Fiction
Languages : en
Pages : 154

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Reprint of the original.

Author: Johann Carl Friedrich ROSENKRANZ
Publisher:
ISBN:
Category :
Languages : en
Pages : 160

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Author: Johann Karl F. Rosenkranz
Publisher:
ISBN:
Category :
Languages : en
Pages : 232

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Author: Ossian Herbert Lang
Publisher:
ISBN:
Category :
Languages : en
Pages : 84

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Author: Enrique D. Dussel
Publisher: punctum books
ISBN: 195019227X
Category : Education
Languages : en
Pages : 205

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Book Description
Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation - and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel's THE PEDAGOGICS OF LIBERATION: A Latin American Philosophy of Education, the first English translation of Dussel's thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation. Dussel's ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s. Drawing heavily from the ethical philosophy of Emmanuel Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher-student, politician-citizen, doctor-patient, philosopher-nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be "lo Mismo." This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. "Pedagogics" should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel's pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general. ENRIQUE DUSSEL was born in 1934 in the town of La Paz, in the region of Mendoza, Argentina. He first came to Mexico in 1975 as a political exile and is currently a Mexican citizen, Professor in the Department of Philosophy at the Iztapalapa campus of the Universidad Aut�noma Metropolitana (Autonomous Metropolitan University, UAM), and also teaches courses at the Universidad Nacional Aut�noma de M�xico (National Autonomous University of Mexico, UNAM). He has an undergraduate degree in Philosophy (from the Universidad Nacional de Cuyo/National University of Cuyo in Mendoza, Argentina), a Doctorate from the Complutense University of Madrid, a Doctorate in History from the Sorbonne in Paris, and an undergraduate degree in Theology obtained through studies in Paris and M�nster.

Author: Olena Lazurenko
Publisher: Lyudmyla Shevchenko-Savchyn
ISBN: 1497552060
Category : Psychology
Languages : en
Pages : 184

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As a science psychology studies mental activity and human behaviour. Psychologists study basic functions such as learning, memory, language, thinking, emotions, motives etc. They investigate development throughout the life span from birth to death. Psychology is a science of psyche and regularities of its manifestation and development. This is a science which studies processes of active reflections by a man of objective reality in the form of feelings, perceptions, thoughts, sensations and other processes and effects of psyche.

Author: Friedrich Fröbel
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 388

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Author: Christoph Wulf
Publisher: Waxmann Verlag
ISBN: 9783830962595
Category : Critical pedagogy
Languages : en
Pages : 168

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Book Description
Educational science (one of the most developed disciplines in the humanities and social sciences) developed as a scientific discipline in its own right when humanist pedagogics, empirical educational science and the Critical Theory of the Frankfurt School merged. This book reconstructs and critically reflects their convergence.

Author: Carl Sterkens
Publisher: BRILL
ISBN: 9004497307
Category : Religion
Languages : en
Pages : 292

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Book Description
The increasing plurality of religions and world-views in western society has major implications for religious communication in both public and private settings. This study is an important step in an exploration of the consequences of this religious plurality for religious education in primary education. The chief concern of this study is the following question: To what extent is a pedagogic model in which pupils are encouraged to participate in an interreligious dialogue adequate for coping with this religious plurality? To address this question, the author discusses the following research questions: what are the cognitive, the affective and the attitudinal effects of the interreligious model for religious education, and can this model be legitimised? These questions are considered in the context of a discussion of the meaning of religion and an elaboration of the aim of religious education within the context of a secularized and multicultural society.