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Author: Rebecca L. Farinas Publisher: Bloomsbury Publishing ISBN: 1350151378 Category : Philosophy Languages : en Pages : 265
Book Description
In Classical American Philosophy: Poiesis in the Public Square, Rebecca Farinas takes seven major figures from the American philosophical canon and examines their relationship with an artistic or scientific interlocutor. It is a unique insight into the origins of American philosophy and through case studies such as the friendship between Alain Locke and the biologist E.E. Just and the collaboration between Jane Addams and George Herbert Mead, Farinas provides a new insight into these thinkers' ideas. Her new perspective allows her to move beyond relational aesthetics to consider these theorists' phenomenological, metaphysical, religious and cosmological ideas and reapply them to the modern world. Indeed, the partnerships she examines have proved especially valuable to newer philosophical fields like value theory, ethics, pedagogy and semiotics. Her links between art and science also provide new vantage points on our society's continuing artistic endeavours and technological advances and introduce an exciting new perspective on early American philosophy and its ensuing movements.
Author: Enrique D. Dussel Publisher: punctum books ISBN: 195019227X Category : Education Languages : en Pages : 205
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: John Kaag Publisher: Farrar, Straus and Giroux ISBN: 0374713111 Category : Philosophy Languages : en Pages : 273
Book Description
The epic wisdom contained in a lost library helps the author turn his life around John Kaag is a dispirited young philosopher at sea in his marriage and his career when he stumbles upon West Wind, a ruin of an estate in the hinterlands of New Hampshire that belonged to the eminent Harvard philosopher William Ernest Hocking. Hocking was one of the last true giants of American philosophy and a direct intellectual descendent of William James, the father of American philosophy and psychology, with whom Kaag feels a deep kinship. It is James’s question “Is life worth living?” that guides this remarkable book. The books Kaag discovers in the Hocking library are crawling with insects and full of mold. But he resolves to restore them, as he immediately recognizes their importance. Not only does the library at West Wind contain handwritten notes from Whitman and inscriptions from Frost, but there are startlingly rare first editions of Hobbes, Descartes, and Kant. As Kaag begins to catalog and read through these priceless volumes, he embarks on a thrilling journey that leads him to the life-affirming tenets of American philosophy—self-reliance, pragmatism, and transcendence—and to a brilliant young Kantian who joins him in the restoration of the Hocking books. Part intellectual history, part memoir, American Philosophy is ultimately about love, freedom, and the role that wisdom can play in turning one’s life around.
Author: Michael Newall Publisher: Routledge ISBN: 0429869975 Category : Art Languages : en Pages : 292
Book Description
*Winner of the American Society for Aesthetics 2019 Outstanding Monograph Prize* Until now, research on art schools has been largely occupied with the facts of particular schools and teachers. This book presents a philosophical account of the underlying practices and ideas that have come to shape contemporary art school teaching in the UK, US and Europe. It analyses two models that, hidden beneath the diversity of contemporary artist training, have come to dominate art schools. The first of these is essentially an old approach: a training guided by the artistic values of a single artist-teacher. The second dates from the 1960s, and is based around the group crit, in which diverse voices contribute to an artist’s development. Understanding the underlying principles and possibilities of these two models, which sit together in an uneasy tension, gives new insights into the character of contemporary art school teaching, demonstrating how art schools shape art and artists, how they can be a potent engine of creativity in contemporary culture and how they contribute to artistic research. A Philosophy of the Art School draws on first-hand accounts of art school teaching, and is deeply informed by disciplines ranging from art history and art theory, to the philosophy of art, education and creativity.
Author: Sara Goering Publisher: Routledge ISBN: 113618032X Category : Education Languages : en Pages : 328
Book Description
All of us ponder the big and enduring human questions—Who am I? Am I free? What should I do? What is good? Is there justice? Is life meaningful?—but this kind of philosophical interrogation is rarely carefully explored or even taken seriously in most primary and secondary school settings. However, introducing philosophy to young people well before they get to college can help to develop and deepen critical and creative thinking, foster social and behavioral skills, and increase philosophical awareness. Philosophy in Schools: An Introduction Philosophers and Teachers is an invaluable resource for students and practitioners who wish to learn about the philosophy for children movement, and how to work its principles into their own classroom activities. The volume provides a wealth of practical information, including how to train educators to incorporate philosophy into their daily lessons, best practices and activity ideas for every grade level, and assessment strategies. With contributions from some of the best practitioners of philosophy for children, Philosophy in Schools is a must-have resource for students of philosophy and education alike.
Author: Jana Mohr Lone Publisher: Rowman & Littlefield ISBN: 1442234792 Category : Education Languages : en Pages : 257
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: William H. Jeynes Publisher: SAGE ISBN: 1452235740 Category : Education Languages : en Pages : 497
Book Description
"This is an excellent text in the field of U.S. educational history. The author does a great job of linking past events to the current trends and debates in education. I am quite enthusiastic about this book. It is well-written, interesting, accessible, quite balanced in perspective, and comprehensive. It includes sections and details, that I found fascinating – and I think students will too." —Gina Giuliano, University at Albany, SUNY "This book offers a comprehensive and fair account of an American Educational History. The breadth and depth of material presented are vast and compelling." —Rich Milner, Vanderbilt University An up-to-date, contemporary examination of historical trends that have helped shape schools and education in the United States... Key Features: Covers education developments and trends beginning with the Colonial experience through the present day, placing an emphasis on post-World War II issues such as the role of technology, the standards movement, affirmative action, bilingual education, undocumented immigrants, and school choice. Introduces cutting-edge controversies in a way that allows students to consider a variety of viewpoints and develop their own thinking skills Examines the educational history of increasingly important groups in U.S. society, including that of African American women, Native Americans, Latinos and Asian Americans. Intended Audience This core text is designed for undergraduate and graduate courses such as Foundations of Education; Educational History; Introduction to Education; Philosophy of Education; American History; Sociology of Education; Educational Policy; and Educational Reform in the departments of Education, History, and Sociology.
Author: Hanna Samir Kassab Publisher: Springer ISBN: 1137593520 Category : Political Science Languages : en Pages : 225
Book Description
This book defines political ideology as a structural force that combines ideas, emotion, and people for the purpose of transforming political discourse. It advances a theoretical proposition concerning the creation of alternative modes of governance and proposes a general theory explains the reasons for the creation of political ideologies as an escape from perceived injustice. The theory also explains democracy's success and the failure of Communism and the Fascism. The purpose of any political ideology, whether Democracy, Fascism (and its varieties), or Communism, is to escape human suffering by combining ideas, emotion, and people in the production of fundamental societal change. Ideologies must possess these three variables to attain the necessary power to succeed as a political force. Power gives the ideology the structural ability to transform society, trapping the once free individual into the ideology.
Author: Rebecca L. Farinas Publisher: Bloomsbury Publishing ISBN: 1350151378 Category : Philosophy Languages : en Pages : 265
Book Description
In Classical American Philosophy: Poiesis in the Public Square, Rebecca Farinas takes seven major figures from the American philosophical canon and examines their relationship with an artistic or scientific interlocutor. It is a unique insight into the origins of American philosophy and through case studies such as the friendship between Alain Locke and the biologist E.E. Just and the collaboration between Jane Addams and George Herbert Mead, Farinas provides a new insight into these thinkers' ideas. Her new perspective allows her to move beyond relational aesthetics to consider these theorists' phenomenological, metaphysical, religious and cosmological ideas and reapply them to the modern world. Indeed, the partnerships she examines have proved especially valuable to newer philosophical fields like value theory, ethics, pedagogy and semiotics. Her links between art and science also provide new vantage points on our society's continuing artistic endeavours and technological advances and introduce an exciting new perspective on early American philosophy and its ensuing movements.
Author: Rebecca L. Farinas
Author: Van Cleve Morris
Author: Enrique D. Dussel
Author: John Kaag
Author: Michael Newall
Author: Sara Goering
Author: Jana Mohr Lone
Author: William H. Jeynes
Author: Herbert Wallace Schneider
Author: Hanna Samir Kassab
Author: Rebecca L. Farinas